Prevocational Learning Programme for TVET
FOUNDATIONAL
ENGLISH
STUDENT GUIDE
Version 6: August 2019
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PLP English Student Guide V6 Aug19
PLP English Student Guide V6 Aug19 (English), 214 pages. Read online or get the free PDF download.
Multiple grades214 pages
EnglishStudy guide, 214 pages. Read online or download the PDF.
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TABLE OF CONTENTS
TABLE OF CONTENTS............................................................................................. 2
Icons ........................................................................................................................ 13
Unit 1: Introduction ................................................................................................ 14
Outcomes .............................................................................................................................................. 14
Welcome to the Programme!................................................................................. 14
1.1 Meet Each Other ............................................................................................................................. 15
1.2 What you will learn .......................................................................................................................... 16
1.3 Assessment..................................................................................................................................... 17
Module 1.................................................................................................................. 18
Unit 2: Pronouns ................................................................................................... 19
2.1 Outcomes ........................................................................................................................................ 19
2.2 Pronouns ......................................................................................................................................... 19
2.3 Conversations ................................................................................................................................. 21
Unit 3: Adjectives .................................................................................................. 23
3.1 Outcomes ........................................................................................................................................ 23
3.2 Adjectives ........................................................................................................................................ 23
3.3 Conversations ................................................................................................................................. 25
Unit 4: Negative and Positive Statements ........................................................... 27
4.1 Outcomes ........................................................................................................................................ 27
4.2 Positive and Negative Sentences ................................................................................................... 27
4.4 Conversations ................................................................................................................................. 28
Unit 5: Contractions .............................................................................................. 30
5.1 Outcomes ........................................................................................................................................ 30
5.2 Contractions .................................................................................................................................... 30
5.3 Negative of “to do” .......................................................................................................................... 32
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Unit 6: Verbs .......................................................................................................... 34
6.1 Outcomes ........................................................................................................................................ 34
6.2 Verbs, Nouns and Pronouns ........................................................................................................... 34
6.3 Regular Verbs – Single and Plural .................................................................................................. 35
6.4 Informal Introductions ..................................................................................................................... 36
6.4 Conversations ................................................................................................................................. 37
Unit 7: Negative Contractions .............................................................................. 39
7.1 Outcomes ........................................................................................................................................ 39
7.2 Negative Contractions ..................................................................................................................... 39
7.3 New Verb – To Come ..................................................................................................................... 41
7.4 Conversations ................................................................................................................................. 41
Unit 8: Numbers .................................................................................................... 42
8.1 Outcomes ........................................................................................................................................ 42
8.2 Numbers .......................................................................................................................................... 42
8.3 Meet the Kumalo Family ................................................................................................................. 43
8.4 Formal Introductions ....................................................................................................................... 43
8.5 Conversations ................................................................................................................................. 44
Unit 9: Apostrophes with Possessive Nouns ..................................................... 45
9.1 Outcomes ........................................................................................................................................ 45
9.2 The Negative Contraction “don’t” .................................................................................................... 45
9.3 Use an Apostrophe with a Possessive Noun .................................................................................. 46
9.4 New Verbs: “to say” and “to need” .................................................................................................. 46
9.5 Conversations ................................................................................................................................. 47
Unit 10: Prepositions ............................................................................................ 48
10.1 Outcomes ...................................................................................................................................... 48
10.2 Countries and Nationalities ....................................................................................................... 48
10.3 Prepositions .................................................................................................................................. 49
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10.4 Oral questions – Board Game ...................................................................................................... 50
Unit 11: Greetings ................................................................................................. 51
11.1 Outcomes ...................................................................................................................................... 51
11.2 Greetings ....................................................................................................................................... 51
11.3 Different Kinds of Greetings .......................................................................................................... 51
11.4 Conversations ............................................................................................................................... 52
.......................................................................................................................................................... 52
11.5 Comprehension ............................................................................................................................. 53
Unit 12: Singular and Plural Nouns ..................................................................... 54
12.1 Outcomes ...................................................................................................................................... 54
12.2 Let’s Count .................................................................................................................................... 54
12.3 Singular and Plural ........................................................................................................................ 55
Unit 13: Auxiliary Verbs ........................................................................................ 57
13.1 Outcomes ...................................................................................................................................... 57
13.2 Auxiliary Verbs .............................................................................................................................. 57
13.3 Using “Some” and “Any” ............................................................................................................... 57
13.4 Reading ......................................................................................................................................... 58
Unit 14: Subject, Object and Pronouns ................................................................ 61
14.1 Outcomes ...................................................................................................................................... 61
14.2 Pronouns ....................................................................................................................................... 61
14.3 Use “a” and “the” before Singular Nouns ...................................................................................... 63
Unit 15: Prepositions ............................................................................................. 64
15.1 Outcomes ...................................................................................................................................... 64
15.2 Prepositions .................................................................................................................................. 64
Unit 16: Numbers ................................................................................................... 67
16.1 Outcomes ...................................................................................................................................... 67
16.2 Sentences and Paragraphs .......................................................................................................... 67
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16.3 Numbers ........................................................................................................................................ 67
Unit 17: Pronouns ................................................................................................. 69
17.1 Outcomes ...................................................................................................................................... 69
17.2 Pronouns ....................................................................................................................................... 69
Module 2.................................................................................................................. 70
Unit 1: Read a Map ................................................................................................. 71
1.1 Outcomes ........................................................................................................................................ 71
1.3 Comprehension ............................................................................................................................... 72
Unit 2: Days of the Week ....................................................................................... 73
2.1 Outcomes ........................................................................................................................................ 73
Unit 3: Present and Past Tense ............................................................................. 75
3.1 Outcomes ........................................................................................................................................ 75
3.2 Present Tense and Past Tense ...................................................................................................... 75
3.3 Sounds of “ed” at the End of a Word .............................................................................................. 76
Unit 4: Irregular Verbs in the Past Tense ............................................................. 78
4.1 Outcomes ........................................................................................................................................ 78
4.2 Irregular Verbs in the Past Tense ................................................................................................... 78
4.3 Negative Answers in the Past Tense .............................................................................................. 79
Unit 5: “To Be” in the Past Tense ......................................................................... 81
5.1 Outcomes ........................................................................................................................................ 81
5.2 The Verb “to be” .............................................................................................................................. 81
Unit 6: Express Time in the Past ........................................................................... 84
6.1 Outcomes ........................................................................................................................................ 84
6.2 Word Order ..................................................................................................................................... 84
Unit 7: The Present Continuous Tense ................................................................ 86
7.1 Outcomes ........................................................................................................................................ 86
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7.2 The Present Participle ..................................................................................................................... 86
7.3 Present Continuous Tense ............................................................................................................. 86
7.4 Conversations ................................................................................................................................. 87
Unit 8: Spelling ...................................................................................................... 89
8.1 Outcomes ........................................................................................................................................ 89
8.2 Spelling Rules ................................................................................................................................. 89
8.3 Spelling for verbs with “-ed” and “-ing” ............................................................................................ 89
Unit 9: Past Continuous Tense ............................................................................ 91
9.1 Outcomes ........................................................................................................................................ 91
9.2 Past Continuous Tense ................................................................................................................... 91
Unit 10: Months and Seasons .............................................................................. 93
10.1 Outcomes ...................................................................................................................................... 93
10.2 Months and Seasons in South Africa ............................................................................................ 93
10.3 Phrases for Expressing Time ........................................................................................................ 95
Unit 11: The Simple Future Tense ....................................................................... 97
11.1 Outcomes ...................................................................................................................................... 97
11.2 In the Future .................................................................................................................................. 97
11.3 Conversations ............................................................................................................................... 98
Unit 12: Reading the Time .................................................................................... 99
12.1 Outcomes ...................................................................................................................................... 99
12.2 “Going to” ...................................................................................................................................... 99
12.3 Conversations ............................................................................................................................. 100
Unit 13: Transportation ....................................................................................... 101
13.1 Outcomes .................................................................................................................................... 101
13.2 Travel Terms ............................................................................................................................... 101
Module 3................................................................................................................ 103
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Unit 1: Word Order ............................................................................................... 104
1.1 Outcomes ...................................................................................................................................... 104
1.2 Conversations ............................................................................................................................... 104
1.3 Comprehension ............................................................................................................................. 105
1.4 Sentence and Question Word Order............................................................................................. 105
Unit 2: Use of “In” and “On” with Time .............................................................. 106
2.1 Outcomes ...................................................................................................................................... 106
2.2 Comprehension ............................................................................................................................. 106
2.3 The Use of “In” and “On” with Time .............................................................................................. 107
Unit 3: Tag Questions .......................................................................................... 108
3.1 Outcomes ...................................................................................................................................... 108
3.2 Use “do” in a tag question ............................................................................................................. 108
Unit 4: Irregular Verbs in the Past Tense ........................................................... 109
4.1 Outcomes ...................................................................................................................................... 109
4.2 Irregular Verbs .............................................................................................................................. 109
Unit 5: Distances .................................................................................................. 112
5.1 Outcomes ...................................................................................................................................... 112
5.2 Using Distances in Language ....................................................................................................... 112
Unit 6: Degrees of Comparison........................................................................... 114
6.1 Outcomes ...................................................................................................................................... 114
6.2 Comprehension ............................................................................................................................. 114
6.3 Comparative Adjectives ................................................................................................................ 115
6.4 Conversations ............................................................................................................................... 116
Unit 7: Speaking and Listening .......................................................................... 118
7.1 Outcomes ...................................................................................................................................... 118
7.2 Comprehension ............................................................................................................................. 118
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Unit 8: Reading and Listening............................................................................ 120
8.1 Outcomes ...................................................................................................................................... 120
8.2 Comprehension ..................................................................................................................... 120
8.3 Conversations ............................................................................................................................... 120
Unit 9: Adjectives ................................................................................................ 123
9.1 Outcomes ...................................................................................................................................... 123
9.2 Sentence Order using Adjectives.................................................................................................. 123
Unit 10: Adverbs .................................................................................................. 125
10.1 Outcomes ................................................................................................................................... 125
10.2 Add “ly” to the Adjective .............................................................................................................. 125
Unit 11: Frequency Adverbs............................................................................... 126
11.1 Outcomes ................................................................................................................................... 126
11.2 Frequency Adverbs .................................................................................................................... 126
11.3 Conversations ............................................................................................................................ 127
Unit 12: The Adverb “Ever” ................................................................................ 129
12.1 Outcomes ................................................................................................................................... 129
12.2 Using “Ever” ............................................................................................................................... 129
Unit 13: Adverbs with “to be” ............................................................................ 131
13.1 Outcomes .................................................................................................................................... 131
13.2 To be with adverb ...................................................................................................................... 131
13.3 Comprehension .......................................................................................................................... 131
Unit 14: Brainstorming........................................................................................ 133
14.1 Outcomes ................................................................................................................................... 133
14.2 Comprehension .......................................................................................................................... 133
14.3 How to Brainstorm ..................................................................................................................... 134
Unit 15: Contractions with “Would” .................................................................. 135
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15.1 Outcomes ................................................................................................................................... 135
15.2 Using “Would” ............................................................................................................................ 135
15.3 Verbs and Adjectives ................................................................................................................. 136
Module 4................................................................................................................ 138
Unit 1: Comprehension and Conversation......................................................... 139
1.1 Outcomes ...................................................................................................................................... 139
1.2 Comprehension ............................................................................................................................. 139
1.3 Group Discussion .......................................................................................................................... 140
1.4 “Even though” and “Although” ....................................................................................................... 140
1.5 Using “Un” to form the opposite of the word ................................................................................. 141
Unit 2: Conditional Sentences ............................................................................ 142
2.1 Outcomes ..................................................................................................................................... 142
2.2 Comprehension ............................................................................................................................. 142
2.3 Using Would, Could and Should ................................................................................................... 143
2.4 Tag Questions ............................................................................................................................... 143
Unit 3: Sentence Word Order .............................................................................. 145
3.1 Outcomes ...................................................................................................................................... 145
3.2 Comprehension ............................................................................................................................ 145
3.3 Sentence Word Order .................................................................................................................. 146
Unit 4: Longer Sentences .................................................................................... 147
4.1 Outcomes ...................................................................................................................................... 147
4.2 Comprehension ............................................................................................................................. 147
4.3 Conversations ............................................................................................................................... 148
Unit 5: Naming Body Parts .................................................................................. 150
5.1 Outcomes ...................................................................................................................................... 150
5.2 Names of Body Parts .................................................................................................................... 151
Unit 6: Clauses ..................................................................................................... 153
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6.1 Outcomes ...................................................................................................................................... 153
6.2 Comprehension ............................................................................................................................. 153
6.3 Untrue Facts “Clauses” ................................................................................................................. 154
Unit 7: Match the Meaning ................................................................................... 156
7.1 Outcomes ...................................................................................................................................... 156
7.1 Comprehension ............................................................................................................................. 156
Unit 8: Using “Because” and “But” ................................................................... 158
8.1 Outcomes ...................................................................................................................................... 158
8.2 Reading ......................................................................................................................................... 158
8.3 Conversations .............................................................................................................................. 159
8.4 Using “Because” and “But” ............................................................................................................ 159
8.5 Use of the Word “Too” .................................................................................................................. 160
Unit 9: Use of the word “Get”.............................................................................. 161
9.1 Outcomes ...................................................................................................................................... 161
9.2 Past Continuous ............................................................................................................................ 161
9.3 Use of the word “Get” .................................................................................................................... 162
9.4 Conversations ............................................................................................................................... 162
Unit 10: Practice using Conjunctions “And”, “But” and “Because” .............. 163
10.1 Outcomes .................................................................................................................................... 163
10.2 Comprehension ........................................................................................................................... 163
Unit 11: Adjectives .............................................................................................. 165
11.1 Outcomes .................................................................................................................................... 165
11.2 Comprehension .......................................................................................................................... 165
11.3 Conversations ............................................................................................................................. 166
Unit 12: Use “By”, “About”, “And”, “To”, “In” ................................................. 168
12.1 Outcomes .................................................................................................................................... 168
12.2 Using “By” ................................................................................................................................... 168
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12.3 Using “About to” ......................................................................................................................... 169
12.3 Using “In”..................................................................................................................................... 170
12.4 Conversations ............................................................................................................................. 170
Unit 13: Use “Although” and “Even Though” ................................................... 173
13.1 Outcomes .................................................................................................................................... 173
12.2 Reading ....................................................................................................................................... 173
13.4 Conversations ............................................................................................................................. 173
Unit 14: Use “Despite” and “In Spite Of” ........................................................... 175
14.1 Outcomes .................................................................................................................................... 175
14.2 “In Spite Of” and “Despite” .......................................................................................................... 175
14.2 Conversations ............................................................................................................................. 175
Module 5................................................................................................................ 177
Learning Outcomes ............................................................................................. 178
Unit 1: Group Communication ............................................................................ 179
1.1 Communication in Teams ............................................................................................................. 179
1.2 Talking to people from other cultures ........................................................................................... 181
Unit 2: Individual Communication ...................................................................... 182
2.1 The way you use your voice ......................................................................................................... 182
2.2 Body Language ............................................................................................................................. 183
2.3 Speaking to a Group (Presentation) ............................................................................................. 184
Unit 3: Manipulative Language ........................................................................... 187
3.1 Fact or Opinion?............................................................................................................................ 187
3.2 Leaving Information out ................................................................................................................ 188
3.3 Using Language to Persuade ....................................................................................................... 189
Unit 4: Writing in English..................................................................................... 191
4.1 Overview ....................................................................................................................................... 191
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4.2 The “Body Language” of Writing ................................................................................................... 192
Unit 5: Writing for Study and Work ..................................................................... 197
5.1 Planning to Write ........................................................................................................................... 197
5.2 Basic Research ............................................................................................................................. 197
5.3 Writing the First Draft .................................................................................................................... 198
5.4 Writing a Report ............................................................................................................................ 198
5.5 Outline of your Report ................................................................................................................... 199
5.6 Editing your Document .................................................................................................................. 199
Unit 6: Managing your Studies ............................................................................ 201
6.1 Identify learning resources that can help you ............................................................................... 202
6.2 How do I use resources? .............................................................................................................. 203
Unit 7: Learning Strategies.................................................................................. 204
7.1 Summarising Information .............................................................................................................. 204
7.2 Studying Techniques .................................................................................................................... 204
7.3 Interpret and Analyse Texts for a given Context ........................................................................... 206
7.4 Listening for Detail ........................................................................................................................ 206
7.5 Graphic Devices ............................................................................................................................ 207
Unit 8: Basic Research ....................................................................................... 209
8.1 The Research Plan ....................................................................................................................... 209
Unit 9: Learning and Occupations ..................................................................... 210
9.1 The Work Environment ................................................................................................................. 210
References ............................................................................................................ 213
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ICONS
Icon Description
Individual activity. This means that you must work on your own. You can ask for
help but it must be your own work.
1
Work in pairs. This means that you must work with another student. You must
work together.
Work in groups. This means that you must work with three or four other people.
Read before the discussion.
Resources to use (such as a textbook, additional reading material)
A test, assignment or an important reminder
Reflect on what you have learnt. This means you need to go back on the work
that you have learnt and how you will use it.
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UNIT 1: INTRODUCTION
Outcomes
At the end of this unit, you will be able to:
1. Know more about my class mates, the college and resources I can use
2. Explain the aim of the Foundational English subject
3. Name the skills I will learn
4. Describe how I will be assessed
5. Describe how I will motivate myself
WELCOME TO THE PROGRAMME!
You have chosen to further your studies by registering for the Pre-Vocational Learning Programme for
the Technical and Vocational Education and Training college sector (TVETs). The purpose of this
programme is to improve your chances to study at a TVET and / or to improve your chances to find
work.
IsiZulu is spoken by 22.7% of all people in South Africa, followed by isiXhosa (16%), Afrikaans (13.5%),
English (9.6%), Setswana (8%) and Sesotho (7.6%). The other languages are spoken by less than 5%
of the population each.i
So why is it so important to speak English well?
1. English is the business language, not only in South Africa but world-wide
2. It improves your chances of finding employment
3. The language of teaching is English. Learning to read, speak and write it well will help you to
be successful in your studies
4. It will help you communicate better. This means that you will be able to share ideas, make
friends and create a network of resources
You may think that the English that you are learning here is very simple. The reason for that is to give
you the opportunity to learn to pronounce words correctly, speak easily and as correctly as possible
and to really “learn the language”.
Before we start, let’s first meet each other.
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1.1 Meet Each Other
My lecturer’s name and contact details
Complete the following
1 is
My name
I come from (city/town)
Something interesting about me
Share this with a student next to you.
Names and numbers of some of my class mates
You will need these to be able to help each other
Name Number E-mail
If you want to make the best of this year, it is important that you fit into your new environment (the
college). Your lecturers will help you manage your workload, your timetable and your tests, exams and
assignments. Other college staff members, your new friends, your parents and / or family members are
there to support you through this important year of your life. They will only be able to understand and
give you the necessary emotional support if you are willing to share it with them.
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HOMEWORK
Complete the following and submit it as homework for the next class.
Identify the resources available on campus and in your community
Resource Where to find / contact number
Remember, people will only be able to help you if YOU ACKNOWLEDGE AND DISCUSS YOUR
NEEDS with them. So, be brave and ASK FOR AND ACCEPT THEIR HELP!
1.2 What you will learn
Module objective and aim
In this subject, you will learn to speak and understand English. Your new skills will give you confidence
to be successful, not only as a student but also in your life. To enhance your success, you need to:
Make friends with someone who speaks English well. The best way to learn a new language is to
speak it – a lot! When you study grammar and learn new words, go out and practice what you have
learnt.
Study English every day. If you really want to learn to speak English well this year, you will have to
commit to study and practice for a couple of hours every day.
Always have a dictionary with you. There are many dictionaries available but the easiest is to use
an App on your phone or tablet. This way you can quickly look up a new word or spend some time
while waiting for the taxi to learn a few new words!
Watch, listen, read and write. Watch TV and look up words you do not understand. Get a newspaper
or magazine, read at least one article a day, and discuss it with an English-speaking person.
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1.3 Assessment
Foundational English is a one year subject. You need to attend all your classes to know what is
expected of you. You will also write tests after certain modules and an exam in the middle of the year
and at the end of the year. You will complete two assignments that will count towards your final mark.
Remember that all your assessments count towards your final mark for English and you must get at
least 50% to pass. You will only achieve this if you attend class every day, plan you studies and do
revision often.
Please make sure you know when you are writing tests and exams and when you need to hand in
assignments.
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MODULE 1
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UNIT 2: PRONOUNS
2.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Describe pronouns correctly and use it in simple conversations
3. Describe the difference between singular and plural
4. Distinguish between first, second and third person
Vocabulary
Singular Plural Pronouns Noun Replace
Capital Conversation Mastering Nonsense Satchel
Shortcut Classroom Homework Subject Male
Female Cycling Nurse
2.2 Pronouns
We all look for easier ways to do things. Speaking English is no different. One language shortcut is
the part of speech called a pronoun. A pronoun is a word that takes the place of a noun. (Remember,
a noun is a person, place, thing, or idea.) How is a pronoun a shortcut? Look at these sentences.
Dumi was thirsty. Dumi asked Dumi’s father for a glass of water.
It sounds funny doesn’t it? Now look at the same sentences if we use pronouns.
Dumi was thirsty. He asked his father for a glass of water.
The pronouns make a difference. The second sentence is easier to write and to read.
There are different kinds of pronouns.
Subjects
In a sentence, the subject is the word that tells you who or what the sentence is about. Look at these
subjects.
Zandi read a book. The subject is ‘’Zandi’’.
The apple is green. The subject is ‘’apple’’.
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Pronouns
The pronoun takes the place of the noun that is the subject of the sentence. There are seven main
pronouns: I, you, he, she, it, we, and they. Look at the chart.
Pronouns
Singular Plural
1st Person I am We are
2nd Person (Talk to) You are You are
3rd Person (Talk about) He, she, it is They are
A pronoun can be either first person, second person, or third person.
When you use first person pronouns, you are talking about yourself. The first-person subject pronouns
are “I” and “We”.
When you use second person pronouns, you are talking to another person or people. The second
person subject pronoun is you.
When you use third person pronouns, you are talking about someone or something that is not
yourself or the person you are talking to. The third person subject pronouns are “he”, “she”,
“it” and “they”.
Singular or Plural?
Singular pronouns refer to only one person, place, thing, or idea.
First person singular: I
Second person singular: You
Third person singular: “He”, “She”, “It” (Note: ‘He’ is used only for a man; “she” is used only
for a woman; ‘it’ is used for an animal, an object or a thing.)
Plural pronouns refer to more than one person, place, thing, or idea.
First person plural: we
Second person plural: you (Notice: the second person pronoun is the same singular and
plural!)
Third person plural: theyii
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Oral Questions
Let’s Practice!
Listen to your lecturer read the question, then read the answer aloud with the
other students in the class.
What is your name? My name is ______________
Are you in class now? Yes, I am in class now.
Is he your friend? No, he is my brother.
Is Johannesburg the capital of Gauteng? Yes, it is the capital of Gauteng.
Is the dog a male? No, she is a female.
Are apples green? Yes, they are green.
Are you and Dumi doing your work together? Yes, we are doing our work together.
2.3 Conversations
The most important activity when you are learning a new language is to practice speaking it. After each
unit, we will practice having conversations we all have every day.
Meet Dumi and Jane. They will “do all the talking”. Their conversations will help you practice your
pronunciation.
Dumi Jane
Today Dumi is cycling to the nearby TVET College to go to class. Jane got off the taxi and is walking
towards the same TVET College.
Jane is texting on her cell phone and does not see Dumi coming towards her from behind. She steps
out into the road and Dumi tries not to hit her, but it is too late. She falls to the ground and Dumi falls
off his bicycle. There are just books, pens and phones everywhere.
Split into pairs and take turns to be Dumi and Jane. Read the conversation
below.
Jane: What do think you are doing?
Can’t you look where you are going!
Now my dress is dirty, and my books are full of mud!
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You have also made me late for class!
Dumi: I am so sorry, but you walked right in front of my bicycle.
I tried not to hit you, but you did not seem to be paying attention to what you were
doing.
Jane: Oh nonsense! I think it was you who did not look where you were going.
Let me just pick up my stuff and run to class. I am going to be in trouble for being
late.
Dumi: Look, I really am sorry. Here, let me help you to pick up your books.
Oh no, look your arm is bleeding, you must have that seen to immediately.
Jane: Wow, my arm is bleeding quite badly. I will have to go to the nurse at the
campus clinic for help.
Dumi: We are both late for class now. Let me carry your satchel for you and I will
go to the clinic with you.
My name is Dumi, what’s yours?
Jane: My name is Jane.
Thank you Dumi, I appreciate your help.
Come let’s go.
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UNIT 3: ADJECTIVES
3.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Describe and apply possessive adjectives correctly
3. Demonstrate the ability to ask questions and listen effectively
Vocabulary
Modify Possession Luggage Mishap Profusely
Argue Disinfect Dizzy Shock Injection
Snake Scared Pirate Bandage Truth
Stitches Apologise Blame
3.2 Adjectives
Adjectives – “my”, “your”, “his”, “her”, “its”, “our”, “your”, “their” - change the noun after it to
show possession.
Examples:
I'll get my bag.
Is this your luggage?
Pronouns I You He She It We You They
Adjectives My Your His Her Its Our Your Their
Examples:
Why didn't you clean your room? (“your” changes the noun “room”)
Mary doesn't like her dress. (“her” modifies the noun “dress”)
The snake can shed its skin. (“its” modifies the noun “skin”)
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Let’s Practice!
The following poem is a good way to help you remember possessive
adjectives. Read it aloud with your lecturer and the other students.
Turn it into a song if you can!
My hat, it has three corners.
Three corners has my hat.
And had it not three corners, A hat with three corners is called a tricorn
It would not be my hat. hat and is usually worn by pirates of the
Your hat, it has three corners. sea.
Three corners has your hat.
And had it not three corners,
It would not be your hat.
His hat, it has three corners.
Three corners has his hat.
And had it not three corners,
It would not be his hat.
Her hat, it has three corners.
Three corners has her hat.
And had it not three corners,
It would not be her hat.
Our hats, they have three corners.
Three corners have our hats.
And had they not three corners,
They would not be our hats.
Your hats, they have three corners.
Three corners have your hats.
And had they not three corners,
They would not be your hats.
Their hats, they have three corners.
Three corners have their hats.
And had they not three corners,
They would not be their hats.iii
Oral Questions
Listen to your lecturer ask each question. Read the answer out loud with the
rest of the class.
Are you in an English class? Yes, I am in an English class.
Are you my friend? Yes, I am your friend.
Is he your classmate? Yes, he is my classmate.
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Is a dog your friend? Yes, a dog is your friend.
Is this our English class? Yes, this is our English class.
Are your friends in this class? Yes, my friends are in this class.
Are your friends students? Yes, my friends are students.
Close your book. Listen to the lecturer read the questions again. Answer without looking!
3.3 Conversations
Dumi and Jane both fell after a mishap on the way to college. Jane cut her arm and it was bleeding a
lot. Dumi offered to walk with her to the campus clinic so that the nurse could bandage her. Today the
conversation is between Jane and the nurse.
Today there will be three people in the conversation. All three need to take
turns to be the nurse, Dumi and Jane. Read the conversation below.
Jane: Good afternoon nurse, I need some help.
Dumi rode into me with his bike and I fell and cut my arm.
Do you have a bandage for me?
I really need to get to class, I am now very late!
Dumi: Good afternoon, nurse.
Jane keeps saying I rode into her but the truth is that she did not look where she was
going and walked into the street and in front of my bike!
I just thought I would set the record straight!
Nurse: Good afternoon you two. Now, now let’s not argue about whose fault it was.
I am sure it was an accident.
My, that cut on your arm does not look good. It may need some stitches before I can
put a bandage on.
Come and sit here let me have a closer look at it.
Dumi: Gosh if Jane needs stitches, it is going to take a while and she is really going
to be late for class.
I apologise again Jane. Nurse is right, it does not help blaming each other, and it
was an accident. How long will it take to stitch her arm?
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Nurse: This is going to take about a half an hour. I first have to disinfect this wound,
and then stitch it.
I don’t think Jane will make it to class today, but I will look after her from here if you
want to go Dumi.
Jane: Dumi, I beg you don’t leave me here on my own. I am really scared of
injections.
Please don’t leave?
Nurse is it OK if he stays?
Nurse: I think it is a good idea if Dumi won’t mind staying with you.
I realise that you have both missed your classes today, but I will write a note for both
your lecturers to explain what happened.
Will you make sure that Jane’s is safely on a taxi home when I am done here?
She might feel a little dizzy after the injection.
Dumi: I don’t mind staying at all. It is the least I can do to help poor Jane.
Would it be OK if I took her to the cafeteria for a cool drink when we leave here?
To make it up to her for the accident.
Nurse: That is such a good idea Dumi. A little bit of sugar will do you good after the
shock you two had today.
I am just about done here.
Let me quickly write those notes for you.
Jane: Gosh Dumi, that is so kind of you!
I could say I will be fine and can find my own way to the taxi, but I would actually like
to get to know you better!
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UNIT 4: NEGATIVE AND POSITIVE STATEMENTS
4.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Use sentences in role-plays
3. Use negative sentences with “to be”
Vocabulary
Restaurant Sprite Please Outside Thank you
Too (As well) Order Thirsty Pizza Waitress
Dialogue Cheers! Waiter Hamburger
4.2 Positive and Negative Sentences
Positive statements tell us what is.
Negative statements tell us what is not.
Examples
Positive Statement Negative Statement
Yes, I am a student. No, I am not a student.
Yes, I am in a restaurant. No, I am not in a restaurant.
Yes, I am thirsty. No, I am not thirsty.
Oral Questions
Let’s Practice!
Listen to the lecturer read the question and the answer. Then read it aloud
as a group.
Are you thirsty? (No) No, I am not thirsty.
Are you in a restaurant? (No) No, I am not in a restaurant.
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Are you outside? (No) No, I am not outside.
Are you friends outside? (No) No, my friends are not outside.
Divide into groups of two or three. Take turns to ask and answer the
questions.
Do you like cold drinks? Yes, I like cold drinks.
Do you like hamburgers? Yes, I like hamburgers.
Are you thirsty? Yes, I am thirsty.
No, I am not thirsty.
Do you like Sprite? Yes, I like Sprite.
Are you outside? Yes, I am outside.
No, I am not outside.
Are you hot? Yes, I am hot.
No, I am not hot.
Do you like pizza? Yes, I like pizza.
Are you cold? Yes, I am cold.
No, I am not cold.
4.4 Conversations
Dumi and Jane have arrived at the cafeteria. They are hot and thirsty and want to order something to
drink.
Today there will be three people in the conversation. In groups of three, take
turns to be the waitress, Dumi and Jane. Read the conversation below.
Jane: Can we sit outside Dumi?
It is such a nice day! I am thirsty.
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Dumi: Sure Jane, let’s go and sit under that tree.
I wonder where the waitress is?
Yes, I am thirsty too!
Waitress: Good afternoon.
What would you like to order today?
Are you hot?
Dumi: No, I am not hot.
Please may I have an ice cold Sprite?
Jane: Yes, I am hot and thirsty.
Please may I have a Coke?
Waitress: Sure, a cold Coke and Sprite coming up.
Would you like anything else?
Dumi: No thank you. That will be all for now.
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UNIT 5: CONTRACTIONS
5.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Explain the meaning of a contraction and use contractions correctly
3. Use negative sentences with “to do” in conversation
Vocabulary
Pasta Sister Juice Today Fridge
Brother City Especially Connect Remove
Twice Study Intelligent
5.2 Contractions
We use contractions especially when speaking. We make contractions by connecting two or more
words to make it shorter. One or more letters are removed from the words when they are connected.
I contractions You Contractions He Contractions
I am = I'm You are = You're He had = He'd
"I'm older than you." "You're my best friend." "He'd already been there."
I had = I'd You had = You'd He has = He's
"I'd better do my work." "You'd gone to the cinema." "He's been to there twice."
I have = I've You have = You've He is = He's
"I've always liked Sprite." "You've seen it before." "He's my cousin."
I will = I'll You would = You'd He will = He'll
"I'll tell you later." "You'd have really liked it." "He'll lend you his bike."
I would = I'd You will = You'll He would = He'd
"I'd have called you if I’d "You'll be late." "He'd rather go shopping."
known."
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She Contractions It Contractions We Contractions
She had = She'd It had = It'd We are = We’re
"She'd gone to bed early." "It'd been raining all night."
"We're all excited."
She has = She's It has = It's
We had = We'd
"She's been studying" "It's been fun."
"We'd forgotten to take them."
She is = She's It is = It's
We have = We've
"She's very intelligent." "It's much warmer today."
"We've all thought about it."
She will = She'll It will = It'll
"She'll be working today." "It'll be fine." We will = We'll
She would = She'd It would = It'd "We'll go next summer."
"She would love to go." "It'd have been great."
We would = We'd
"We'd like to go again."
They Contractions There Contractions That Contractions
They are = They're There has = There's That had = That'd
"They're living near here." "There's been a problem." "That'd better be the last time."
They had = They'd There is = There's That is = That's
"They'd just finished reading "There's more in the fridge." "That's it."
when the bell rang."
There will = There'll That will = That'll
They have = They've "There'll be a strike again." "That'll make it easier to
understand."
"They've asked me before." There had = There'd
"There'd better be a good That would = That'd
They will = They'll
reason why you are late." "That'd have been why."
"They'll meet you there."
They would = They'd
"They'd have walked if the
weather had been better."
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Let’s Practice!
Listen to the lecturer read the question and the answer. Then read it aloud as
a group.
Am I your lecturer? Yes, you’re my lecturer.
Are you a lecturer? No, I’m not a lecturer.
Will she be working today? Yes, she’ll be working today.
Is it cold today? No, it’s much warmer today.
Is that your friend? Yes, that’s my friend.
Are we in Literacy class? Yes, we’re in Literacy class.
Are they at home? No, they’re at college.
Have they studied? Yes, they’ve studied.
Now close your books and answer each question as the lecturer asks it.
Now try and make sentences of your own to practice contractions.
5.3 Negative of “to do”
To form the negative of “to do” put “not” after the verb or use the contraction.
Singular
I do I do not = I don’t
You do You do not = you don’t
He does He does not = he doesn’t
She does She does not = she doesn’t
It does It does not = it doesn’t
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Plural
We do We do not = we don’t
You do You do not = you don’t
They do They do not = they don’t
Oral Questions
Let’s Practice!
Listen to the lecturer read the question and the answer. Then read it aloud as
a group.
Do you have friends? Yes, I have friends.
No, I don’t have friends.
Does a dog like pasta? Yes, a dog likes pasta.
No, a dog doesn’t like pasta.
Does he drink juice? Yes, he drinks juice.
No, he doesn’t drink juice.
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UNIT 6: VERBS
6.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Explain the meaning of a verb and use verbs correctly
3. Demonstrate the skill of making informal introductions
Vocabulary
Apple Meet Mango Correct Chicken
Action Earth Join Salad Glasses
Whose Mistake Delicious
6.2 Verbs, Nouns and Pronouns
There are eight main categories in the English language. We have already learnt about pronouns and
adjectives in Units 2 and 3. In this unit you will learn more about verbs and how they work with nouns
and pronouns.
Verb An action word Learn, walk, run
Noun A word used for a person, thing, Dumi, Earth, Chair
place or idea
Pronoun A word used to replace a noun Instead of Dumi, you would use
him or his.
Let’s Practice!
Listen to the lecturer read the paragraph. Then read it aloud in smaller groups.
Take turns to read one sentence on your own. Practice your pronunciation.
Jane, Dumi, Jabu and Mpho are friends. They order something at a restaurant. Jane orders pasta.
Dumi doesn’t like pasta. He orders a hamburger. Jane doesn’t like apple juice. Mpho doesn’t like
hamburgers. She orders chicken. Jabu orders pizza. They all order mango juice.
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6.3 Regular Verbs – Single and Plural
Examples of regular verbs in single and plural:
To bring To meet To eat To make
I bring We bring I meet We meet I eat We eat I make You make
You bring You bring You meet You meet You eat You eat You make You make
He brings They bring He meets They meet He eats They eat He makes They make
Shee They bring She meets They meet She eats They eat She makes They make
brings
It brings They bring It meets They meet It eats They eat It makes They make
Oral Questions
Let’s Practice!
Divide into groups of 3 or 4. Take turns to ask the questions and answer in
sentences.
Do you eat hamburgers? Yes, I eat hamburgers
No, I don’t eat hamburgers
Does he / she eat hamburgers? Yes, he / she eats hamburgers
No, he / she doesn’t eat hamburgers.
Do you bring your dog to class? Yes, I bring my dog to class.
No, I don’t bring my dog to class.
Do you meet your brother? Yes, I meet my brother.
No, I don’t meet my brother.
Does he / she meet his / her brother? Yes, he / she meets his / her brother.
No, he / she doesn’t meet his / her brother.
Do you make hamburgers? Yes, I make hamburgers.
No, I don’t make hamburgers.
Does he / she make pasta? No, he / she doesn’t make pasta.
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6.4 Informal Introductions
OR
Formal Introductions
Let’s Practice!
Divide into groups of 3. Choose any of the names below (boy or girl). Take
turns to introduce the other two people to each other.
Boys Girls
Bruce Daniel Kate Susan
Peter Robert Nancy Mary
David Mark Margaret Helen
Bill John Rita Carol
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Andrew Tom Sarah Maria
Luke Raymond Rose Ruth
6.4 Conversations
It is Saturday afternoon and Jane and Dumi have invited his friends Mpho and Jabu to join them for
lunch at a restaurant. Jane hasn’t met Mpho and Jabu before.
Split into groups of five and take turns role-playing the waitress, Dumi, Jane,
Jabu and Mpho. Read the conversation below.
Dumi: Hi guys! This is Jane.
Jane this is Jabu and his friend Mpho.
Jane: Hi Jabu. Hi Mpho.
Nice to meet you.
Jabu and Mpho (together): Hi Jane, nice to meet you!
Jabu: Let’s order some food, I am hungry.
Waitress: Hello. Are you ready to order?
Dumi: Yes please!
May we have a hamburger, a chicken salad, pasta and a pizza?
Oh yes and four glasses of mango juice.
Waitress: Here is your juice.
Is this your hamburger?
Dumi: Yes, thanks
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Waitress: Whose chicken salad is this?
Mpho: It’s my chicken salad. Thank you!
Waitress: Whose pasta is this?
Jane: It’s mine. That looks delicious, thank you!
Waitress: Whose pizza is this?
Jabu: It’s mine. I like pizza.
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UNIT 7: NEGATIVE CONTRACTIONS
7.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Explain the meaning of a negative contraction and use it in a sentence
Vocabulary
T-shirt Picture Middle How about idiom
(idiom)
7.2 Negative Contractions
I am – I am not = I’m not
You are – you are not = you’re not = you aren’t
He is – he is not = he’s not = he isn’t
She is – she is not = she’s not = she isn’t
It is – it is not = it’s not = it isn’t
Let’s Practice!
First work individually and write the answers to the questions. Then listen to
your lecturer and read the questions and answers aloud.
Are you in a restaurant? (No)
Is she American? (No)
Is he English? (No)
Are they waiters? (No)
Are we in Zimbabwe? (No)
Is he in town? (No)
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Divide into pairs. Read the paragraph aloud with your partner. Ask each other
the questions. Try to answer in full sentences, and then look at the answers
to see if you were right.
Emily’s name is Emily Ulwazi Kumalo. Her first name is Emily. Her second name is
Ulwazi and her surname is Kumalo. Her full name is Emily Ulwazi Kumalo.
Is Emily a girl? Yes, Emily is a girl.
What is her first name? Her first name is Emily.
What is her second name? Her second name is Ulwazi.
What is her surname? Her surname is Kumalo.
What is her full name? Her full name is Emily Ulwazi Kumalo.
Let’s try another one….
Divide into pairs. Read the paragraph aloud with your partner. Ask each other
the questions. Try to answer in full sentences, and then look at the answers
to see if you were right.
Bafana is a student. He studies English. His friend Mpumi is a student. She studies
English too.
Is Bafana a lecturer? No, Bafana isn’t a lecturer. Bafana is a student.
What does he study? He studies English.
Who is Bafana’s friend? Bafana’s friend is Mpumi.
Is she a student? Yes, she is a student.
What does she study? She studies English.
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7.3 New Verb – To Come
Singular Plural
I come We come
You come You come
He comes They come
She comes
It comes
7.4 Conversations
Dumi, Jane, Jabu and Mpho have finished classes for the day and they meet at the cafeteria.
Split into groups of four and take turns to be Dumi, Jane, Jabu and Mpho.
Read the conversation below.
Dumi: I need to buy new shoes in town.
Do you want to come with Jane?
Jane: OK, I want to buy a new t-shirt.
Let’s just wait until Mpho and Jabu come from class.
Dumi: Oh, here they come now.
We are going to town. Why don’t you come with?
Jabu: How about a cup of coffee first?
Mpho: Good idea.
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UNIT 8: NUMBERS
8.1 Outcomes
When you have completed this unit you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Identify and use nouns and numbers
3. Demonstrate the skill to do formal introductions
Vocabulary
Sometimes Lady Fine History Formal
Goodbye Son Daughter Split Window
Blouse Mug
8.2 Numbers
Split into pairs. Use the chart below and then study the pictures.
Take turns to ask each other:
“What is number _______?”
It is a _________________
One – window Two – shoe Three – blouse Four – bird Five – jacket
Six – tie Seven – hat Eight – door Nine – house Ten – cat
Eleven – mug Twelve – T-shirt
1 one 2 two 3 three 4 four
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5 five 6 six 7 seven 8 eight
9 nine 10 ten 11 eleven 12 twelve
8.3 Meet the Kumalo Family
John and Sylvia Kumalo are the mother and the father. Dumi Kumalo is their
son and Zanele Kumalo is their daughter. Their dog is Toto.
Listen to your lecturer read the paragraph. Then read it out loud a few times
to practice.
8.4 Formal Introductions
Let’s Practice!
Divide into groups of 3. Choose any of the names below (boy or girl). Take
turns to introduce the other two people to each other.
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Boys Girls
Bruce Daniel Kate Susan
Peter Robert Nancy Mary
David Mark Margaret Helen
Bill John Rita Carol
Andrew Tom Sarah Maria
Luke Raymond Rose Ruth
8.5 Conversations
Split into pairs and take turns to be Dumi and Jabu. Dumi is in town. He
meets his friend Jabu. Read the conversation below.
Dumi: Hi Dumi, how are you?
Jabu: I’m fine thank you.
Dumi: How is your friend Mpho?
Jabu: She’s fine. She’s also learning English at the TVET.
Dumi: Does she have brothers?
Jabu: She has two brothers. They’re learning English too.
Dumi: Does she have a sister?
Jabu: No, she doesn’t have a sister.
Dumi: I must go. Good-bye Jabu. Have a good day.
Jabu: Good-bye Dumi.
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UNIT 9: APOSTROPHES WITH POSSESSIVE NOUNS
9.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Identify when to use the negative contraction “don’t”
3. Recognise a possessive noun and use an apostrophe to contract the word
4. Use the verbs “say” and “need” in the first, second and third person
Vocabulary
Where Coffee Wife Husband Grandmother
Language Grandparent Negative Shake Apostrophe
9.2 The Negative Contraction “don’t”
Remember, contractions are a short way of speaking and writing. The apostrophe (‘) shows where
letters have been left out.
Singular
I have I don’t have
You have You don’t have
He has He doesn’t have
She has She doesn’t have
It has It doesn’t have
Plural
We have We don’t have
You have You don’t have
They have They don’t have
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Oral Questions
Let’s Practice!
Ask and answer the questions, then look at the answers. Throw the ball at
another student as you ask the question. He / she will answer and if the answer
is right, carry on by throwing the ball at the next person as he / she ask the
question.
Does he have a cat? (No) No, he doesn’t have a cat.
Do they have hats? (No) No, they don’t have hats
Does she have a mug? (No) No, she doesn’t have a mug.
Do they have a chicken? (No) No, they do not have a chicken.
Does he have a cup of coffee? (No) No, he doesn’t have a cup of coffee.
Do they have hamburgers? (No) No, they don’t have hamburgers.
Does she have a glass of juice? (No) No, she doesn’t have a glass of juice.
Do we have a chicken? No, we don’t have a chicken.
Do I have a picture of your town? (No) No, I don’t have a picture of your town.
9.3 Use an Apostrophe with a Possessive Noun
Possessives also use an apostrophe (‘) to express possession (show that it belongs to someone or
something).
Examples:
Grandfather’s name
Jabu’s father
His sister’s book
9.4 New Verbs: “to say” and “to need”
To say To need
I say We say I need We need
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You say You say You need You need
He says They say He needs They need
She says They say She needs They need
It says They say It needs They need
9.5 Conversations
Dumi and Jane are really getting along well, and he has decided to introduce her to his grandparents.
Split into groups of four and take turns to be Dumi, Jane, Grandfather and
Grandmother. Read the conversation below.
Dumi: Jane I’d like you to meet my grandparents, Mr. and Mrs. Kumalo.
Jane: How do you do, Mr. Johnson. I’m pleased to meet you.
Grandfather: How do you do Jane. I’m pleased to meet you too.
Jane: How do you do Mrs. Kumalo?
Grandmother: How do you Jane. I’m pleased to meet you.
Grandfather: I need a cup of tea. Would you like a cup of tea too Jane?
Jane: Yes, thank you.
Dumi: I will have some tea too, thank you.
Grandmother: I’m hot. I need a cold drink. I’d like mango juice.
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UNIT 10: PREPOSITIONS
10.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Describe a preposition and how to use it in English
3. Name different countries and nationalities
Vocabulary
Country Nationality Relationship Notebook Preposition
Example Root form
10.2 Countries and Nationalities
Country Nationality Country Nationality
Argentina Argentinean Libya Libyan
Australia Australian Malaysia Malaysian
Austria Austrian Mexico Mexican
Belgium Belgian Morocco Moroccan
Brazil Brazilian Mozambique Mozambican
Britain British New Zealand New Zealander
Canada Canadian Nigeria Nigerian
China Chinese Norway Norwegian
Denmark Danish Poland Polish
England English Portugal Portuguese
Egypt Egyptian Romania Romanian
France French Russia Russian
Germany German Rwanda Rwandan
Ghana Ghanaian Senegal Senegalese
Greece Greek Somalia Somalian
Holland (Netherlands) Dutch Spain Spanish
India Indian Sweden Swedish
Iraq Iraqi Switzerland Swiss
Hong Kong Chinese Thailand Thai
Hungary Hungarian The Philippines Philippino
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India Indian Turkey Turkish
Italy Italian United Arab Emirates Arabian
Ireland Irish United States American
Israel Israeli Vietnam Vietnamese
Japan Japanese South Africa South African
Korea Korean
10.3 Prepositions
A preposition is a word that shows the relationship of a noun or a pronoun to another word.
Prepositions: “at”, “on”, “in”, “from”, “with”, “about”
In this unit you will learn to use the preposition “in”.
For example:
Do you live in South Africa? Yes, I live in South Africa. …No, I do not (don’t) live in South
Africa.
The third person singular in questions and the negative:
Does she live in South Africa? Yes, she lives in South Africa…. No, she doesn’t live in South
Africa.
Does he live in South Africa? Yes, he lives in South Africa…. No, he doesn’t live in South
Africa.
The verb “to do” always agrees with the noun. The main verb takes its root form in a question and in
the negative.
Ask and answer the questions, then look at the answers. Throw the ball at
another student as you ask the question. He / she will answer and if the answer
is right, carry on by throwing the ball at the next person as he / she ask the
question. Try not to look at the answers.
Does it have a T-shirt? (No) No, it doesn’t have a T-shirt.
Does he have a hat? (No) No, he doesn’t have a hat.
Does she have a jacket? (No) No, she doesn’t have a jacket.
Does he have a tie? (No) No, he doesn’t have a tie.
Does it have teeth? (No) No, it doesn’t have teeth
Do they have glasses of juice? No, they don’t have glasses of juice.
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10.4 Oral questions – Board Game
Let’s Practice! Split into pairs. One person will ask the questions about the
top row first. The other person must choose one of the people down the left
side without telling Person 1 who it is. Person 1 must try to guess who you
chose. Swop round and do the same. Then move to another classmate and
repeat the exercise.
Example:
Does the person live in Australia? No, he doesn’t live in Australia
Does the person like hamburgers? Yes, he likes hamburgers
Does the person have a bicycle? No, he doesn’t have a bicycle.
Does he live in South Africa? Yes, he lives in South Africa.
Does he have a jacket? Yes, he has a jacket.
The correct person is Dumi.
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UNIT 11: GREETINGS
11.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Describe an idiom and use it in conversation
3. Describe and use different kinds of greetings
Vocabulary
At home helpful So-so Bad Comprehension
11.2 Greetings
An idiom is an expression that doesn’t exactly mean what it says. Idioms are used every day. When
you watch TV listen out for idioms.
The idiom we are using today is “How are things?” You are asking the other person how they are.
Read the sentences below with your lecturer and then role-play it with a
partner.
Sipho meets his friend Nandi on campus.
Sipho Hi Nandi, how are you?
Nandi Hi Sipho, I’m fine, thank you. How are things?
Sipho Things are good!
11.3 Different Kinds of Greetings
Sometimes things are going well and sometimes things are not going so well. There are different ways
to tell someone how you are.
GOOD
How are you? I’m fine, thank you.
I’m fine thanks.
How are things going? Things are going well.
How are you doing? I’m doing fine.
Just great!
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NOT GOOD
How are you? I’m so-so.
I’m not so good.
I’m not very well.
How are things going? Not too bad.
Not so good.
How are you doing? I’m OK.
11.4 Conversations
Dumi is worried because he did not see Jane in class today. He phones her.
Split into groups of two and take turns to be Dumi and Jane. Read the
conversation below.
Dumi: Hi Jane how are you?
Jane: Hi Dumi. I am not so good.
This is a bad week.
How are you doing?
Dumi: Just great. Are you sick?
Jane: Yes, I’m at home from college today.
Dumi: I will give you my notes from class today. You will be able to see what we
did.
Jane: Thanks Dumi. That will be helpful.
When you are done go up to different people in your class using the examples in section
10.3. to practice.
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Let’s Practice!
Your lecturer will divide the class into two groups – Student 1 and Student 2.
Pick a name, cities and countries from the list below and then role-play the
dialogue. You will find your nationality in the previous unit.
Student 1 Hi, I am_____________________________
Student 2 Hello, I’m ____________________________
Student 1 Where are you from?
Student 2 I’m from______________________. I’m _____________(nationality)
Student 1 I’m from_________________. It’s nice to meet you.
Student 2 It’s nice to meet you too. Good-bye.
Student 1 Good-bye
KATE HELENE BRUCE DANIEL
London, England Paris, France Hong Kong, China Frankfurt, Germany
JANE ROBERT ANDREW MARY
Budapest, Hungary Moscow, Russia New York USA Los Angeles USA
11.5 Comprehension
Comprehension means that you understand what you have read.
Read the conversation between Dumi and Jane again. Then answer the questions by
writing full sentences.
1
Is Jane a girl?
Is Dumi a girl?
How is Jane?
Who is at home from college?
What does Dumi give to Jane?
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UNIT 12: SINGULAR AND PLURAL NOUNS
12.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Describe singular and plural nouns and use them in appropriate sentences
3. Count with whole numbers up to 100
Vocabulary
Classroom Things Chant Comfortable Interesting
12.2 Let’s Count
Repeat each number and word after the lecturer.
1 One 2 Two 3 Three 4 Four 5 Five
church Watch Mountains Necklace Glass
6 Six 7 Seven 8 Eight 9 Nine 10 Ten
motorcycle dish Movies Face Dress
11 Eleven 12 Twelve 13 Thirteen 14 Fourteen 15 Fifteen
Chair Ring Bridge Match Box
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16 Sixteen 17 Seventeen 18 Eighteen 19 Nineteen 20 Twenty
Wallet Desk Pencil Toy Page
Now let’s go up to 100!
Let’s Practice!
Form circles of 10 people. For the first round, your lecturer will count up to 10.
The whole group says the number after him / her.
In the second round, your whole group will chant the same numbers.
In the third round, each person in your group gets a chance to call one number
in the set.
The lecturer will repeat the rounds until you have counted up to 100.
12.3 Singular and Plural
Remember singular is one and plural is more than one. To form the plural of most nouns you add “s”.
She has one chair………. He has two chairs
Exceptions:
If the nouns end in sh, ch, s, z or x, add “es”
Dish – dishes
Watch – watches
Dress – dresses
Box - boxes
When nouns end in a “y” add “s”: toy – toys
When the “y” has a consonant in front of it change the “y” to “i” and add “es”.
Dictionary – dictionaries
Activity – activities
City - cities
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Split into groups of two and take turns to answer the questions below. When
you answer, choose a number between 1 and 20. Look at the example below
– use “a” instead of “one”
Example:
How many watches do you have?
I have one watch.
I have seventeen watches.
How many rings do you have?
How many pencils do you have?
How many dictionaries do you have?
How many pens do you have?
How many toys do you have?
How many wallets do you have?
How many books do you have?
How many boxes do you have?
How many dishes do you have?
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UNIT 13: AUXILIARY VERBS
13.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Describe what an auxiliary verb is and use it in conversation
3. Use “some” and “any” in questions and positive sentences
Vocabulary
Ham Fox Mouse Highlight Drama
13.2 Auxiliary Verbs
Auxiliary verbs are also known as 'helping verbs'.
The three most common auxiliary verbs are:
“be”, “do” and “have”
I am leaving = “Leaving” is the main verb. “Am” is the auxiliary.
She has arrived = “Arrived” is the main verb. Has is the auxiliary.
Do you run? = Run is the main verb. “Do” is the auxiliary.iv
Using the Negative
“Do” or “does” is used with “not” to make a verb negative.
I do not like coffee. I don’t like coffee.
He does not go to class. He doesn’t go to class.
Examples of using “do” in questions and in negative sentences:
Using “do” in questions and in negative sentences:
Do you have a pen?
No, I do not (don’t) have a pen.
Yes, I have a pen.
13.3 Using “Some” and “Any”
Example: Do they have some apple juice?
Yes, they have some apple juice.
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Do they have some apple juice?
No, they don’t have any apple juice.
13.4 Reading
Let’s Practice! (and have some fun)
The following is a piece from a book called “Green Eggs and Ham”. A man
called Dr Seuss wrote it and he used only 50 words in the book.
This exercise will help your reading and pronunciation and help you remember
auxiliary verbs.
Take turns to be Sam-I-Am while the rest of the class read the “friend” sections.
Have fun with it…. read it with as much drama as you like.
Sam-I-am: I am Sam. Sam-I-am.
Friends: That Sam-I-am! That Sam-I-am! I do not like that Sam-I-am!
Sam-I-Am Do you like green eggs and ham?
Friends: I do not like them, Sam-I-am. I do not like green eggs and ham.
Sam-I-Am Would you like them here, or there?
Friends: I would not like them here or there. I would not like them anywhere. I do not like green
eggs and ham. I do not like them Sam-I-am.
Sam-I-Am Would you like them in a house? Would you like them with a mouse?
Friends: I do not like them in a house. I do not like them with a mouse. I do not like them here
or there. I do not like them anywhere. I do not like green eggs and ham. I do not like
them, Sam-I-am.
Sam-I-Am Would you eat them in a box? Would you eat them with a fox?
Friends: Not in a box. Not with a fox. Not in a house. Not with a mouse. I would not eat them
here or there. I would not eat them anywhere. I would not eat green eggs and ham. I
do not like them, Sam-I-am.
Sam-I-Am Would you? Could you? In a car? Eat them! Eat them! Here they are.
Friends: I would not, could not, in a car.
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Sam-I-Am You may like them. You will see. You may like them in a tree!
Friends: I would not, could not in a tree. Not in a car! You let me be. I do not like them in a
box. I do not like them with a fox. I do not like them in a house. I do not like them with
a mouse. I do not like them here or there. I do not like them anywhere. I do not like
green eggs and ham. I do not like them, Sam-I-am.
Sam-I-Am A train! A train! A train! A train! Could you, would you, on a train?
Friends: Not on a train! Not in a tree! Not in a car! Sam! Let me be! I would not, could not, in a
box. I could not, would not, with a fox. I will not eat them with a mouse. I will not eat
them in a house. I will not eat them here or there. I will not eat them anywhere. I do
not eat green eggs and ham. I do not like them, Sam-I-am.
Sam-I-Am Say! In the dark? Here in the dark! Would you, could you, in the dark?
Friends: I would not, could not, in the dark.
Sam-I-Am Would you, could you, in the rain?
Friends: I would not, could not, in the rain. Not in the dark. Not on a train. Not in a car. Not in
a tree. I do not like them, Sam, you see. Not in a house. Not in a box. Not with a
mouse. Not with a fox. I will not eat them here or there. I do not like them anywhere!
Sam-I-Am You do not like green eggs and ham?
Friends: I do not like them, Sam-I-am.
Sam-I-Am Could you, would you, with a goat?
Friends: I would not, could not, with a goat!
Sam-I-Am Would you, could you, on a boat?
Friends: I could not, would not, on a boat. I will not, will not, with a goat. I will not eat them in
the rain. I will not eat them on a train. Not in the dark! Not in a tree! Not in a car! You
let me be! I do not like them in a box. I do not like them with a fox. I will not eat them
in a house. I do not like them with a mouse. I do not like them here or there. I do not
like them ANYWHERE! I do not like green eggs and ham! I
I do not like them, Sam-I-am.
Sam-I-Am You do not like them. So you say. Try them! Try them! And you may.
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Try them and you may, I say.
Friends: Sam! If you will let me be, I will try them. You will see.
Friends: Say! I like green eggs and ham! I do! I like them, Sam-I-am! And I would eat them in
a boat. And I would eat them with a goat…and I will eat them in the rain. And in the
dark. And on a train. And in a car. And in a tree. They are so good, so good, you see!
So I will eat them in a box. And I will eat them with a fox. And I will eat them in a
house. And I will eat them with a mouse. And I will eat them here and there. Say! I
will eat them ANYWHERE!
I do so like green eggs and ham! Thank you! Thank you, Sam-I-am!
Now that you have read the story of Sam-I-Am take your highlighter and highlight all the
auxiliary verbs in the story. Count them when you are finished…. let’s see who gets the most.
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UNIT 14: SUBJECT, OBJECT AND PRONOUNS
14.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Describe subject, object and impersonal pronouns and use them in sentences
3. Use “a”, “an” and “the” in sentences
Vocabulary
White Apple Football Handle Theatre
Umbrella Specific Dummy Repetition
14.2 Pronouns
Pronouns are words we use in the place of a full noun.
Do you (subject) see (verb) Bob (object)?
Yes, I (subject) see (verb) him (object pronoun).
We have both subject and object pronouns:
Pronouns (Who or what + verb) Pronouns
I Me
You You
He, she, it Him, her, it
You You
They them
We use he/him to refer to men, and she/her to refer to women. When we are not sure if we are talking
about a man or a woman we use that person or the person.
This is Jack. He’s my brother. I don’t think you have met him. (Object Pronoun)
This is Angela. She’s my sister. Have you met her before?
Talk to a friend. Ask him / her to help you.
You could go to a doctor. He / She might help you.
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Subject pronouns
We use subject pronouns as subject of the verb:
I like your dress.
You are late.
He is my friend.
It is raining.
She is on holiday.
We live in England.
They come from London.
**Remember: Sentences always have a subject:
His father has just retired. Was a teacher. > He was a teacher.
I’m waiting for my wife. Is late. > She is late.
If there is no other subject, we use “it” or “there”. We call this a dummy subject.
We use object pronouns as the object of the verb:
Can you help me please?
I can see you.
She doesn’t like him.
I saw her in town today.
We saw them in town yesterday, but they didn’t see us.
She is waiting for me.
I’ll get it for you.
Give it to him.
Why are you looking at her?
Don’t take it from us.
I’ll speak to them. v
Pronoun
We use “one” (singular) and “ones” (plural) to avoid unnecessary repetition.
See those two girls? Helen is the tall one and Jane is the short one.
Which is your car, the red one or the blue one?
My trousers are torn. I need some new ones.
See those two girls. Helen is the one on the left.
Let’s look at the photographs. The ones you took in Paris.
We often use them after “which” ... in questions:
You can borrow a book. Which one do you want?
There are many books here. Which ones are yours?vi
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14.3 Use “a” and “the” before Singular Nouns
Use “a” before all consonants. I have a wallet.
Use “an” before nouns starting with (a, e, i, o, u). They have an umbrella.
Use “the” if it is specific. I want the big apple.
Split into groups of two and take turns to ask and answer the questions
below.
Remember:
“Man” and “woman” are singular. They both have an “a”.
“Men” and “women” are plural. They both have an “e”.
Is there an apple in your bag?
Is there a concert at the theatre?
Is “men” a singular noun?
Is “women” a plural noun?
Is “woman” a singular noun?
Is there a cat running after a mouse?
Did you eat an egg for breakfast?
Do you have a basketball?
Do you have an empty bag?
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UNIT 15: PREPOSITIONS
15.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Describe prepositions and use them in sentences
3. Describe preposition reference information
Vocabulary
In relation Beside Behind Curtain Lamp
Between Specific
15.2 Prepositions
Prepositions show the connection between two things.
On Shows that something is on top of something else. The book is on the table.
In Shows that something is inside something else. The table is in the room.
At Shows a specific place. The curtains are at the window.
Or a specific time. We meet at eight o’clock.
Between Shows that there is something on both sides of an object. Jess is between the table
and the window.
Of Used to show where one thing is in relation to another. The table is in front of the
window. The book is on top of the table.
Beside Shows something is next to something else. The lamp is beside the table.
Under Shows something has something else on top of it. Toto is under the table.
Behind Shows something is at the back of someone or something. The window is behind
Susan.
With Shows that something or someone is together. Toto is with Susan.
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Here are some more examples:
This is a table. There is a book on the table.
There is a table in the room.
The table is in front of the window.
There are curtains at the window.
Susan is at the table at eight o’clock.
She is between the table and the window.
There is a lamp beside the table.
There is a window behind Susan.
Toto is under the table.
Split into groups of two and take turns to ask and answer the questions
below. Use full sentences.
Go back to your notes if you are not sure.
Where do they sit?
Where is the teacup?
Where is the window?
Where is his pencil?
Where is his book?
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Where is the knife and fork?
Where does she sit?
Where is the window?
Where is the table?
What do they sit on?
Do they have some books?
Where are their shoes?
Do they read?
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UNIT 16: NUMBERS
16.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Describe ordinal numbers and use them in sentences
3. Describe the relationship between a sentence and a paragraph
Vocabulary
Neighbour Building Address Ordinal Someone
Correctly Apartment Topic Correctly
16.2 Sentences and Paragraphs
The first sentence of a paragraph is usually the topic sentence. It tells the reader what the paragraph
is about. The other sentences in the paragraph explains the topic sentence. Look at the following
example.
The campus is big
My college campus is very big. There are so many buildings it is hard to find my way around. It also has
another campus on the other side of town, so you have to catch a bus to get there. It took me three
weeks to get used to it, but I am beginning to find my way around now.vii
Split into groups of two. Listen to your lecturer read the paragraphs. Then take
turns to read the paragraphs to each other. Make sure you pronounce the
words correctly. Help each other.
John Mabuso is South African. He lives with him family at 11 Kent Street. John’s neighbour is Ming.
Ming’s mother and father are from China, but they are South African now. They live at 13 Kent Street.
John and Ming are friends. They have a friend Nancy. Nancy is also a friend of John’s wife, Sylvia.
Nancy lives at 15 Kent Street. She lives in an apartment on the third floor. Ming, Nancy, and John are
neighbours. They live on Kent Street.
16.3 Numbers
A cardinal number is a number that says how many of something there are, such as one, two, three,
four, five.
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An ordinal number is a number that tells the position of something in a list, such as 1st, 2nd, 3rd, 4th,
5th etc.viii
Let’s Practice!
Form circles of 10 people. For the first round, your lecturer will count up to ten.
The whole group says the number after him / her.
In the second round, your whole group will chant the same numbers.
In the third round, each person in your group gets a chance to call one number
in the set.
Your lecturer will continue until you have counted to 100th.
first (1st) second (2nd) third (3rd) fourth (4th) fifth (5th)
sixth (6th) seventh (7th) eighth (8th) ninth (9th) tenth (10th)
eleventh (11th) twelfth (12th) thirteenth (13th) fourteenth (14th) fifteenth (15th)
sixteenth (16th) seventeenth (17th) eighteenth (18th) nineteenth (19th) twentieth (20th)
thirtieth (30th) fortieth (40th) fiftieth (50th) sixtieth (60th) seventieth (70th)
eightieth (80th) ninetieth (90th) one hundredth
(100th)
Split into groups of two. Take turns to ask and answer the questions below.
What street do you live on? I live on ______________ (street name).
What city do you live in? I live in _______________ (city name).
Where do you live? I live at ____________ (street with number).
Where do you live? I live on _____________ (street without number).
Do you have a neighbour? Yes, _______________________________.
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UNIT 17: PRONOUNS
17.1 Outcomes
At the end of this unit, you will be able to:
1. Recall new words in your vocabulary and describe the meaning of each
2. Describe possessive pronouns and use them in sentences
Vocabulary
Garden Bird Nest Pocket Nobody
Stone Hand fault flaking
17.2 Pronouns
Pronouns include my, mine, our, ours, its, his, her, hers, their, theirs, your and yours - all words that
show that it belongs to someone.
Here are some examples of possessive pronouns used in sentences:
The kids are yours and mine.
The house is theirs and its paint is flaking.
The money wasn’t really theirs for the taking.
We shall finally have what is rightfully ours.
Their mother gets along well with yours.
What's mine is yours, my firendix
Split into groups of two. Take turns to complete the sentences below using the
correct possessive pronoun. Help each other and refer back to your notes.
We met Paul and Jane last night. This house is (they).
The pen is (he).
The hamburgers are (she).
This cat is (we).
This was not my fault. It was (you).x
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MODULE 2
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UNIT 1: READ A MAP
1.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Use a road map to identify specific places in a given area
3. Recognise street names, numbers and addresses
Vocabulary
Across from On the right Movie Opposite Along
On the left Belong Corner Block
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
The Kumalos live on Kent Street at number 11. Dumi and Zanele walk along Wilson street to their
school. They walk two blocks to school.
To go to the supermarket, they walk along Kent street to West street, they turn right and walk two
blocks. The supermarket is on the right.
The Kumalos and their friends like to go to the theatre to see a movie. The theatre is on the corner
of Main street and Wilson street.
Mr. Kumalo likes having lunch at the restaurant across the park.
Look at the map. In pairs take turns to ask the questions and provide the
answers in full sentences. Try not to look at the answers. Look at the map
to find the answers.
Where is the church? The church is on Pine street.
The church is at 22 Pine street.
Where is the Movies? The Movies is on Main street.
The Movies is at 93 Main street
What is the College’s address? The College’s address is 86 Main street
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Where is the supermarket? The supermarket is on West Street.
Where is Gugu’s restaurant? Gugu’s restaurant is on Main street.
Gugu’s restaurant is at 34 Main street.
What is the Kumalo’s adress? The Kumalo’s adress is 11 Kent Street.
1.3 Comprehension
Your lecturer is going to read you a short story. Listen carefully while he or
she reads. Then look at the sentences and decide if each one is true or false.
1
Peter is from Paris.
His family lives in The United States.
His wife’s name is Jane.
They live in Italy.
Their son goes to school with South Africans.
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UNIT 2: DAYS OF THE WEEK
2.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Use the days of the week in conversation and in sentences
Vocabulary
Machine Guide Volunteer Tourist Trail
Mountain Enjoy Hike
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
The Kumalos enjoy many things. Dumi’s parents like to go to church. They usually go on Sundays.
Zanele likes to sew. She also works as a volunteer at the hospital. Her friend Jane likes to sew too.
They both volunteer on Saturdays and Sundays and go to the movies on Saturday night. They
usually buy something to eat on the way home.
Dumi and his friend Jabu go hiking along the river. They usually hike after college on Mondays and
Wednesdays. Sometimes they volunteer as guides for tourists who have come to town. They often
buy hamburgers on the way home.
NOTE: They buy hamburgers on the way home. They have supper at home. After the soccer
match they go home.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Try not to look at the answers.
Do you like to hike along the river? Yes, I like to hike along the river.
No, I don’t like to hike along the river.
Do you ever volunteer? Yes, I volunteer.
No, I don’t volunteer.
Do you like to go to the movies? Yes, I like to go to the movies.
No. I don’t like to go to the movies.
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Do you like to talk to tourists? Yes, I like to talk to tourists.
No, I don’t like to talk to tourists.
What do you have for supper? I have ______________for supper.
MAKE SURE YOU CHANGE TO A NEW PARTNER BEFORE THE NEXT EXERCISE
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. This is called “free” practice and there are no right or wrong
answers. The purpose of the exercise is to allow you to practice speaking
English.
What do you like to do? Do you like sewing?
What days do you go to college? What days do you do interesting things?
Where do you usually eat supper? Do you eat something on the way home from college?
Do you like to hike? Do you ever do volunteer work?
Do you like hamburgers? What do you like to eat?
Choose one picture. In pairs take turns to ask the questions and provide the
answers in full sentences. Check how you pronounce the words and make
sure you know what they mean. There are no right or wrong answers. The
purpose of the exercise is to allow you to practice speaking English.
What is your picture about? Do you go there often? When do you go there?
What do you do there? Does your friend go there too?
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UNIT 3: PRESENT AND PAST TENSE
3.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each . Use idioms in
conversation
2. Distinguish the difference between present and past tense
Vocabulary
Close Watch Letter Regular Lovely
3.2 Present Tense and Past Tense
The present tense is what is happening today. The past tense is what happened yesterday or last
week.
Example: Dumi plays soccer today. Dumi played soccer yesterday.
The regular past tense = play + ed
Many questions use “to do” in the past tense. It isn’t “regular”. This means it is not what you would
expect.
Present Tense Past Tense
I do I did
You do You did
He, she, it does He, she , it did
We do We did
You do You did
They do They did
For example:
When did Dumi play soccer? Dumi played soccer last week.
Did Dumi play soccer last week? ……. Yes, Dumi played soccer last week.
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3.3 Sounds of “ed” at the End of a Word
Listen to the “ed” sounds and repeat the words after your teacher.
1
The “ed” sounds like “d” Examples:
Followed, played, lived, answered
The “ed” sounds like “t” Watched, walked, liked, asked, hiked
The “ed” sounds like “did” Needed, wanted
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Last year Jane walked to college every morning. She wanted to meet her friend Mpho on the way to
college. They both liked to play basketball before school. She followed the road to the corner. Then
she turned left to go to Mpho’s house.
Last year Dumi and his friend Jabu hiked along the river. They belonged to a hiking group. All the
boys and girls enjoyed the fresh air. It was so beautiful late in the afternoon. The trees looked lovely
with flowers on.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Try not to look at the answers.
Did you phone your friend last night? Yes, I phoned my friend last night
No I didn’t phone my friend last night.
Did you watch TV last night? Yes, I watched TV last night.
No, I didn’t watch TV last night.
Did you live here last year? Yes, I lived here last year.
No, I didn’t live here last year.
Did you enjoy the theatre last week? Yes, I enjoyed the theatre last week.
No, I didn’t enjoy the theatre last week.
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Did the lecturer close the door? Yes, the lecturer closed the door.
No, the lecturer didn’t close the door.
Did your dog follow you earlier today? Yes my dog followed me earlier today.
No, my dog didn’t follow me earlier today.
Did you live in KZN last year? Yes, I lived in KZN last year.
No I didn’t live in KZN last year.
Did you talk to your friend yesterday? Yes, I talked to my friend yesterday.
No, I didn’t talk to my friend yesterday.
Did you answer the telephone last night? Yes, I answered the telephone last night.
No, I didn’t answer the telephone last night.
In pairs take turns to look at the pictures and tell a story about each picture
using present and past tense.
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UNIT 4: IRREGULAR VERBS IN THE PAST TENSE
4.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each. Use common idioms
in conversation
2. Describe irregular verbs in the past tense and use them in sentences and conversation
Vocabulary
Song Library Ticket Music Infinitive
Listen Rules Sneaky Irregular Choir
4.2 Irregular Verbs in the Past Tense
Irregular verbs are words that do not follow the rules for what verbs are supposed to look and sound
like in the past tense. Regular verbs are easy to find in the past tense because they end with the letters
“-ed.” You see them and use them all the time: talked, painted, worked, played, helped, smiled, cooked,
turned, looked, wanted, etc.
Irregular verbs are sneaky because they don’t follow the “-ed” rule. Some are just a little different, like
verbs that end in “y” and the “y” changes to “i” before the “-ed” ending is added. Others take on some
very unusual forms that you just have to remember. For example, you may sing in the choir today, but
you sang in the choir yesterday, not “singed.” Here are some examples:
TO GO TO HAVE TO SEE
I went I had I saw
You went You had You saw
He / she / it went He/ she / it had He / she / it saw
We went We had We saw
You went You had You saw
They went They had They saw
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More Examples of Irregular Verbs
To find – found To begin – began To come - came
To write – wrote To eat – ate To buy – bought
To put – put To read – read To meet – met
To sit – sat To study – studied
Listen to your lecturer read the paragraphs. Then take turns to read the text
next to each other. Make sure you understand what it means and that you
pronounce the words correctly.
The Kumalos went to town on Saturdays last month. John Kumalo went to the video store and Sylvia
found books in the library. Zanele saw good CD’s in the music store. Dumi met his friends outside
the theatre. Later in the afternoons, they bought pizza.
4.3 Negative Answers in the Past Tense
When a question has “did”, answer it in the past tense.
If the answer is “yes”, you use the past tense of the main verb. Did you have a pen? Yes, I had a pen.
If the answer is no, use the past tense of “to do” + the main verb. Did you have a pen? No, I didn’t
have a pen.
I played soccer last night. No, I didn’t play soccer, I
Did you play soccer too? played music.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Try not to look at the answers.
Did you buy a book yesterday? Yes, I bought a book yesterday.
No, I didn’t buy a book yesterday.
Did you go to town last week? No, I didn’t go to town last week.
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Yes, I went to town last week.
Did you have some hamburgers for lunch? Yes, I had some hamburgers for lunch.
No, I didn’t have any hamburgers for lunch.
Did you study your English last night? Yes, I studied my English last night.
No, I didn’t study my English last night.
Did you find your friend yesterday? Yes, I found my friend yesterday.
No, I didn’t find my friend yesterday.
Did you write in your book this morning? Yes, I wrote in my book this morning.
No, I didn’t write in my book this morning.
Did you sit in the restaurant last night? Yes, I sat in the restaurant last night.
No, I didn’t sit in the restaurant last night.
Did you come to English class yesterday? Yes, I came to English class yesterday.
No, I didn’t come to English class yesterday.
Did you meet your friend this morning? Yes, I met my friend this morning.
No, I didn’t meet my friend this morning.
Did you see your mother last night? Yes, I saw my mother last night.
No, I didn’t see my mother last night.
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UNIT 5: “TO BE” IN THE PAST TENSE
5.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each.
2. Classify “to be” in the past tense and use it in sentences.
Vocabulary
Inside Cook weekend Dialogue Toy
Pocket money
5.2 The Verb “to be”
Sometimes a past tense question uses the verb “to be”.
Present Tense Past Tense
I am I was
You are You were
He / she / it is He / she / it was
We are We were
You are You were
They are They were
The second person singular always uses the plural form – you are = you were
Listen to your lecturer read the dialogue. Then take turns to read the text to
each other. Make sure you understand what it means and that you pronounce
the words correctly.
Jane: Where were you yesterday afternoon, Dumi?
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Dumi: I was hiking along the river.
Jane: Wasn’t Mpho hiking with you?
Dumi: No, she wasn’t. She was at the hospital.
Let’s Practice!
Your lecturer will ask the first question and throw the ball at someone. That
person will answer the question and then throw the ball to another person who
will ask the next question and so on until you have asked and answered all the
questions (Yes and No)
Were you at home tonight? Was your friend in class yesterday?
Were you at the theatre last week? Were you in town yesterday?
Was your dog outside last night? Were your friends at a restaurant last
Saturday?
Was your door closed last night? Were you in the library this morning?
Was your friend at a restaurant? Were you at the movies last week?
Let’s tell a story
Answer each of the following questions in full sentences. Your lecturer will start
you off and then you will “tell a story” by each adding a sentence of your own
to the story.
What games did you play at school?
Who was your best friend at school?
What did you enjoy doing at school?
What TV shows did you enjoy watching?
What was your favourite toy when you were small?
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What did you spend your pocket money on?
What was the first movie you saw?
What food did you like when you were a child?
What was it like where you lived?
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UNIT 6: EXPRESS TIME IN THE PAST
6.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Express time in the past
3. Describe word order and use the correct word order in given sentences
Vocabulary
Cyclone Typhoon Forecast Cloudy Severe
Hurricane
6.2 Word Order
You always put when something happens at the end of a sentence.
I Went To Town Yesterday
Subject Verb Preposition Object When
Listen to your lecturer read the dialogue. Then take turns to read the text to
each other. Make sure you understand what it means and that you pronounce
the words correctly.
I was at home yesterday. I saw him the day before yesterday.
I arrived ten minutes ago. I phoned my friend an hour ago.
I went to Cape Town last year. I went to town last weekend.
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Let’s Practice!
Your lecturer is going to read you a short paragraph. Listen carefully and then
split into groups of four and discuss the questions below.
Where can we find the weather forecast?
What does the word “forecast” mean?
What kinds of weather are there?
What happens when it is cloudy?
What does the word “severe” mean?
What is a hurricane?
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UNIT 7: THE PRESENT CONTINUOUS TENSE
7.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each.
2. Describe the present continuous tense and use it in sentences
3. Use the present continuous tense in a role play
Vocabulary
Rain Another Every Cook Plane
Fry Particle Dinner Continuous Syllable
7.2 The Present Participle
Before you learn about the present continuous tense, you need to learn about the “present participle”.
A participle is a small bit of something (word). The present participle is a participle that ends in “ing”.
Almost all English words that end with ‘ing’ are present participles. For example: -
I am learning English.
We were running through the woods.
It can also be used as an adjective. For example:
As an adjective: I am a working woman. xi
7.3 Present Continuous Tense
The present continuous tense is formed using “am”, “is” or “are” together with the “ing” (present
participle) form of the verb.
Subject A form of be + Verb + ing (Present Participle) Rest of Sentence
I am writing my final exam tomorrow
He / She / It is sweeping the floor at the moment
You / We / They are giving me a headache
Verb + ing (Present Participle)
Add ing to most verbs. Ex. play > playing, cry > crying, bark > barking
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For verbs that end in e, remove the e and add ing. Ex: slide > sliding, ride > riding
For verbs that end in ie, change the ie to y and add ing. Ex: die > dying, tie > tying
For a verb where the last syllable is written with a consonant-vowel-consonant and is stressed,
double the last consonant before adding ing. For example: beg > begging, begin > beginning.
However: enter > enteringxii
7.4 Conversations
Dumi and Jane are going to have dinner at Mpho’s house. Dumi arrives at Jane’s house and she is in
another room.
First read the dialogue with the lecturer. Then split into pairs and take turns
to be Dumi and Jane. Read the conversation two or three times.
Dumi: What are you doing, Jane?
Jane: I am trying on my new blue dress.
Dumi: OK, but I am hungry.
Jane: Are we eating at 7 o’clock?
Dumi: Yes and it is 6:45 now.
Jane comes into the room.
Dumi: Wow! You are looking great!
Jane: Thanks, Dumi. Are we having chicken tonight?
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Dumi: Yes, our friends are cooking it now. Can we go?
Jane: Yes, I am ready to go.
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UNIT 8: SPELLING
8.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe and use common spelling rules
Vocabulary
Radio Day-off Root Common Paint
Flow Alphabet Mouth Simplest
8.2 Spelling Rules
Definition of Vowels + Consonants
A vowel is a sound we write with the letters 'a', 'e' 'i', 'o' and 'u', which you say with your mouth open,
so that the air can flow through it.
Consonants are all the non-vowel sounds, so that is all the other letters in the alphabet.
One vowel and two consonants:
Sit + t +ing = sitting
Stop +p +ed = stopped
Two vowels and one consonant:
Meet + ing = meeting see + ing = seeing
Look + ed = looked need + ed = needed
When the verb ends in a silent single “e’ drop the “e” before adding “ing” (live – living).
The root of a word
The root of a word is the simplest form of the word. For example, the word lovely is made up of
the word love and the suffix -ly.
8.3 Spelling for verbs with “-ed” and “-ing”
The irregular forms are in bold.
Root Continuous Past Root Continuous Past
Answer Answering Answered Arrive Arriving Arrived
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Be Being Was / were Come Coming Came
Close Closing Closed Cook Cooking Cooked
Drink Drinking Drank Drive Driving Drove
Eat Eating Ate Have Having Had
Meet Meeting Met Phone Phone Phoned
Put Putting Put Rain Raining Rained
Sit Sitting Sat Stop Stopping Stopped
Swim Swimming Swam Wear Wearing Wore
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Try not to look at the answers.
Is it raining outside? Yes, its raining outside.
No, it isn’t raining outside.
Were you at home last night? Yes, I was at home last night.
No, I wasn’t at home last night.
Did you stop next to the road this morning? Yes, I stopped next to the road this morning.
No, I didn’t stop next to the road this morning.
Were you sleeping last night? Yes, I was sleeping last night.
No, I wasn’t sleeping last night.
Did you learn to swim last year? Yes, I learnt to swim last year.
No, I didn’t learn to swim last year.
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UNIT 9: PAST CONTINUOUS TENSE
9.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe the past continuous tense and use it in sentences
Vocabulary
Traditional Jeans Through Liar Guess
Donkey Party Park
9.2 Past Continuous Tense
The continuous tenses show that something is happening at a specific time.
For the past continuous tense use the past tense of the verb “to be” (was / were) + the present participle.
For example:
I was walking yesterday. We were walking yesterday.
You were walking yesterday. You were walking yesterday.
He / she was walking yesterday. They were walking yesterday.
It was raining yesterday.
Let’s Practice!
Your lecturer will divide you into two groups: the “yes” group and the “no”
group. When the lecturer asks the question, the “yes” group will chant the
answer. Then the “no” group will chant the answer.
For example:
Lecturer Were you eating fish last night?
“Yes” Group Yes, I was eating fish last night.
“No” Group No, I wasn’t eating fish last night.
Were you drinking apple juice this morning?
Were you eating a hamburger last night?
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Are you living across from a church?
Are you studying English?
Were you phoning your friend last night?
Were you enjoying the movie last week?
Were you putting up your umbrella this morning?
Were you wearing jeans yesterday?
Was the rain coming down this morning?
Were you listening to music while you studied?
Let’s Play!
Your lecturer will divide you into two groups (not the same as for the last
exercise). Choose one person who will use one of the words below to act out
something. That person will then say to the group: What was I doing? The
other group will guess what the person was doing by (for example) saying “You
were scratching your head?” When a word has been used both groups must
cross it out so that you don’t use it again.
See Break Cut Look Walk
Listen Watch Eat Jump Make
Run Cry Laugh Smile Study
Watch Dance Take Eat Write
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UNIT 10: MONTHS AND SEASONS
10.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe the months and seasons of the year
3. Use phrases to express time in sentence
Vocabulary
Express Short Lake Phrase Noon
Nearby Return Midnight Summer Winter
Spring Autumn Southern Northern Hemisphere
10.2 Months and Seasons in South Africa
Follow the paragraphs below while your lecturer reads them. If you do not understand something, ask!
The world is divided into the southern hemisphere and the northern hemisphere. A line called the
equator divides it. South Africa is in the southern hemisphere.
In the southern hemisphere, there are
four seasons: summer, winter, autumn
and spring.
Summer in South Africa is long and
hot. It starts in the month of
September. In November, December,
January and March we get rain and the
days are long.
In April, autumn starts. It is not so hot
anymore, there is less rain and the
leaves start falling from the trees. By
the next month, May, it is winter. The days get shorter, it can get very cold and the grass and trees are
brown. The winter months are June, July and August.
Spring starts in September and it is the nicest month of the year because everything turns green, the
flowers come out and it is warmer again. In October it starts getting hot again when it becomes summer.
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In pairs read the conversation about months of the year. Then swop round
and read it again.
Person One January is the first month of the year.
Person Two On the first of January, it is New Year’s Day.
Person One February is the second month of the year.
Person Two On the fourteenth of February it is St Valentine’s Day.
Person One March is the third month of the year.
Person Two April is the first month of autumn in South Africa.
Person One April is the fourth month of the year.
Person Two In April Christians all over the world celebrate Easter.
Person One May is the fifth month of the year.
Person Two On the first of May we celebrate Worker’s Day.
Person One June is the sixth month of the year.
Person Two In June South Africa celebrates Youth Day.
Person One July is the seventh month of the year.
Person Two In July it is very cold because it is winter.
Person One August is the eighth month of the year.
Person Two On the ninth of August each year we celebrate Woman’s Day.
Person One September is the ninth month of the year.
Person Two In September it becomes warmer because it is spring.
Person One October is the tenth month of the year.
Person Two At the end of October there are only two months left until the end of the year.
Person One November is the eleventh month of the year.
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Person Two In November many students in South Africa are studying for their final exams.
Person One December is the twelfth month of the year.
Person Two In December many families go to the sea for a holiday.
10.3 Phrases for Expressing Time
We use “at” when referring to a short time or a specific time. (“At night” is an exception)
You always put when something happens at the end of a sentence.
Examples of phrases that expresses time:
In the morning In the afternoon In the evening
At noon (12 o’clock) At night At midnight
At breakfast At lunch At supper (at dinner)
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Try not to look at the answers. Try to use as many of the
phrases as possible.
When do you eat breakfast? I eat breakfast at ____________
I eat breakfast in the moning.
When do you eat lunch? I eat lunch at_________________
I eat lunch in_________________
When do you go to bed? I go to bed at ______________
I go to bed in ________________
When are you sleeping? I’m sleeping at__________________
When are you walking outside? I’m walking outside at_____________
I’m walking outside in _________________
Your lecturer will read the passage about the months and seasons again.
Listen carefully and then decided whether the sentences below are true or
false. Do not look at the paragraphs.
2
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South Africa is in the northern hemisphere.
In September summer starts.
In December it very hot with lots of rain.
In July it is very cold.
Winter starts in May.
Autumn starts in March.
Spring is in September.
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UNIT 11: THE SIMPLE FUTURE TENSE
11.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe the simple future tense
3. Use the simple future tense in sentences
Vocabulary
Holiday Marry Future Couple Idea
Reservation
11.2 In the Future
When someone is talking about something that will happen in the future, the future tense is used. For
example:
I will drive to town tomorrow.
Use: will + the root form of the verb: will drive
Negative: I will not drive. = I won’t drive.
Singular – with contractions of “to be” Plural – with contractions of “to be”
I will drive = I’ll drive. We will drive = We’ll drive.
You will drive = You’ll drive. You will drive = You’ll drive.
He / she will drive = He’ll drive. They will drive = They’ll drive.
It will drive = It’ll drive.
Singular – with contraction of “will not” Plural – with contraction of “will not”
I will walk = I will not (won’t) walk. We will walk = We will not (won’t) walk.
You will walk = You will not (won’t) walk. You will walk = You will not (won’t) walk.
He / she will walk = He will not (won’t) walk. They will walk = They will not (won’t) walk.
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It will walk = It will not (won’t) walk.
11.3 Conversations
The Kumalo family is having dinner at home. John and Sylvia have been planning a holiday. Now is
the time to tell their children!
First, read the dialogue with the lecturer. Then split into groups and take turns
to be Dumi, Zanele, Mother and Father. Read the conversation two or three
times.
Sylvia: I want to have a holiday. How about going to Durban?
John: That’s a great idea. Let’s go to Durban!
Dumi: Ahh Dad, you know Zanele and I have college. Why can’t we come too?
Zanele: Dumi, we don’t have any classes next week. It is the Easter break!
Dumi: Oh wow, you’re right Zanele. That will be so nice!
Sylvia: Will you be able to get time off work, John?
John: Yes I asked my manager this afternoon.
Zanele: Where will we stay? When will we leave?
Sylvia: Let’s stay at the Beach Hotel. You can see the sea from the restaurant.
John: Good idea! Will you phone for a reservation tomorrow please Sylvia?
John: Let’s go on the bus next Friday. We will get to Durban in the morning.
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UNIT 12: READING THE TIME
12.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each.
2. Relate a watch face to the time of day or night
Vocabulary
Quarter Half Brochure Clock Outline
We use clock times when talking about something that has happened in the present, past or future.
xiii
12.2 “Going to”
In Unit 11, you learnt about the simple future tense. There is a second way to talk about the simple
future.
I’m going to swim tomorrow.
Use: to be + going + the infinitive = am going swimming
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Singular (am, is, are) going to__________. Plural (are going to_________).
I am going to hike up the mountain. We are going to hike up the mountain.
You are going to hike up the mountain. You are going to hike up the mountain.
He / she / it is going to hike up the mountain. They are going to hike up the mountain
12.3 Conversations
The Kumalo family is having breakfast on the first morning of their holiday. They are planning what
they want to do.
First, read the dialogue with the lecturer. Then split into pairs and take turns
to be Dumi, Zanele, Mother and Father. Read the conversation a few times.
Sylvia: What are we going to do today?
Dumi: There are some free brochures on the desk. I’ll get one.
John: Good idea.
Zanele: Please can we go to the Ushaka Marine World?
Dumi: That would be so nice. We will be able to swim in the sea and look at the
fish.
Sylvia: This brochure shows the botanical gardens. I am going to go there. I am
sure it is beautiful. What are you going to do John?
John: I am going for a walk along the beach and then I am going to have a cup of
coffee at a little restaurant.
Zanele: Let’s all meet up here again at quarter to six tonight.
Sylvia: We are going to be tired. We are going to sleep well tonight!
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UNIT 13: TRANSPORTATION
13.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe different kinds of transportation and the verbs used with each
Vocabulary
Hospital Transportation Bicycle Weekday Vehicle
Post Office Travel Roller skates Horseback Homemaker
13.2 Travel Terms
You travel by vehicle and you travel on foot.
By train By bus By plane
By motorcycle By bicycle By boat
On foot On roller skates On Horseback
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In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Try not to look at the answers. Try to use as many of the
phrases as possible.
How did you come to class today? I came to class on foot.
I came to class by bicycle.
How are you going to get home this How did you get to the movies?
afternoon?
How did you travel to work? How did you get to town?
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MODULE 3
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UNIT 1: WORD ORDER
1.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Explain the concept of word order rules
3. Demonstrate the ability to order words correctly in simple sentences
Vocabulary
Subject Object Time off Auxiliary Hospital
Return Preposition Travel Leave
1.2 Conversations
Listen to your lecturer read the dialogue. Then take turns to read the text next
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Dumi: Are you working on Friday night Jane?
Jane: No, I have some time off.
Dumi: Can we go to the movies?
Jane: I can’t Dumi.
Dumi: Can we go on Saturday night?
Jane: Yes, that’s better.
Dumi: We can talk about it tomorrow.
Jane: Thanks, Dumi.
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1.3 Comprehension
In pairs take turns to ask the questions and provide the answers in full
sentences. Read the dialogue again to find the answers.
Where are Dumi and Jane?
Does Jane have some time off on Friday?
What does Dumi want to do?
Can Jane go to the movies on Friday night?
What are they going to do tomorrow?
Do you think they will go to the movies on
Saturday night?
1.4 Sentence and Question Word Order
Here is an example of sentence word order:
Jane and Mpho (1) are playing (2) basketball (3) At (4) College (5) tonight. (6)
Subject Verb Object preposition where when
Here is an example of question word order:
Are (1) They (2) playing (3) Basketball (4) at (5) School (6) Tonight? (7)
Auxiliary verb Subject main verb object preposition where when
In pairs take turns to make a question out of each sentence. Cover the
answers and first try to do it yourself and then check the answers. Read the
sentences and the questions to your partner.
I can’t go out on Friday night. Can you go out on Friday night?
There is a good movie in town. Is there a good movie in town?
I am working on Friday night. Are you working on Friday night?
They are going hiking on Saturday. Are they going hiking on Saturday?
There are many students at the school. Are there many students at the school?
He was at the theatre. Was he at the theatre?
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UNIT 2: USE OF “IN” AND “ON” WITH TIME
2.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Use “in” and “on” with time in conversation
3. Use “in” and “on” with time in sentences
Vocabulary
check arrive airport fashion show born (to be)
younger than wife cousin department store older than
pick up children relative
2.2 Comprehension
Listen to you lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
The Kumalos are going to visit John’s brother Cele, his wife Elsie, and their two children Given and
Precious. They live in Limpopo. Given and Precious are Dumi and Jane’s cousins.
John and his family are going to arrive in Polokwane on Saturday, two days from now. They will
travel from Bloemfontein in the Free State to Tswane by train and then go by bus to Polokwane in
Limpopo. They are going to arrive at the bus stop at 10 o’clock (10 AM). The two families last saw
each other two years ago.
Cele does not work on Saturdays, so Cele, Elsie, Given and Precious will all go to town by car to pick
up their relatives. Given is three months younger than Dumi, and Precious is five months older than
Zanele. Given has tickets for a soccer game, and the girls are going to a fashion show at one of the
department stores.
Note: 10 AM = ten o’clock in the morning. 10 PM = ten o’clock in the evening.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean.
How will Dumi and Zanele travel to Limpopo?
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When did they last see their cousins?
Does Jim work on Saturdays?
Are the boys going to a fashion show?
2.3 The Use of “In” and “On” with Time
Dumi was born in May. He was born on 25 May.
“In” means sometime in May. “On” means on a specific day.
Let’s Practice!
Answer the questions in full sentences using “in” and “on” with time.
When did you enrol for the PLP (month)?
When was your first PLP class (day)?
When will you write your final exam this year?
When is you birthday (month)?
When is your birthday (day)?
When were you born (year)?
When does the weekend start?
When do some people go to church?
When is/was your Life Skills practical project due?
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UNIT 3: TAG QUESTIONS
3.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe the meaning of a tag question with examples
3. Use tag questions in conversation
Vocabulary
Due Expect Tag Statement Actor
A tag question is a question added to the end of a sentence. You use a tag questions to make sure
your information is correct. Examples:
Mary is here isn’t she?
Yes, she is.
John and Sylvia are here aren’t they?
Yes, they are.
You have a motorcycle haven’t you?
Yes, I have.
Given can’t play ball, can he?
No, he can’t.
Note: Verb – to be: I’m here, aren’t I?
The tenses are the same for the sentence, question and answer.
3.2 Use “do” in a tag question
We use the same auxiliary verb in the tag as in the main sentence. If there is no auxiliary verb in the
main sentence, we use “do” in the tag.
Examples:
They don't live here, do they? No, they don't.
He doesn't play football, does he? No, he doesn't.
She likes to swim, doesn't she? Yes, she does.
You played basketball yesterday, didn't you? Yes, I did.
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UNIT 4: IRREGULAR VERBS IN THE PAST TENSE
4.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. List the correct irregular verb in the past tense for given words
Vocabulary
Ticket Infinitive Base Form
4.2 Irregular Verbs
You learnt that most past tense verbs in English end with "-ed." However, many do not. Many don't
follow the rule. They are called irregular verbs. Here are 50 of the most used irregular verbs in English:
Rank Base Form Past Tense Form Past Participle
1 Say said said
2 Make made made
3 Go went gone
4 Take took taken
5 Come came come
6 See saw seen
7 Know knew known
8 Get got got
9 Give gave given
10 Find found found
11 Think thought thought
12 Tell told told
13 Become became become
14 Show showed shown
15 Leave left left
16 Feel felt felt
17 Put put put
18 Bring brought brought
19 Begin began begun
20 Keep kept kept
21 Hold held held
22 Write wrote written
23 Stand stood stood
24 Hear heard heard
25 Let let let
26 Mean meant meant
27 Set set set
28 Meet met met
29 Run ran run
30 Pay paid paid
31 Sit sat sat
32 Speak spoke spoken
33 Lie lay lain
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34 Lead led led
35 Read read read
36 Grow grew grown
37 Lose lost lost
38 Fall fell fallen
39 Send sent sent
40 Build built built
41 Understand understood understood
42 Draw drew drawn
43 Break broke broken
44 Spend spent spent
45 Cut cut cut
46 Rise rose risen
47 Drive drove driven
48 Buy bought bought
49 Wear wore worn
50 Choose chose chosenxiv
Working in pairs find the correct verb for each sentence in the column to the
left. Then read the sentence to each other practicing your pronunciation.
xv
Leave Last night Dumi___________________letters to his cousins.
find John and his family ______________to Limpopo on holiday.
buy Zanele ____________her bike. She now walks to college.
ring Jabu was in bed when he _____________ a terrible noise.
meet She ____________college early because she was feeling ill.
fight Cele _____________his motor cycle to town.
catch They _______________about the last cake on the table.
take I _________________ a nice picture for my math project in the internet.
sell The policeman _____________the man who stole the watch.
teach Zanele __________________some new clothes at the mall.
go My dad _________________his own vegetables when he was young.
wear The church bell __________________last Sunday.
hear She _______________her prettiest dress to the movies.
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win Dumi _____________lots of photos of his family in Limpopo.
steal The police took the man to jail because ___________money.
write The lecturer ______________the students a new poem.
grow Dumi ______________Jane on Saturday night.
ride My favourite soccer team _____________last Saturday.
In pairs take turns to ask the questions. Check how you pronounce the words
and make sure you know what they mean. It is important that you practice
the questions so your answers can be short. See the example below.
You’re coming to class tomorrow aren’t you? Yes I am
No I’m not
You can make nice food, can’t you? You have a dog at home, don’t you?
Your friend is from Limpopo, isn’t he? You aren’t Zambian, are you?
You weren’t here yesterday, were you? You can speak English, can’t you?
You are a student, aren’t you? This is English Literacy class, isn’t it?
We aren’t Russian, are we? There are 10 people in this class, aren’t there?
It isn’t raining, is it? It isn’t holidays yet, is it?
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UNIT 5: DISTANCES
5.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe what a comparative distance is
3. Use comparative distances in sentences
4. Record information during a group session ( take notes)
Vocabulary
Centre Further Furthest Kilometre Young
Closer to Bigger than Further from Comparative The closest
Nearer to The furthest The furthest The nearest Nearer to
5.2 Using Distances in Language
Listen to the lecturer read each sentence. Put one finger on the college and then point to the right
house with the other finger.
Tumi’s house is far from the college.
Joe’s house is further from the college.
Thuli’s house is the furthest from the college.
Jane’s house is closer to the college.
Dudu’s house is closest to the college.
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Mpho’s house is the same distance from the college as Jane’s house.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Look at the picture to answer your questions.
Does Tumi live further from the college
than Jane?
Who lives the furthest from the college?
Who lives the closest to the college?
Who lives the same distance from the
college as Mpho?
Does Joe live as far from the college as
Thuli?
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UNIT 6: DEGREES OF COMPARISON
6.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe and use adjectives in conversation
3. Use adjectives in sentences
Vocabulary
International Degrees Sports Weather Winter
Etcetera = etc Comparison
6.2 Comprehension
Listen to your lecturer read the paragraphs. Then take turns to read the text
next to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Dumi and Zanele are from Bloemfontein in the Free State. The are visiting their cousins Given and
Precious in Polokwane in Limpopo. They find many interesting things to do with their cousins.
Zanele loves clothes. She wants to look at the clothes in the department stores. Precious likes
clothes too, but she is more interested in sports.
Zanele got some new clothes for her birthday. She was born on the twenty fifth of November.
Precious’s birthday is on January twenty eighth.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Read the paragraph again.
Where do Given and Precious live?
What is Zanele interested in?
What is Precious interested in?
What does Zanele like to do?
Precious is younger than Ruth, isn’t she?
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Ruth got new clothes for her birthday,
didn’t she?
When is Precious’s birthday?
Sports
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Given and Dumi are interested in soccer. They like to watch the Premier Soccer League. Given
says that Mamelodi Sundowns is the strongest team. Dumi thinks Orlando Pirates are the best
players. They are going to a soccer game on Friday.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Read the paragraphs to find the answers.
What are Dumi and Given interested in?
What games do they like to watch?
What does Dumi think?
What does Given say about Memlodi
Sundowns?
When are they going to a soccer game?
6.3 Comparative Adjectives
Comparative adjectives compare a noun to another noun.
For example: This truck is bigger than that car.
Most comparative adjectives are regular. Here are some of the common ones:
Short shorter the shortest
Tall taller the tallest
Long longer the longest
Wide wider the widest
Old older the oldest
Young younger the youngest
Late later the latest
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Fast faster the fastest
Slow slower the slowest
Cheap cheaper the cheapest
Narrow narrower the narrowest
Near nearer the nearest
Light lighter the lightest
Cold colder the coldest
Great greater the greatest
Few fewer the fewest
If the one syllabic adjective ends with a single consonant, we double the final consonant.
Fat fatter the fattest
Thin thinner the thinnest
Sad sadder the saddest
Mad madder the maddest
Hot hotter the hottest
If an adjective ends with a “y”, change the “y” to and “i” before adding the end.
Pretty prettier the prettiest
Dry drier the driest
Hungry hungrier the hungriest
Heavy heavier the heaviest
Early earlier the earliest
There are a few irregular comparative adjectives:
Good better the best
Some more the most
Bad worse the worst
Less lesser the least
Far further the furthest
6.4 Conversations
Dumi, Zanele, Given and Precious are talking about the new department store that has opened in
Polokwane.
First, read the dialogue with the lecturer. Then split into pairs and take turns
to be Dumi, Zanele, Given and Precious. Read the conversation two or three
times.
Dumi: I hear you have a new department store here?
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Given: Yes, I went to their sports department yesterday.
Precious: I was there too.
Zanele: I’m interested in their clothing.
Precious: The store has clothes for cold weather, hot rainy weather and sunshine.
Given: They have bicycles too.
Zanele: You have hot summers, don’t you?
Precious: Yes, most places in Limpopo have very hot and dry summers.
Dumi: Our winters are colder than yours are.
Precious: At least our winters are warmer so that we can still play sports.
Zanele: I am going to buy some warm clothes before we go home.
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UNIT 7: SPEAKING AND LISTENING
7.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Discuss basic everyday topics
Vocabulary
Quality Expensive Heavy Fewer Faster
Short Early Light Narrow Slow
7.2 Comprehension
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Zanele and Precious went to a big store to look at clothes. They saw many clothes that were cheap.
They were not good quality clothes.
Next they went to a better store that was much smaller. There weren’t as many clothes and they
were more expensive.
Later they went to the best dress store. It was the smallest. It had the fewest clothes and they were
the most expensive.
The boys didn’t want to look at the clothes. They talked about things they were interested in.
Dumi has a bicycle. He can go very fast. Given has a motorcycle, he can go faster than Dumi.
Given’s dad has a Mazda car, he can go the fastest.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Reade the paragraph again to find the answers.
Were the clothes in the big store
expensive?
Does the smallest store have the most
expensive clothes?
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Can Given go faster than Dumi?
First, read the dialogue with the lecturer. Then split into pairs and take turns
to be Zanele and Precious. Read the conversation two or three times.
Precious: Isn’t that small store interesting!
Zanele: It’s great, but it is too expensive.
Precious: It is too expensive for me too, but I liked their sports clothes.
Zanele: We have stores like that at home.
Precious: Are they in the small towns too?
Zanele: There are big stores, small stores, cheap stores, and expensive stores in
the big cities, but there aren’t many stores in the smaller towns.
Did the girls like the small store?
Was the small store a cheap store or was it very expensive?
What kind of clothes did Precious like?
Does Zanele have expensive stores in the city where she lives?
Are there many kinds of stores in the big cities?
Let’s Practice!
Split yourselves into a group of girls and a group of boys. Talk about the
questions below and make notes of what you think.
Boys Girls
What sport do you like best? What kind of stores do you like best?
Why? Why?
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UNIT 8: READING AND LISTENING
8.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Apply techniques to listen actively and respond appropriately
Vocabulary
Allergic Smart Beach Cheese Sandwich
Stupid Terrible Pickle Paragraph Bathing suit
Hate Horse
8.2 Comprehension
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly. Then answer the questions.
Zanele, Dumi, Given and Precious decided to go to the dam. They took their dog Toto. Given thinks
Toto is the stupidest dog. Precious took some cheese sandwiches and some juice. They took more
sandwiches for the boys than the girls. Dumi ate the most and Precious ate the least.
When they got too hot they all went for a swim. Toto got into the water first and Dumi was the last to
get wet. He said the water was too cold, and last time the water was warmer. They all had a good
time.
They went home later in the afternoon.
What does Given think of Toto?
Who ate the most sandwiches?
Who got wet first?
Who was the last to get into the water?
8.3 Conversations
The four cousins are at the lake. Dumi likes tea and Zanele can’t eat cheese sandwiches. They talk
about finding a place where they can buy something to eat and drink.
Split into pairs and take turns to be Dumi, Zanele, Given and Precious. Read
the conversation two or three times.
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Zanele: Let’s have lunch now.
Dumi: What are we going to have?
Precious: We brought cheese and jam sandwiches and juice.
Dumi: Did you bring some tea too?
Given: No, I think it’s too hot to drink tea.
Dumi: I always drink tea, even if it is hot.
Zanele: Did you make all the sandwiches with cheese?
Precious: Yes, cheese and pickles.
Given: Don’t you like cheese?
Zanele: No, I’m sorry. I can’t eat cheese. I am allergic to it.
Dumi: I saw a small restaurant nearby. Can we go there?
Zanele: Good idea! We can get what we want there, and we’ll come back here later.
Dumi: I am hungry; I’ll have a cheese sandwich on the way.
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Where are the cousins?
What does Dumi like to drink?
What did Precious bring to eat for lunch?
What did she bring to drink?
Who can’t eat cheese?
What did Dumi see nearby?
What did Dumi want to have before going to the restaurant?
Do you eat sandwiches?
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UNIT 9: ADJECTIVES
9.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe adjectives and use them to describe a noun
Vocabulary
Grey Golf Colourful Little Cotton
Red Alone Huge Stripe Hair
Blue Yellow Change Modify Purple
Green
9.2 Sentence Order using Adjectives
Adjectives describe or modify nouns. The word “modify” means “to change a little”. Adjectives change
the meaning of a noun a little.
She (1) Wore (2) A (3) Beautiful (4) Red (5) Dress (6) to the dance (7) last night. (8)
subject verb article adjective adjective object where when
Order of Adjectives
If there is more than one adjective they are put in the following order:
number size quality colour pattern nationality material modifier noun
two big cheap red striped Chinese cotton golf hats
Example:
I have a hat.
I have a baseball hat.
I have two baseball hats.
I have two cotton baseball hats.
I have two red cotton baseball hats.
I have two new red cotton baseball hats.
I have two new red Chinese cotton baseball hats.
Adjectives are never singular or plural. For example:
Those huge grey elephants are standing together.
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There’s a baby elephant.
Let’s Practice!
Your lecturer will ask the first question and throw the ball at someone. That
person answers the question and then throws the ball at another person who
will ask the next question and so on until you have asked and answered all the
questions. Look around the room to find answers, if you can’t make it up.
Who is wearing a big red hat? Is someone wearing a green shirt?
Who is wearing a warm jacket? Who is wearing blue jeans?
Who is wearing black shoes? Who has a short blue pencil?
Is your lecturer wearing a yellow shirt? Is it a cold windy day today?
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UNIT 10: ADVERBS
10.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe what an adverb does
3. Use the adverb ending in “ly” in sentences
4. Use “well” in conversation and sentences
Vocabulary
Careful Cross Uncle Piece Aunt
Gift Polite Extreme
10.2 Add “ly” to the Adjective
Adverbs modify verbs. They answer the question “how”.
How does he walk? He walks slowly.
Listen to and repeat these adverbs after the lecturer:
bad – badly busy – busily thin – thinly glad – gladly
heavy – heavily hour – hourly hungry – hungrily sad – sadly
slow – slowly month – monthly nice – nicely night – nightly
polite – politely careful – carefully quick – quickly loud - loudly
Note: If the adjective ends in a consonant + y, change the “y” to an “i” and add ly. For example:
Busy – busily heavy – heavily hungry – hungrily
Adverbs are often used to modify adjectives:
He is a very old man. She has extremely long hair.
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UNIT 11: FREQUENCY ADVERBS
11.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe and use frequency adverbs sentences
Vocabulary
Casually Stay up Helicopter Estimate Vegetable
Together Somewhere Different Concert Frequency
11.2 Frequency Adverbs
Frequency adverbs show how often something happens. They usually come before the main verb in
a sentence: "I sometimes cook food."
They are also found after 'be' verbs (Am, is, are): "She is always late for class."
Use this scale to get an idea of what the adverbs mean. Remember, this is just an estimate.
100% - Always
80% - Frequently
60% - Usually / Often
50% - Sometimes
40% - Occasionally
20% - Seldom / Rarely
0% - Never
Here are some common frequency adverbs:
Never, hardly ever, seldom (no) No, I seldom walk.
Occasionally, sometimes, usually, generally (yes) Yes, I generally walk.
Frequently, mostly, often, always (yes) Yes, I always walk.
Probably, likely (yes) Yes, I will probably walk.
Already (yes) Yes, he has already arrived.
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Finally (yes) Yes, he finally arrived.
Just (yes) Yes, he just arrived.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Try not to look at the answers. Try to use as many of the
adverbs as possible. (Yes and no)
Do you eat sandwiches for lunch? Do you buy clothes?
Did you go to Tswane last year? Do you read books?
Do you go to department stores? Do you travel by bus?
Do you go to fashion shows? Do you swim?
Do you hike? Did you eat hamburgers last year?
Do you visit your relatives? Do you ride a bicycle?
11.3 Conversations
Note: “to go out” means to go out of your house to another place. “Just” is used to say that something
has happened or will happen in a few minutes.
Listen to your lecturer read the dialogue. Then take turns to role-play it for the
whole class. Answer the questions as a group.
Jane: Dumi, how are you doing?
Dumi: I am OK, but I’m very tired of working.
Jane: We’re always working, aren’t we?
Dumi: That’s right. We hardly ever go out.
Jane: I would like to just walk out of here right now.
Dumi: Let’s go!
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Jane: Let’s go somewhere different.
Dumi: Jabu and Mpho often go to restaurant where there is always some music.
Jane: Music sounds good!
Who was very tired of working?
Do Dumi and Jane often do something different?
Do they go out often?
Does the restaurant always have some music?
Do Jabu and Mpho often go to the restaurant where there is music?
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UNIT 12: THE ADVERB “EVER”
12.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe and use the adverb “ever” in sentences
Vocabulary
Dance Agree Sleep in Dragon Favourite
Thick Cost Cook Ghost
12.2 Using “Ever”
“Ever” is only used in a negative statement and in a question because it means: “did something happen
even once”. For example:
Did you ever go to New York? I didn’t ever go to New York.
“Ever” is not used in a positive statement. For example:
Did you ever go to New York? Yes, I went to New York.
The only time this changes is when a supporting verb goes before it. For example:
Do you ever travel by taxi? Yes, I always travel by taxi. No, I never travel by taxi. – No, I
hardly ever travel by taxi.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean.
Did you ever go to Botswana? (No)
Do you ever go swimming? (Yes)
Do you ever buy food from the store? (Yes)
Do clothes ever cost too much? (Yes)
Do you ever stay up late? (No)
Do you ever agree with him? (No)
Did you ever sleep in? (No)
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Divide into small groups. Look at each picture. Complete the question orally
and ask someone in the group. The person you asked must answer the
question in a sentence. For example:
Do you ever go hiking? Yes, I go hiking. No, I never go hiking.
Do you ever go….? Do you ever eat….? Do you ever go….?
Do you ever take…? Do you ever read…? Do you ever see….?
Do you ever go….? Do you ever drive…? Do you ever dress….?
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UNIT 13: ADVERBS WITH “TO BE”
13.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe and use the adverbs with “to be” in sentences
Vocabulary
Handicap Cause Alcohol Unfortunate Drug
Die
13.2 To be with adverb
A frequency adverb comes after the verb “to be”. (am / is / was /were)
Ann (is) (always) on time.
“is” = verb “to be”
Always = adverb
13.3 Comprehension
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Sometimes people have bad times. They face bad times when a mother or father dies and there
isn’t any money. Sometimes people are handicapped. They can’t get a job. These people feel very
alone. This is often the start of a bigger problem with alcohol or drugs. They think these things will
help them, but their problems just get worse. Then they must live on the street because they have
no job, no money, no family and no friends.
Johannesburg is the richest city in South Africa. It is known as the “City of Gold”. Everywhere there
are trees and gardens, but if you look carefully in some of the dark corners of the city, you will find
these unfortunate people. The beauty doesn’t help them. The world walks by, and few people even
see them.
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In pairs take turns to ask the questions and provide the answers in full
sentences using any of the mid sentence adverbs from the list below.
sometimes, often, never, seldom, frequently, usually, likely, hardly, ever,
very, always
Are you alone? Is alcohol the cause of many problems?
Are you asleep at night? Are drugs from the streets helful?
Are the streets a comfortable place to Are street people rich?
sleep?
Were the street people in Johannesburg Have you ever met one of the street people?
feeling alone?
Now make questions for these answers. Ask your lecturer to help you.
This is a street person. Is…..?
He is sleeping on a cold bench. Is…..?
He is always alone? Is…..?
There aren’t any friendly people nearby. Are ……?
He will get very wet when it rains. Will…..?
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UNIT 14: BRAINSTORMING
14.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe the term “brainstorm” and apply it by developing ideas
Vocabulary
Soup kitchen Brainstorm Maybe Else Volunteer
Comforts Plight Disadvantaged Homemade Folk
14.2 Comprehension
Winter in Johannesburg can be sunny and beautiful one day and bitterly cold the next. Most of us can
stay warm but many don’t have these comforts.
Fortunately, there are those who do more than just think about the plight of the disadvantaged. Theo is
one of those people. I recently heard him say “South Africa has a lot of hungry people. I felt I needed to
make a difference.”
Now that’s just what he is doing. Every Saturday morning, Theo, along with his friend, Bryan, give out
homemade soup (three big pots which he personally makes on Friday) and fresh bread (30 loaves) plus
an orange or an apple to about 40 to 50 homeless people on a busy street corner in Johannesburg.
The folk have come to view Theo as their “father”, someone who genuinely cares about them and wants
to help in some small way.
Volunteers who know about him come to help free of charge. Sometimes people come and drop off
blankets, old clothes and medicine.xvi
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Ask you lecturer for help if you need it.
Where is the soup kitchen in Johannesburg? Who do they give food to?
Who is Theo’s friend? Do volunteers get paid?
What else happens sometimes? How many people get food each Saturday?
How do the folk view Theo? What else does Theo give them?
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14.3 How to Brainstorm
Brainstorming is a good way to find new ideas on a given topic. It makes you think…and it is fun. It is
also the first step to writing an essay or a piece of work for studying.
1. There are no wrong answers
2. Try to get as many ideas as possible
3. Write down all ideas
Once all the ideas are written down you can start taking ideas out or putting ideas together to come up
with the final idea.
Let’s Practice!
Read each of the questions aloud and brainstorm as many ideas as possible
for each question. Write all the ideas on the board.
What are some of the ways that people could help street people?
What could the volunteers do to help even more?
How can you get involved in your community?
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UNIT 15: CONTRACTIONS WITH “WOULD”
15.1 Outcomes
At the end of this unit, you will be able to:
1. Use the new words in your vocabulary
2. Describe and use contractions with “would”
Vocabulary
Prefer Patron Matter Request Prefer
Dessert Chocolate Salad Crowd Beverage
Instead of Sweet Menu Pineapple
15.2 Using “Would”
“Would” is a polite way of making a request or asking about someone’s wishes. We use it instead of
saying: What do you want to have?
Example: What would you like? I would like some coffee please.
I’d = I would you’d = you would he’d = he would she’d = she would
it’d = it would we’d = we would you’d = you would they’d = they would
Dudu’s Place
MAINS BEVERAGES DESSERTS
Soup and salad R 15 Hot Chocolate R 15 Ice Cream R 12
Meat Pizza R 30 Tea or Coffee R 10 Apple Pie R 15
Vegetable Pasta R 20 Mango Juice R 12
Cheese Sandwich R 15 Orange Juice R 12
Jane is in Dudu’s Place with two friends, Theresa and Ivan. They are from Russia and they don’t speak
English. She orders for them.
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Listen to your lecturer read the dialogue. Follow the menu on the previous
page while you listen. Then take turns to read the text next to each other. Make
sure you understand what it means and that you pronounce the words
correctly.
Waitress: What would you like today?
Jane: I’d like to order for my friends.
Waitress: That’s fine. What would they like?
Jane: Theresa said she’d like the soup and salad. Ivan says he’d like the pizza.
Waitress: What would you like?
Jane: I’d like the pasta please.
Waitress: Would you like something to drink?
Jane: We’d all like a juice.
Waitress: What kind of juice?
Jane: They’d like mango juice and I’ll have orange juice.
Waitress: It’ll take a few minutes to make the orange juice.
Jane: It doesn’t matter. I really want orange juice.
15.3 Verbs and Adjectives
Some verbs and adjectives are followed by a preposition. They have a specific meaning. Here are
some examples of phrases followed by prepositions:
to wait for a friend to arrive at class to ask for help
to talk about a movie to be interested in sports across from your house
to sleep in late to stay up late to pick up a friend
to take time off work what kind of hamburgers to compete in sports
to dream about playing hockey such as a national team to take turns with someone
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Story Telling
The lecturer will start the exercise off with a ball. If you get the ball, make a
sentence with the next phrase from the table. When you are done throw the
ball to the next person.
This is the end of Module 3. You will find that there is one extra unit, Unit 16 (The Last Chapter) in your
Workbook. During the next class you will use the time to finish Nelson’s Dream.
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MODULE 4
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UNIT 1: COMPREHENSION AND CONVERSATION
1.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Discuss details related to more complex stories
Vocabulary
Marathon Cancer Research Athletic Expected
Results Sore Youth Determination Hero
Characteristic Courage Amputate Give up Artificial
Crash down Impossible Strength Hope Text
1.2 Comprehension
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Terry Fox, a Canadian Hero
One day Terry Fox, a young athletic boy, got a sore knee. When he went to the
doctor his world came crashing down. Cancer! How could it be?
One of Terry’s greatest strengths was that he was young. His youth, his strength
and his determination made Terry a hero. These characteristics gave him the
courage that very few people
have.
Although the doctors had to
amputate his right leg, he
wouldn’t give up. With an artificial leg, he
learned to walk again.
Then Terry made an impossible plan! He
decided to run across Canada, to make money
for cancer research. Everyone said, “That’s
impossible, he can’t run with just one leg!”
Terry didn’t listen. He planned his run and called it the Marathon of Hope.
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1.3 Group Discussion
Group Discussion
Look at the questions below. Discuss in the group what each means.
Terry’s world came crashing down. What does crashing down mean?
“These characteristics” What does characteristics refer to?
Terry wouldn’t “give up”. What does give up mean?
He called his run the “Marathon of Hope”. What is a marathon?
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Check the text for the answer. Ask the lecturer for help if
you are not sure.
What kind of a boy was Terry Fox before he got a sore knee?
What did his doctor tell him?
How do you think he felt when his world came “crashing down”?
What characteristics gave Terry his courage?
What did Terry have to learn again?
What made him decide to run across Canada?
Do people in South Africa get cancer?
Would you try to run with just one leg?
Terry didn’t listen to what everyone said. What did he do?
1.4 “Even though” and “Although”
“Even though” and “Although” are used to show the relationship between two ideas. They tell us the
unexpected.
Work Together
Work with your lecturer to join these sentences orally. Use “although” and
“even though” for unexpected results. Use “and” for expected results.
Terry was athletic. He loved to run and play basketball.
Terry never gave up. He got cancer.
The doctors found cancer in his leg. They amputated it.
He learned to walk again. He had an artificial leg.
He ran 5 300 kilometres. Everyone said it was impossible.
Terry didn’t listen. He planned his run.
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1.5 Using “Un” to form the opposite of the word
“Un” makes a word negative.
Positive: This chair is comfortable.
Negative: This chair is uncomfortable.
Work Together
Work with your lecturer to make sentences using these words.
Expected unexpected
Fortunate unfortunate
Interesting uninteresting
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UNIT 2: CONDITIONAL SENTENCES
2.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe what a conditional sentence is
3. Use conditional sentences in conversation
Vocabulary
Excite Overtook Cure Cheer Station
Reporter Join Truly Become Spread
Lung Death Overtake Brave Annual
Event Monument Heroism Conditional Weep
2.2 Comprehension
Listen to your lecturer read the paragraphs. Then take turns to read the text
next to each other. Make sure you understand what it means and that you
pronounce the words correctly.
On April 12th, 1980, he started to run with friends. He decided to run 42 kilometres every day.
Everyone said, “That’s impossible!”. Yet every day, crowds of people came to the road to cheer for
the one-legged runner. The newspapers and television stations sent their reporters out every day.
Money started to come in, and it truly became a Marathon of Hope. Terry ran 5 374 kilometres to
Thunder Bay, Ontario, Canada, where he had to stop. Doctors found that the cancer had spread to
his lungs, and the country wept. Ten months later death overtook the brave runner.
Terry Fox has made $ 600 000 000 for cancer research although he died. Now every year in Canada,
as well as in more than 60 other countries, Terry’s Run is an annual event with millions of people
running. Everyone remembers the heroism of Terry Fox. There is a beautiful monument in Thunder
Bay. It helps everyone to remember the place where he had to end his run.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Ask you lecturer if you need help.
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When did Terry start his run? How far did he decide to run every day?
How did the crowds help Terry? What did the newpapers and television stations do?
What made it truly a “Marathon of Terry called it a “Marathon of Hope”. What was he hoping for?
Hope”?
How did everyone feel when Terry How often do many countries have the Terry Fox Run?
had to stop running?
2.3 Using Would, Could and Should
There are three words that we use to make a conditional sentence:
1. Would – what you plan to do – I would like to run like Terry Fox.
2. Could – to be likely to do something – I can run, so I could join Terry’s Run.
3. Should – duty – We should help others.
Let’s Practice!
Your lecturer will help you. Ask and answer these questions orally. Use
“would”, “could” and “should” in each sentence. See how it changes the
meaning of the sentence.
Would you want to run with a crowd of people? Could you run a long way?
Should reporters write about people like Terry? Could anyone get cancer?
Would many people in your country want to run?
Should monuments be built for people like Terry?
2.4 Tag Questions
Let’s revise tag questions.
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean.
Terry must be remembered, ____?
The doctors couldn’t cure Terry,____?
Terry couldn’t run across Canada, ____?
The newspapers should report on Terry’s run,____?
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There should be monuments for Terry,______?
Many more countries could have Terry Fox Runs,
___?
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UNIT 3: SENTENCE WORD ORDER
3.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Apply new sentence word order skills to given sentences
Vocabulary
Accomplish Cause Believe Early Activist
Longest-surviving Dream Difficult Inspire Emotion
Prove Build Hard Delegates Posthumous
Structure Journey Delicious Legacy Delegates
3.2 Comprehension
Listen to you lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
In the last unit you heard about Terry Fox. South Africa also has heroes and
Nkosi Johnson is one of them.
Nkosi Johnson, was born with HIV and died when he was 12 in 2001.
He was posthumously awarded the first Kids Rights Foundation’s
international Children’s Peace Prize in Rome in November 2001 for bravery,
and his legacy lives on through Nkosi’s Haven, where HIV-positive mothers
and children can live and be safe.
Nkosi became famous in July 2000 when he delivered his self-written speech, televised worldwide,
to 10 000 people at the 13th International Aids Conference in Durban.
“Hi, my name is Nkosi Johnson,” he began. “I am 11 years old and I have Aids. I was born HIV-
positive.”
A tiny figure in a shiny dark suit and takkies, 11-year-old Nkosi Johnson held an audience of 10 000
people in silence as he told his story.
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“Care for us and accept us – we are all human beings,” he said at the end of his speech. “We are
normal. We have hands. We have feet. We can walk, we can talk, we have needs just like everyone
else. Don’t be afraid of us – we are all the same.”
In October 2000 he took the same speech to an Aids conference in Atlanta, Georgia.
“It is sad to see so many sick people,” he said. “I wish everybody in the world could be well.”
In pairs take turns to ask the questions and provide the answers in full
sentences. Read the text again to find the answers.
Did Nkosi have HIV? What was he awarded posthumously?
What was Nkosi’s biggest wish? How many delegates did he address at the
convention?
What did he say at the end of his speech? What did he wear when he gave his speech?
How did Nkosi begin his historical speech? When was Nkosi born?
When did Nkosi die? Where is Rome?
3.3 Sentence Word Order
Remember:
Subject Verb Object Where When
Nkosi went to the convention in Georgia in 2000.
Order of adjectives:
Number (1) Size and Colour and Nationality (4) Material (5) Noun (6)
quality (2) pattern (3)
He has one small shiny grey striped South African cotton suit on.
Let’s Practice!
Make sentences using these words.
I 11 old and I am years Aids have
sneakers shiny a tiny dark in a suit and figure
brave Nkosi was boy made a little to many who lives a beautiful difference
stood he up of 10 000 tearful in front South African to his tell people story bravely
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UNIT 4: LONGER SENTENCES
4.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Converse in English using longer sentences
3. Describe and use new frequency verbs in conversation and in sentences
Vocabulary
Acknowledge Contribution Continent Humanity Confront
Frail Projects Communal Fight Bravery
Challenges Microphone Converse
4.2 Comprehension
Listen to you lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
After the boy’s death, Minister Zola Skweyiya acknowledged Nkosi’s contribution.
“We South Africans – and all others in Africa and in the world – have to learn to acknowledge and
treat with respect those who are living with Aids,” Skweyiya said.
“There can be no better monument for Nkosi, the child who has made us confront our frail humanity
and our own deepest fears, than this.”
Part of his legacy lives on through Nkosi’s Haven, that do projects in which people living with Aids
are given care and employment in the community.
At Nkosi’s Haven, mothers and children, about 160 of them, live in freedom.
“Through all of the work we do, we ensure that our residents learn how to live with Aids, not die from
it.”
His fight and his bravery have given hope to many, many people.”
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In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean.
How should we treat those living with HIV / Who acknowledged Nkosi’s contribution?
AIDS?
How does Nkosi’s legacy live on? What has Nkosi’s fight and bravery done?
How many children and women live at
Nkosi’s Haven?
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean. Look at the photos provided.
Which picture shows Terry in a city? Who do you see in the first picture?
4.3 Conversations
Dumi, Jane, Jabu and Mpho are sitting together after class. They have just learnt about Terry Fox and
Nkosi Johnson.
Split into pairs and take turns to be Dumi, Jane, Jabu and Mpho. Read the
conversation two or three times.
Mpho: Terry Fox was a hero, wasn’t he?
Jabu: Sure, he was a great hero, but Nkosi Johnson did a lot too, didn’t he?
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Jane: Yes! Nkosi gave a lot of people hope.
Dumi: They both still raise a lot of money although they have both passed away.
Mpho: Yes, they do. I have read that Nkosi’s Haven looks after many mothers and
children.
Jane: Both Terry Fox and Nkosi Johnson are heroes.
Dumi: I think that the money that they raised for cancer research and AIDS
awareness is very important.
Mpho: That’s true, but the most important thing is their attitude. Terry Fox said, “If
you believe in a dream and have the courage to try, great things can be
accomplished.”
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UNIT 5: NAMING BODY PARTS
5.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Name different parts of the body
3. Write sentences to describe pictures
Vocabulary
Beard Wing Wax Fall Heel
Melt Feather Waist Thigh Ankle
Elbow Chin Bald
Listen to you lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Daedalus and Icarus
Long before the time of planes, people watched the birds. “We’d
like to fly!”, they said.
Long ago, in Greece, people say there was a man called Daedalus,
and his son Icarus, who did fly.
Daedalus could make many things. He made wings for himself and
for Icarus. He found bird feathers, and made wings from wax and
feathers. He put the wings on their arms.
Daedalus told Icarus: “Don’t fly near the sun. If your wings get hot, they will melt, and you will fall!”
Icarus didn’t listen to his father. He loved flying. He flew very high. The sun melted his wings, and
he fell in the water.
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Let’s Practice!
Read the sentences orally with your teacher. Then take turns adding some of
these adjectives to each sentence.
Many Cold Waxy Deep Beautiful
New Hot Colourful Feathered
People watched the birds fly. Icarus loved his wings.
Daedalus made wings. The sun melted his wings.
Icarus went too near to the sun He fell into the water.
5.2 Names of Body Parts
Let’s Practice!
With your lecturer read the parts of the body that you see in this picture.
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In pairs take turns to ask the questions and provide the answers in full
sentences. Try not to look at the answers. Point to each body part as you
ask the question. Use “yes” and “no” answers.
What did Icarus have on his arms?
Does your friend have big ears?
Did Terry Fox have a sore knee?
Does Nkosi have big shoulders?
Does your lecturer have strong legs?
Do you have curly brown hair?
Do you have beautiful blue eyes?
Does your friend have a long nose?
Do you have long fingers?
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UNIT 6: CLAUSES
6.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Describe what an “clause” is
Vocabulary
Balloon Basket Rise Burn Brazier
Air Smoke Desert Duty Cool
Float Crash Flame Doubt Escape
6.2 Comprehension
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
The First Hot Air Balloon
Many years ago two French brothers, Louis and Pierre, built a balloon with a
basket under it. They put a small brazier in the basket. Later they would make
a fire in the brazier. The hot air and smoke would fill the balloon and make it rise
up above the earth.
When it was ready they climbed into the basket and started the fire. As the air in the balloon got hot,
it lifted from the ground. For a short time Louis and Pierre flew high above Paris. Then, as the air
cooled, the balloon floated down to the ground with a crash of smoke and flames. Louis and Pierre
jumped, rolled and ran to escape the burning balloon.
First listen to the lecturer read the dialogue. Split into pairs and take turns to
be Pierre and Louis. Read the conversation two or three times.
Pierre: We’re rising!
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Louis: Wow! This is great!
Pierre: We’re flying! Look down there. That’s Paris below us.
Louis: Wow! We are heading away from the city.
Pierre: The fire is going out. The balloon is going down!
Louis: Here comes the ground!
Pierre: Let’s get out of here! We’re on fire!
Louis: Role along the ground and run!
Pierre: We made it, but I’m burnt and so are you.
Louis: We need a doctor.
In pairs take turns to ask the questions and provide the answers in full
sentences. Ask you lecturer to help you if necessary.
What did Pierre and Louis build? What did they put under it?
What did they put in the basket? What did Pierre and Louis climb into?
What happened when they made a fire? What city did they see below them?
What did the balloon do when the air cooled? What did they do to get away from the fire?
6.3 Untrue Facts “Clauses”
In the Present Tense
Clause: A clause is a group of words that has a subject and a verb.
Clause 1 Clause 2
(I would meet her at 7:00) (if she weren’t working)
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If the sentence is untrue at the time, use the past tense in the “if” clause. “Were” is used for the
singular and the plural.
I would meet her at 7:00 if she weren’t working.
Let’s Practice!
Take turns to complete each sentence.
I would fly in a balloon, if I …….. I would hike up a mountain if I ……
I could visit Paris, if I………… If I were Terry Fox, I……….
I should visit my friends if they……… If I were Icarus, I….
Clauses in the Future Tense
If the future tense “will” is used, then put the “if” clause in the present tense.
I will cook some apples if I have them.
When “would” is used and the sentence is untrue, use the past tense.
I would cook some apples if I had them.
Let’s Practice!
Read the sentences orally with your teacher. Then take turns completing the
clauses in each sentences.
I will go to town if I……….time. If I ………. time, I will go to the movies.
If I …….late, I will phone you. If I ………money, I would go to Paris.
I would fly to London, if I ……some money. If you were hungry, I ……make supper.
If I meet my friend, we ...go to a restaurant. If I were rich, I………………..
In pairs take turns to ask the questions and provide the answers in full
sentences. Ask your lecturer to help you if necessary.
Would you be happy if you were a hero? What would you do if you didn’t have to study?
What would you eat if you lived in the desert? Where would you live if you had a lot of money?
What would you do if you had a holiday for a year? Where would you go if you had a holiday now?
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UNIT 7: MATCH THE MEANING
7.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Match the meaning of a picture to a sentence
Vocabulary
Attempt Flight Initial Hill Second
Track Pilot Accelerate Steady Lift
Century Historic Flat Wind
7.1 Comprehension
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Wilbur and Orville Wright of North Carolina, USA built and flew the
first aeroplane. With their first try they moved their plane to the top of
a hill and set it on a track. Wilbur took the first turn to be a pilot. The
plane accelarated down the track so quickly that Orville, who was
running beside it to steady the wing, couldn’t keep up. One wing broke
when the plane turned and hit the hill.
December 17th 1903, three days later, was a historic day. They put
the track on some flat ground and used the wind to move the plane along it. Orville was the pilot
while Wilbur ran beside it to steady the wing. The plane lifted off the ground for 12 seconds and flew
for 80 meters. It was one of the great events of the last century.
They flew three times that day. The last flight took Wilbur 250 metres in 59 seconds. On that day
the Wright brothers began the science of flight as we know it today.
In pairs take turns to ask the questions and provide the answers in full
sentences. Ask your lecturer to help you if necessary.
Where did the Wright brothers live? Where did they take the plane for their first
attempt?
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What happened as the plane went down the hill? What was Orville trying to do?
What happened to one wing? What moved the plane on their other attempts?
How long did their first flight last? What did the Wright brothers begin?
Switch pairs so that you have a new partner and then take turns to ask the
questions and provide the answers in full sentences. Ask you lecturer to
help you if necessary.
Does he think he is a bird? Is he flying to another country?
Would you like to do this? Do you think he will crash?
Do you think this plane could fly far? This is an airship.
How would the pilot feel when he flew? Would you fly over Paris in this?
What would you take with you?
How do you think the man in the plane feels? Did this first flight of the Wright brothers last
very long?
Do you think he has courage?
Did they fly very far?
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UNIT 8: USING “BECAUSE” AND “BUT”
8.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Match the meaning of a picture to a sentence
3. Use “because”, “but” and “too” in conversation and in sentences
Vocabulary
Talent Professionally Perform Popular Recorded
Goodwill Ambassador Heart attack Powerful Musicians
Controversial Issues Lonely Spirit Unique
8.2 Reading
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Miriam Makeba was born in Johannesburg on 4 March 1932, in the
township of Prospect. Her mother Christina Makeba was a traditional
healer (a sangoma) who also worked as a housemaid. Her father,
Caswell Makeba, who died when she was six years old, was an isiXhosa
teacher.
Her talent for singing showed when she was a child, and she began
singing professionally in the 1950s, with the Cuban Brothers, the Manhattan Brothers, and the all-
woman group The Skylarks, performing a mixture of jazz, traditional African melodies, and popular
music from the West.
She moved to New York, where she became popular, and recorded her first solo album in 1960.
In 1990 Makeba returned to South Africa, where she continued to record music. She had a role in
the 1992 film Sarafina! and was named a UN goodwill ambassador in 1999. She sang until her death
from a heart attack during a concert in Italy in 2008. Makeba was known as Mama Africa. When she
died, South African President Nelson Mandela said that "her music inspired a powerful sense of hope
in all of us."
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8.3 Conversations
Split into pairs and take turns to be Dumi and Jane. Read the conversation
two or three times.
Jane: I love listening to the late Miriam Makeba. She sends such powerful messages
of hope.
Dumi: Her music lifts my spirits.
Jane: When she sings “Pata, Pata” it makes me want to get up and dance.
Dumi: She sang with so many famous international musicians.
Jane: Yes! Including Louis Armstrong and Ray Charles.
Dumi: She really did leave a music legacy.
8.4 Using “Because” and “But”
“Because” is used to express expected results.
People like to listen to Miriam Makeba because she inspires people.
“But” is used to express unexpected results in the same way as “although” and “even though”. For
example: Miriam Makeba wrote songs about controversial issues, but people wanted to hear about that
too.
In pairs take turns joining the sentence using “but” or “because”.
Miriam Makeba is a well-known musician. Maybe some people don’t know her songs.
People like her music. It expresses how they feel.
She sings about a lonely woman. She knows how it feels to be lonely.
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The meaning of her songs touches the spirit. They are about many things.
Few artists have recorded Miriam’ songs. They are unique.
8.5 Use of the Word “Too”
The word “too” is an adverb that indicates “also”. We use it in the middle or at the end of a sentence.xviii
For example:
The weather is too hot.
The coffee is too cold.
She is too clever for her own good.
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UNIT 9: USE OF THE WORD “GET”
9.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Use “get” with adjectives in sentences
Vocabulary
Freelance Publications Permanent Daily Thieves
Various Massacre Magazine Freelancing Assignment
Photographer
9.2 Past Continuous
Listen to your lecturer read the paragraphs. Then take turns to read the text
next to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Alf Kumalo was born in Utrecht near Newcastle in the province of KwaZulu Natal. He first worked in
a garage doing various jobs and then started freelancing for various publications, selling his
photographs where he could.
In 1956, he found a permanent job at the Golden City Post and later received assignments from The
Star, a newspaper, Drum magazine, and international publications like The New York Times. He was
among the photographers who captured the Sharpeville massacre on 21 March 1960.
In 1963, while working for Drum, he was selected with Harry Mashabela to go and shoot a story about
African students in the Iron Curtain countries. The two made the front cover of the next edition of the
magazine, "Drum men go to Europe".
While in London, he interviewed Cassius Clay. He also found out that he had won first place in a
photographic competition. The prize was an Austin Cambridge motor car.
A picture of him and his award was published by the Star on its front page. "A lot of black people
talked about it for days afterwards, because in those days they would only get on to the front pages
of newspapers if they were thieves."
To help young photographers, Kumalo opened a school in Soweto in 2002. .[8]
He died on 21 October 2012.
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9.3 Use of the word “Get”
We use “get” with an adjective in a number of tenses. For example:
I get excited when I listen to Miriam Makeba.
I got excited by the idea of studying photography.
They were getting happy listening to her music.
I will get sad if I look at too many of Alf’s photos.
9.4 Conversations
Dumi, Jane, Jabu and Mpho are sitting together after class. They’re discussing music and photography.
Split into pairs and take turns to be Dumi, Jane, Jabu and Mpho. Read the
conversation two or three times.
Mpho: Miriam Makeba wrote some great songs. I love her music.
Jabu: Me too, her music is exciting!
Jane: I love listening to music, but photography lifts my spirits.
Dumi: Alf Kumalo captured many historic moments in South Africa.
Mpho: Miriam sang about many great moments in South African history. She really
took the struggle of the people to heart.
Jane: If I could I would want to be able to do what Alf did. It leaves a legacy for our
children.
Dumi: I think they are both inspirational people.
Mpho: That’s true, it makes me want to work harder to achieve my dreams.
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UNIT 10: PRACTICE USING CONJUNCTIONS “AND”, “BUT” AND “BECAUSE”
10.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Join sentences using “and”, “but”, “because” and “too”
Vocabulary
Royalty Rattle Jewellery Popular Thousand
Concert Pop group Perform Music hall Finale
Assassinate
10.2 Comprehension
Listen to you lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
The Beatles is the most famous group ever. The four Beatles, John
Lennon, Paul McCartney, George Harrison and Ringo Starr were all
born in Liverpool, England. They started playing together in 1959. They
played in many countries in Europe, sometimes for royalty (kings and
queens). Lennon told the royals to rattle their jewellery when they liked
the song.
These four played in Britain, the United States of America, Canada,
Japan and all through Western Europe. They were so popular that the
people crowded around them if they went outside their hotel rooms. They made people laugh and
sometimes cry with their songs.
John Lennon was assassinated in 1980. Paul McCartney is the only member of the band who still
sings. A few years ago at the Live 8 concert he sang for millions of people throughout the world.
The Live 8 concert was held to collect money for the poor.
He opened the concert with “Sergeant Pepper’s Lonely Heart Club”. For the finale he sang “Hey
Jude”.
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Let’s Practice!
Work with your lecturer to join these sentences using: and, but, because.
John Lennon told the royals to rattle their jewellery……they had so much of it.
They couldn’t go outside…. the people would crowd around them.
Thousands of people attended the Live 8 concert in London……millions watched it on TV.
Paul opened the Live 8 concert with “Sergeant Pepper’s Lonely Hearts Club” …….he ended it with
“Hey Jude”
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean.
Where were the Beatles born? What are their first names?
What did they tell the royals of Europe? Were they popular?
Name four countries where they played? What would happen if they went outside?
When did Paul go to London? Would you like to listen to that concert?
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UNIT 11: ADJECTIVES
11.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Write a short paragraph using guiding questions
Vocabulary
Wonder Innovative Nourishment Move to tears Awe
Humility Define Fade Dust Memory
First-hand Magic Treasure Ancient Tourist
Attraction Apostles Cable car
11.2 Comprehension
Listen to you lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
Wonder is nourishment for the soul. We are the only animal on earth, as far as we know, that can be
moved to tears by a sunset, that marvels at the stars at night, that feels awe and humility, at the
achievements of our past. Wonder defines us as human beings.
Of the ancient Seven Wonders of the World, only the Great Pyramids remain. The others have all
faded to dust and memory. As our knowledge became more global, people have created a list of new
wonders of the world, which also means they can be seen first-hand. And so they should. Because
the real magic of wonder is not in the thing itself, but in the fact that the more you look for wonder in
the world the more the wonder of the world becomes a part of you.
Socrates said: 'Wisdom begins in wonder. Art and Science begins with wonder. Wonder is more than
just a good feeling; it is a seed from which our greatest treasures grow”.xix
In pairs take turns to ask the questions and provide the answers in full
sentences. Check how you pronounce the words and make sure you know
what they mean.
What is wonder? What does wonder do for us as humans?
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What ancient Wonder still remains? What has happened to the others?
What happens if you look for wonder in the world?
11.3 Conversations
Dumi, Jane, Jabu and Mpho are sitting together after class. They are discussing the Seven Wonders
of the World. Jabu is very excited, he has read up about it and found out that Table Mountain and
Durban are listed as “New Wonders”.
Split into pairs and take turns to be Dumi, Jane, Jabu and Mpho. Read the
conversation two or three times.
Mpho: I would love to see some of the Seven Wonders. It is a pity that they are so
far away!
Jabu: I have been reading up about the New Wonders of the World. There are two
right here in South Africa.
Jane: Really Jabu? Please tell us more.
Dumi: I wonder if there are Engineering Wonders. I look at pictures of bridges and
buildings and wonder how they were built.
Mpho: Jabu, please tell us about the wonders that are here in South Africa!
Jabu: The first one is Table Mountain in Cape Town. Table Mountain is a flat topped
mountain overlooking Cape Town and is a big tourist attraction.
It is often covered in cloud which is known as the ‘Table Cloth’. The highest point is
1,086 meters above sea level. It only looks flat from one side, the mountains on the
other side are known as the Twelve Apostles.
The Table Mountain cable car opened in 1929. Today each car can carry 65
passengers at a time to the top. There are many hiking trails available that take
between 1-3 hours to do.
There are 2,200 kinds of plants on the mountain alone - many of which only grow
there and can be found nowhere else.
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Animals found on the mountain include a Dassie. The nearest animal relative is the
elephant! (However, it really looks like a big rat!)xx
Jane: And the other one…. Durban?
Jabu: I am glad you asked about engineering and building Dumi because that is
why the Durban Harbour is called a wonder. Durban is an example of man's
improvement upon nature. Just over a hundred years ago ships did not want to go
into the harbour because it was dangerous.
Innovative engineering means that engineers came up with a plan to build a safe
harbour. Durban is now the biggest and busiest harbour in the Southern Hemisphere
with hundreds of ships coming and going each year on their way to Europe or Asia.
Story telling
Paragraphs have a topic (e.g. Table Mountain or Durban) which is the main
sentence. It then has supporting sentences to tell you more about the topic.
Your lecturer will start you off with a topic sentence and then throw the ball at
the next person who will make the first supporting sentence. Once that person
has made a sentence throw the ball to the next person and so on.
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UNIT 12: USE “BY”, “ABOUT”, “AND”, “TO”, “IN”
12.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Read and understand full paragraphs
Vocabulary
Ancient Tombs Pharaoh Raid Layer
Archaeological Excavations Collapse Measurement Mummy
12.2 Using “By”
By is a preposition which can be used in different ways.
The way something is done
We use by to show how something is done:
We send a postcard or a letter by post.
We contact someone by phone or by email.
We pay for something by credit card or by cash.
Something happens by mistake, by accident or by chance.
Travel
We use by to show how someone travels:
They came by car/ by taxi/ by train/ by plane.
Note: do not use ‘the’, ‘my’ or ‘a’ when you use ‘by’. Instead use:
'On the plane.'
'In my car.'
'On a boat.’
We can also use by with –ing to show how something happened:
‘She passed her test by studying hard.’
‘I got into the house by using my key.’
‘By’ with adjectives
By can be used after the following adjectives:
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‘We were surprised by the news.’
‘I was shocked by his death.’
‘She was astonished by his request’.
They were impressed by my exam result.’
‘By’ as ‘next to’
By is also used to mean ‘next to’ or ‘beside’.
‘My dog came and sat by me.’
Use ‘by’ for ‘an amount’
‘He is older than me by 3 years.’
‘We sell tomatoes by the kilo.’
‘By’ as ‘no later than’
‘Give me your homework by Friday.’
‘The boy must be in bed by 9 o’clock.’
‘By’ as ‘alone’
myself/ yourself/ himself/ herself/ ourselves/ yourselves/ themselves
‘I stayed at home by myself and read the newspaper.’
‘The cat opened the door by himself.’xxi
12.3 Using “About to”
Different uses of about
The preposition about has several uses. It can refer to movement or position in different directions or
places.
The children were running about. (= The children were running in many directions.)
Clothes were lying about the room. (= Clothes were lying all over the room.)
About can also mean near or nearby.
Is anybody about? = Is anybody nearby?
There was no one about (nearby) to save the boy from drowning.
About can mean in connection with.
We talked about his plans.
They told the police about it.
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I don’t know anything about it.xxii
12.3 Using “In”
Used for unspecific times during a day, month, season, year:
She always reads newspapers in the morning.
In the summer, we have a rainy season for three weeks.
The new semester will start in March.
Used to indicate a location or place:
She looked me directly in the eyes.
I am currently staying in a hotel.
Used to indicate a shape, colour, or size:
This painting is mostly in blue.
The students stood in a circle.
This jacket comes in four different sizesxxiii
12.4 Conversations
Dumi, Jane, Jabu and Mpho are reading up about the Seven Wonders of the World. They have decided
to go and research specific wonders and then discuss them to improve their vocabulary and practice
speaking English. Today they are talking about the Pyramids in Egypt.
Split into groups and take turns to be Dumi, Jane, Jabu and Mpho. Read the
conversation two or three times, changing roles each time.
Mpho: The pyramids that we see in Egypt today continue to be ‘Wonders of the
World’. They were built thousands of years ago and are still there. The ancient
Egyptians created the pyramids as burial tombs to honour their pharaohs and since
they believe them to be both man and god, they made the pyramids in a grand style.
Jabu: It’s believed that the original burial tombs for pharaohs were flat monuments
called ‘mastabas’. Over the years, each new burial tomb would have another smaller
layer added to the top until they began to look like steps. The building of pyramids
started about 5000 years ago. There are over 70 pyramids near the Nile River. It is
thought that the first smooth sided pyramid was built between the years of 2680 to
2560 BC for the pharaoh King Sneferu.Sneferu means “he has perfected me”.
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Jane: Archaeological excavations have found that despite what most people think,
the pyramids were not built by slaves, but by Egyptians that lived in the area. They
have found living areas that appear to have been for the labourers and their families.
The villages seem to be set up with shops, houses, butcher shops and even bakeries
for the thousands of loaves of bread that were needed to feed the workers.
Dumi: There was a lot of planning that went into building a pyramid. Because of the
weight, the location had to be on firm rock because building on sand would have
caused it to collapse. Specific measurements had to be made on the base, size,
width and length. This was one of the most important decisions because if they were
wrong, the pyramid would fall. Rock was cut out from quarries that were often quite
a distance and carried by boat on the River Nile to the pyramid location. There were
millions of pieces of rock that had to be just the right size to fit in place.
Mpho: No one is really sure how the ancient Egyptians managed to lift the heavy
rock, often weighing many tons to build the pyramids. There are many people
throughout the world today that have tried to build smaller pyramids to figure out
exactly how it was done.
Jabu: One of the things that everyone notices about the pyramids of Egypt is that
they are very large. The smallest of the Giza pyramids is over 200 meters high. The
pyramid built by the Pharaoh Khufu (pronounced Koo-foo) was originally 480 metres
high and has over 2.3 million stone blocks. The engineers of ancient Egypt were
familiar with the difficult mathematics that were involved in creating a structure of
such size.
Jane: If building the pyramids isn’t enough of a challenge, the ancient Egyptian
engineers planned the blocks so that there were inner chambers and tunnels. Some
of the huge stone burial rooms have been found inside the pyramids but never any
of the mummies or any treasure that would have been buried with the pharaoh.
Dumi: Once a pyramid was completed, it had armed guards to try to protect it from
tomb raiders. If anyone was caught raiding a pharaoh’s tomb, it was an instant death
sentence.
Mpho: The pyramids that we see today have crumbled quite a bit and don’t look at
all like they would have when the Egyptians finished them. Once all of the stones
were in place, the entire pyramid was covered in white limestone and the top or cap
of the pyramid was tipped in gold. In the bright Egyptian sunshine, the white and the
gold would have gleamed brightly.xxiv
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Story telling
Paragraphs have a topic (The Pyramids) which is the main sentence. It then
has supporting sentences to tell you more about the topic. Your lecturer will
start you off with a topic sentence and then throw the ball at the next person
who will make the first supporting sentence. Once that person has made a
sentence throw the ball to the next person and so on.
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UNIT 13: USE “ALTHOUGH” AND “EVEN THOUGH”
13.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Plan a trip
Vocabulary
Historical Natural Slaughter Safe haven Mammal
Species Reptiles Braai
12.2 Reading
Listen to your lecturer read the paragraphs. Then take turns to read the text
to each other. Make sure you understand what it means and that you
pronounce the words correctly.
The Kruger National Park is a place of great historical and natural value. The Park is the size of
Wales – an island in the United Kingdom. Its history stretches back millions of years.
Stone tools dating back 1.5 million years have been found in the Park. Over the years it was home
to hunters, traders and farmers.
Unfortunately, this meant that they were killing the wild animals fast and by the 1900’s the animals
started disappearing. To slow the slaughter, the Park was started in 1926.
Although it is meant to be a safe haven for wild animals, it also creates many jobs and makes a lot
of money from the tourists who visit it each year.
The Park is the home of 150 mammal species, 500 kinds of birds, 340 different kinds of trees, 115
kinds of reptiles and 50 kinds of fish.
13.4 Conversations
The four friends are planning a trip to the Kruger National Park during their college break. They are
discussing what they will need.
Split into pairs and take turns to be Dumi, Jane, Jabu and Mpho. Read the
conversation two or three times. Then answer the questions.
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Mpho: The Park can be quite expensive. I hope we have saved enough money.
Jabu: We don’t need to buy food there. We can take everything we need with us.
Jane: We’ll need to plan what we want to eat every day.
Dumi: Yes, we will have to take coffee, tea, juice and meat for braaiing I think.
Mpho: The guide book says that there is place to braai outside each hut. I think it
is going to be fun to sit outside and listen to the sounds of nature at night.
Jabu: We also need to plan our trips in the park for each day. I see your book has
maps in it.
Jane: We’ve paid for our accommodation already. That helps a lot! We are staying
at Skukuza rest camp.
Dumi: We’ll be OK. It is going to be fun!
What do they need to plan? What does the guide book say about braaiing?
What does Dumi think they need to take with What helps a lot?
them?
Where will they be staying?
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UNIT 14: USE “DESPITE” AND “IN SPITE OF”
14.1 Outcomes
At the end of this unit, you will be able to:
1. Recall the new words in your vocabulary and describe the meaning of each
2. Use “in spite of” and “despite” in sentences
Vocabulary
Credit card Company Lose Worry Over there
Turn in Reward Wallet Parking lot Recession
14.2 “In Spite Of” and “Despite”
In spite of and despite are almost the same as “although” or “even though”.
We usually use “in spite of” and “despite” with a noun:
He got the job in spite of his prison record.
John’s company is doing extremely well despite the recession.
We can also use in spite of and despite with -ing:
He was very fast in spite of being terribly overweight.
They arrived late despite leaving home early.xxv
14.2 Conversations
Jane is very worried because she has lost her wallet.
Split into pairs and take turns to be Dumi and Jane. Read the conversation
two or three times. Then answer the questions.
Jane: I have to find my wallet! It has my credit card in it.
Dumi: Let’s go back to the shop. We can ask the manager if anyone has
handed it in.
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Jane: If he hasn’t got it, we’d better look where we were parked. I hope I didn’t
drop it in the parking lot.
Dumi: Sure, if we do not find it immediately, we’ll phone the credit card
company. Here let me go and ask the manager! You look where we were
parked.
Jane: I have looked carefully and I don’t see it there. Dumi, what did the
manager say?
Dumi: He says that nobody has turned it in to him, but we should go and ask
at the Information Desk.
Jane: We had better hurry. I need to phone the credit card company. Someone
could use my card to buy a lot of things and I will have to pay if I don’t phone
them and report it.
Dumi: Hi, has anybody turned in a wallet? It is Jane Nkosi’s
RECEPTIONIST Here you are. Someone brought it in ten minutes ago.
Jane: Oh, thank you so much.
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MODULE 5
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LEARNING OUTCOMES
At the end of this module, you will be able to:
Communicate orally with an audience
Use strategies that capture and keep the interest of an audience
Identify and respond to manipulative use of language
Use a range of reading and viewing strategies to understand the literal meaning of specific texts
Use strategies for extracting implicit messages in texts
Respond to selected texts in a manner appropriate to the context
Explore and explain how language structures and features may influence a reader
Write for a specified audience and purpose
Use language structures and features to produce texts for a wide range of contexts
Draft own writing and edit to improve clarity and correctness
Access and use suitable learning resources
Use learning strategies
Manage occupational learning programme materials
Conduct basic research and analyse and present findings
Function in a team
Reflect on how characteristics of the workplace and occupational context affect learning
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UNIT 1: GROUP COMMUNICATION
1.1 Communication in Teams
Group work is a good way to encourage discussion and generate new ideas.
To communicate well in a team there are four steps:
1. Know what the purpose of the team is: When team members know the purpose, they know:
Who they have to work with
What they need to do
Where they are expected to work
When the work must be finished
Why the work is being done
How the work can be done
2. Write an action plan: An action plan tells each team member what to do. For your plan, you need
to:
Decide what needs to be done
Decide who needs to do it
Decide when it needs to be complete
Decide how it will be done
Let’s say Jane, Dumi, Jabu and Mpho decide to do something special for Mandela Day. They decide
they are going to make boerie rolls for a small orphanage near the college.
Dumi calls a meeting and explains the idea to the rest of the group:
Dumi: Hi Guys
You know that next month it is Mandela Day. My mom does volunteer work at a small
orphanage not far from here. These kids never have any fun and I thought it would
be nice if we could organise a braai for them – nothing fancy, just some boerewors
and rolls.
Mpho: I think that is a great idea, but we are going to have to plan this. What are
your thoughts Dumi?
Dumi: I thought we could go there at lunchtime, make a fire, braai the wors, and talk
to the kids while they eat.
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Jane: Mpho is right, it is such a good idea but we will have to plan this. Who is going
to braai Dumi? Where will we get everything we need?
Jabu: Dumi and I have already spoken about it. My dad said he would bring us a
small braai they use at work. They also have plenty of wood for the fire, and he will
bring us some.
Dumi: Yes, and Jabu and I went to the butcher on Main street and he has agreed to
give us some boerewors. There are ten children and two permanent caregivers.
Jane: You guys seem to have the fire and the meat sorted. We now need some rolls
and margarine. Mpho, why don’t we go and ask the manager at the supermarket?
Mpho: Good idea Jane. While we are there, maybe we should also ask them if they
wouldn’t give us some sweets and ice cream to make lunch even more special.
Jabu: That is such a good idea Mpho! I knew you girls would think of something
special!
Dumi: So that’s our plan. I think we should just write everything down so we do not
forget to do something.
This is what Dumi’s action plan looks like:
Task Who When
Get a braai and firewood Jabu and his dad One day before Mandela Day
Collect boerewors (Jabu will Dumi and Jabu Collect one day before Mandela
keep in their fridge at home) Day
Ask the supermarket to give us Jane and Mpho Tell Dumi whether they agree
bread rolls and margarine by tomorrow afternoon
Ask the supermarket to donate Jane and Mpho Tell Dumi whether they agree
ice cream and sweets by tomorrow afternoon
Collect ingredients from the Jane Collect one day before Mandela
supermarket (Jane will keep at Day
home)
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Go to your Workbook and complete Activity 1.1.
1.2 Talking to people from other cultures
People come from different cultures. Cultural beliefs are the norms, rules and values, which have
developed through a person’s experiences at home, in school and in the community.
People believe that their values are the “right” values and they could have problems when they talk to
people from other cultures.
In SA, there are different ethnic groups, each with their own cultural values. There are also 11 official
languages. English is the language used in the business world, but it only ranks 5th out of the 11 as a
spoken language. This makes it more difficult for people to communicate.
Our culture affects how we communicate with other people. Remember when you communicate with
other cultures:
Consultation: This means that we talk to each other until we all agree. Some cultures consult and
others don’t. This makes it difficult to understand each other sometimes.
The managers of a western style private college might want to introduce a new rule without any
consultation with students. The students will not accept the change if they are used to the Kgotla system
where decisions are not made until everybody has been consulted.
Respect for age: Different cultures have different beliefs about age. Some cultures show a lot of
respect for older people; others feel that what you are able to do is more important.
For example, there could be a problem in a factory if a supervisor from one language group instructs
an older man from another group to do something. It might not only be the instruction that upsets the
older man, but the way the words were spoken. For example, if a supervisor shouted at an elderly man
from a different culture, “Go and load that truck, now!” the older man and other people from the same
culture would be upset.
Greetings: The way you greet someone is more important in some cultures than in others.
Take a handshake, followed by, “How do you do?”
To one culture this would be fine as a greeting.
To another culture, it would seem rude.
Go to your Workbook and complete Activity 1.2.
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UNIT 2: INDIVIDUAL COMMUNICATION
2.1 The way you use your voice
We use our voices and our bodies when we speak. First, let's look at how we use our voices.
Pace and Pause
Pace means how fast or how slow you speak. You cannot speak to fast or too slow.
If you speak too fast the audience will not be able to understand you
If you speak too slow people will stop listening to you
If you want to show that something is important, you can speak more slowly to make sure
people understand
A pause means you stop talking for a second. Pauses are important because they help the listener by
giving him/her a chance to think about what you said.
Volume
Volume is the loudness of your voice. Speaking softer and louder makes what you say more interesting.
Speak a little louder when you make an important point, but practice this first so that it sounds
natural
You should always speak loudly enough so that the listener can hear you easily. If listeners are
leaning forward, they might not be able to hear you well
Tone
The tone of your voice tells the listener how you feel. If you say, “I am happy to be here this morning”
in a sad tone, the tone of your voice does not fit in with what you are saying.
Emphasis
As you can see from the examples below, the words in the sentences are identical but its meaning
changes when different words are said louder.
I want you to have the meeting now. It is I, no one else, who wants you to have the meeting
now.
I want you to have the meeting now. I want you to have the meeting immediately.
I want you to have the meeting now. I want you specifically to have the meeting.
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Split into groups of three or four. Use the sentences below to practice the
way you speak. Take turns to say each sentence several times, each time
using a different speed, tone and emphasis.
Why aren’t you lying on the beach in Durban right now?
How many of you finished your assignment on time?
What would you do if you knew you only had one month to live?
The occasion will go down in history.
I’m going to tell you how to make R 10 000 in ten minutes.
I don’t enjoy watching TV, but I enjoy going to the movies.
2.2 Body Language
Body language is how you move with your body when you talk. It could be whether you smile or look
sad or angry, it could be whether you are shaking or nodding your head, it could be that you are waving
your arms around when you are upset. Your body show people how you feel.
Posture
The way you hold your body shows your feelings. For example:
Slouching in your chair can show low self-esteem
Looking away from a person when you are talking, is rude and shows that you want to leave or
that you are angry
If you are having a discussion, crossing your arms could show that you are not interested
Gestures
A gesture is a movement made with your hands.
For example:
If you want to emphasise that you are here, it is meaningful if you point downwards when you say “here”.
Putting your hands together as if in prayer could work if you are pleading for something but wouldn’t
work if you were demanding something.
Eye contact
They say the eyes are the “windows of the soul”. When we make eye contact – look into another
person’s eyes we make an emotional connection with them. Eye contact is the way we build trust, show
that we are listening and make the other person feel comfortable talking to us.
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Facial expressions
Our faces show the world what is going on inside. You're happy - your face wears the smile, you're sad
– and your face hangs. Think about it – nobody taught you how to smile or cry, and you don't think
about doing it either, it just happens…
Here are some facial expressions people use every day.
Go to your Workbook and complete Activity 2.1.
2.3 Speaking to a Group (Presentation)
At some time in your future career you will be asked to speak to a big group of people. Many people
fear public speaking, but it is a very important skill to have!
Planning
Decide why you are speaking. What do you want the listeners to feel, think or learn?
Identify the audience. What do you know about the listeners? What is their attitude, knowledge,
training and background?
Research. Once you know what the topic is, go to the Internet or the library and gather as much
information as you can.
Remember the mind maps you did before? Using a mind map to plan a presentation will help you to
identify main subjects for your topic and putting together a good presentation. Here is an example of a
mind map if you want to speak about health.
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xxvi
Writing your presentation
Once you have a mind map with all the topics you want to talk about, you are ready to start writing you
presentation.
The introduction
Your introduction must make people want to listen to you. After the first minute, the audience must
know why they are listening to you.
The body
In the body you will present your main points logically, simply and in an interesting way
Always keep the purpose of your presentation and the key topics in mind
The information you include must support the main idea
The conclusion
Give a summary of the content of the speech
Call for a plan of action
Visual Aids
Visual means you can see something, and aid means that it helps, so a visual aid helps your audience
“see” what you are saying. You can use:
Hand-outs
A PowerPoint presentation
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A poster
Notes or cue cards
A cue card is a small card where your notes are written or typed. The card should be small enough to
hold in your hand so that you can still make gestures. A small note card also allows you to keep eye
contact with your audience, after you have quickly looked down at what you have written.
Once you have finished talking about a point, you can slip the top card under the others in your hand.
You are no longer referring to them. This will distract the audience’s attention.
Go to your Work Book and complete Exercise 2.2.
Doing your Presentation
If you have prepared well, this should be easier than you think.
Refer to your cue cards
Use your cue cards to remember what you need to say – don’t read from them
Just glance down at the cue card and then make eye contact with your listeners again
Repeat information
You should repeat and restate the main points to help the listeners organise and absorb the ideas you
have presented.
You may also repeat the information in the form of questions; for example, you might say: So, how do
we… or So, what did we mean when we said…… This will invite audience participation; ensuring your
audience has understood your message. Remember to:
Keep the questions short and simple
Only ask one question at a time
Respond to questions
Often a presentation is followed by a question and answer session, which is a chance to explain key
points of your presentation further:
Always repeat the question so that everyone in the room can hear it. This also allows you to
understand the question and gives you time to work out what you need to say
If you do not understand the question, say so and ask the speaker to repeat or reword it
If you cannot answer the question, don’t pretend you know the answer. Rather tell the person
that you will find out and report back
Go to your Workbook and complete Activity 2.3.
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UNIT 3: MANIPULATIVE LANGUAGE
That's just like, your opinion, man.
-The Dude
It is a fact that the pyramids are in Egypt. It is a fact that stealing is wrong. It is a fact that two plus two
is four. It is a fact that Donald Trump is the president of the USA.
A fact is a statement that you can prove. An opinion is one person's feelings that cannot be proven.
Opinions are based on emotions and sometimes they are meant to mislead or manipulate others.
3.1 Fact or Opinion?
It is important to recognise the use of manipulative language.
If a person manipulates someone, he/she uses that person to his/her own advantage. So manipulative
language is language that is used by a speaker so that he/she gets what he/she wants.
For example, if a politician wants to persuade the audience to vote for him, the speaker will convince
the audience that he is the right person to vote for.
What is a fact?
A fact is something that is true. If it is a fact, then there must be evidence to support it that it is true. For
example: “It is 1 o’clock”. This fact can be proven by looking at a clock.
What is an opinion?
An opinion is what a person or people think about something. “You have the prettiest eyes in the world”
This may be what the speaker thinks, but it is not a fact.
Recognising opinions
In some cases, it is easy to identify an opinion because the speaker tells you it is his or her opinion. For
example:
In my opinion, Bafana Bafana is the best soccer team in the world.
I think Kaiser Chiefs should win the Premier Soccer League.
I believe we did the right thing to vote for our current president.
If you ask me, Orlando Pirates has the best supporters in South Africa.
Adjectives are words that describe something or someone. The use of these words often means that
people are expressing their opinions. For example:
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The flowers in that garden are the most beautiful.
Isidingo is more exciting than 7de Laan.
Tshidi always looks elegant.
BMWs are wonderful cars.
Passing opinions off as facts
When speakers try to persuade you to change to their way of thinking, they try to make you believe that
opinions are facts. Advertisements are a good example:
The advertisement on the left makes the reader believe that the cream will remove wrinkles
immediately.
The advertisement on the right makes the reader believe that doctors approve of smoking.
Go to your Work Book and complete Exercise 3.1.
3.2 Leaving Information out
Another way of manipulating language is to include only the facts that support a person’s own point of
view and leave out the facts that do not support their point of view. This is a technique often used in
advertisements and during political speeches. We call these half-truths. For example:
Think of an advertisement for a well-known brand of soap. The woman in the advertisement states: “To
stay beautiful, I use ABC soap.”
The following sentence appears in the advertisement: Nine out of ten models use ABC soap. In this
case, what are the facts? Nine out of 10 models interviewed by the manufacturers use ABC soap.
How were these statistics obtained? The soap company probably only chose nine models and paid
them to say they used their soap. There are hundreds of other models who don’t use the soap!
Therefore, the statistic used in the advertisement is true, but it is only part of the truth. The truth is the
company only asked nine models and paid them to say they used the soap anyway.
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Facts are left out to convince or persuade people to do or believe something. This is not serious when
it concerns advertising, but it becomes more serious when it relates to political and economic issues.
When speakers want to win an argument, make listeners believe their side of the story or convince
listeners to vote for them, they only give the facts that support their point of view or worse still the point
of view the listeners want to hear. They carefully leave out the facts that would support the opposite
view.
A good example of omission is the elections in Zimbabwe in April 2005.
“There can never be anywhere else where elections can be as free and fair as they have been here,”
Mugabe said after voting in a poor township of the capital Harare.
On 8 April Rodrigue Ngowi and Dumisani Muleya reported, “The Zimbabwe Electoral Commission said
36,821 people had voted in Beit Bridge, but the tally for the candidates only adds up to 20,602, leaving
16,219 votes unaccounted for.”
Mugabe stated that the elections “reflect the free will of the people of Zimbabwe” and yet according to
the Zimbabwe Election Support Network (ZESN), “an average of 25% of would-be voters were turned
away from polling stations.”
3.3 Using Language to Persuade
In Unit 2 you learnt how your voice and body language can enhance oral communication. When a
speaker is trying to persuade or influence an audience, he/she must ensure that his or her voice and
body language support what is being said. To do this you need to make sure that you use the right tone
and believe in your own point of view.
Read the following example:
A woman’s child has died from a drug overdose and the woman is telling a group of teenagers what
happened to her child. She speaks in a sad tone with tears in her eyes as she tells the crowd how she
felt as a mother. Members of the audience wipe their eyes and vow never to get involved in drugs.
As opposed to:
A woman’s child has died from a drug overdose and the woman is telling a group of teenagers what
happened to her child. She looks at the audience with a bright smile while the tears pour down her face
as she speaks to them in a cheery voice. The crowd looks at her in stunned amazement - why is she
smiling and happy ... and crying at the same time?
In the second example the woman's tone and her body language didn’t match - confusing her audience
and making her message less persuasive.
Style
The style the speaker uses incorporates body language and other non-verbal communication.
Let’s look at the earlier example:
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The mother telling a group of teenagers how her child died from a drug overdose will speak in a sad
tone and a low voice. She will probably stand in a huddled position and will use slow small gestures.
or
A member of a taxi association is telling the audience that the only option they have is to resort to
violence. To get his message across, he will use a loud voice, upright posture, emphasising his point
by waving a fist and stamping a foot.
What is a person really saying?
It is important that you are able to tell what is fact and what is opinion, in other words, what the truth is
and what is not. Look for the facts that have been included as well as the facts that have been left out.
As a listener, you should take note of this manipulative use of language, or you miss the speaker’s real
aims or beliefs. Let’s look at this extract from a speech about smoking:
“The media and the government should stop attacking smoking and saying it is a dangerous habit.
People will get frightened and turn to drugs instead and they are much more dangerous. Cigarettes
have given pleasure to many people for many years and smoking helps people to relax. There are many
people who are over 80 and who have smoked all their lives, so smoking can’t be bad for you.”
The opinions stated in the above example would be as follows:
Smoking is not as dangerous as taking drugs.
Smoking gives pleasure.
Smoking helps people to relax.
The speaker left out the following points:
Cigarettes have also brought much disease and pain.
The majority of smokers die before they are 80.
Research proved that smoking is bad for you.
You have now completed your learning about oral communication. Next, we move onto written
communication.
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UNIT 4: WRITING IN ENGLISH
4.1 Overview
When you write you must know what your message is and write it down as clearly as you can. When
you read something, you cannot ask questions immediately. You are also not able to see the writer’s
body language.
To make a success of studying and business and you must develop the skills to think logically and write
your thoughts down accurately.
When writing, you think about the following:
Be specific to avoid possible misunderstanding
Stay focused by concentrating on one point at a time and only giving the information that is
needed
Support your ideas with facts
The appropriate narrative
A narrative is a spoken or written account of connected events, a story.
There are different narratives and we choose the right narrative for an audience.
A formal style is written in the third person and is used to address a large audience e.g. reports or
assignments. When using the third person or formal style you should avoid using “I” and “you”.
When you are writing a personal note or short e-mail messages addressed to individuals or your
immediate group you are more likely to use an informal style or the first person.
Your style depends on the tone you want to present, and the type of information being shared. You
should use an informal style only with individuals you know personally.
Go to your Workbook and complete Activity 4.1
Using Paragraphs and Sentences correctly
In the earlier modules you practised writing sentences. You also started summarising what you read.
In this section we put it all together. Writing is made up of sentences and paragraphs.
A simple sentence has a single subject and a single verb.
For example: Jane ate lunch. In this sentence Jane is the single subject and ate is the single verb.
A compound sentence that has two or more independent, but related, clauses with the same
importance that are linked together with “and”, “but” or “or” and a comma.
For example: I would have sent the letter, but the post office was closed.
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A complex sentence has one dependent clause with one or more dependent clauses related to it and
is separated by a comma.
For example: Even though her assignment was late, the lecturer accepted it.
In this sentence the dependent clause comes from before the comma and is followed by the
independent clause.
Paragraphs
Paragraphs can be long or short, depending on the amount of information. A paragraph is made up of
the following:
The topic sentence at the beginning of the paragraph. It tells the reader what you are going to
talk about.
Supporting sentences that explain the topic sentence.
When you write paragraphs, you must:
Focus on one idea at a time.
Keep your paragraphs short – one topic and no more than three sentences per paragraph.
Go to your Workbook and complete Activity 4.2
4.2 The “Body Language” of Writing
When we write, there is no body language to tell the reader how we feel. To create “body language” in
writing we use stylistic devices that will create pace and tone.
Punctuation
You use punctuation marks to structure and organise your writing. Here is an example of what would
happen if you did not use punctuation.
perhaps you dont always need to use commas periods colons etc to make sentences clear when i
am in a hurry tired cold lazy or angry i sometimes leave out punctuation marks grammar is stupid i
can write without it and don’t need it my uncle harry once said he was not very clever and i never
understood a word he wrote to me i think ill learn some punctuation not too much enough to write to
uncle harry he needs some help
Now see the difference with the right punctuation.
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Perhaps you don't always need to use commas, periods, colons etc. to make sentences clear.
When I am in a hurry, tired, cold, lazy, or angry I sometimes leave out punctuation marks.
"Grammar is stupid! I can write without it and don't need it," my uncle Harry once said. He was not
very clever, and I never understood a word he wrote to me. I think I'll learn some punctuation - not
too much, enough to write to Uncle Harry. He needs some help!
Commas
Commas makes writing easier to read by showing the reader when to slow down, pause
or continue. Use commas:
When two clauses are joined by a word like “and”, “but”, “or”, “for”, “yet” or “so”,
e.g. She appreciates your offer, but the work is almost finished.
When there are a number of items and you need to separate words or phrases e.g.: This
morning before college I had to take a shower, get dressed, make my breakfast and brush my
teeth.
Use a comma for a group of words that serve as an introduction in a sentence. , e.g.: Every
day, old Tom collects the mail from the post office.
Colons
A colon is used to introduce something.
To introduce a list at the end of an independent section e.g.: She did not receive all the
information: monthly statistics, individual reports and sales figures.
When introducing an explanation within a sentence: “You wanted to know the problem behind
the new computer system: People do not know how to use it.”
Semicolons
You use a semicolon to join related clauses in compound sentences and to separate
items in a list if the words already include commas.
Members of the band include Harold Rostein, clarinettist; Tony Aluppo, tuba
player; and Lee Jefferson, trumpeter.
Go to your Workbook and complete Activity 4.3
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Parentheses
Parentheses are used when the information is not important to the meaning of the
sentence. It may also show more information. For example: Monday (which happens
to be my birthday) is the only day I can attend the meeting.
Apostrophes
To see if you need to make a possessive noun, turn the phrase around and make it an
“of the…” phrase. For example:
The boy’s hat = the hat of the boy
Three days’ journey = journey of three days
Apostrophes are also used in contractions. Contractions are common in speaking and in informal
writing. To use an apostrophe to create a contraction, you need to place an apostrophe where the
omitted letter(s) would go.
Here are some examples:
Don’t = do not
I’m = I am
He’ll = he will
Could’ve = could have
Hyphens
Used to put two words together.
Use a hyphen to join two or more words to make a single adjective before a noun: e.g.
chocolate-covered peanuts, well-known author
Use a hyphen with compound numbers: forty-six, sixty-three
Use a hyphen to avoid confusion: re-sign a petition (vs. resign from a job), semi-independent
(but semiconscious)
Use a hyphen with the prefixes ex- (meaning former), self-, all: ex-husband, self-assured, mid-
September, all-inclusive, T-shirt, pre-school
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Quotation Marks
The following are examples of some of the times where we use quotation marks:
Direct quotations or when someone is talking: Ann said, “I am tired of this.”
Titles of books, songs, and speeches: “Silent Night”.
Nick names: Thomas “Tomcat” Jones.
Numbers
The general rule is to write out all numbers from one to ten and use numerals for numbers higher than
ten. However, there are some exceptions to this rule:
Always write numbers at the beginning of a sentence: “Sixty people came to the luncheon,
although 100 were expected.”
Express fractions in words or as decimals. For example, “Only two-thirds of the openings were
filled.”
Money
Use numerals for amounts of money over one Rand.
For example, “I made a car payment of R4520.50.”
When using an amount under one Rand, use numerals with the word “cents.”
For example, “I paid 25 cents for the chewing gum.”
Capitalisation
You need to follow some basic capitalisation rules to write grammatically correct documents. Basic
capitalisation rules are as follows:
Every sentence should begin with a capital letter.
The first word of a direct quotation that is a complete sentence is always capitalised: James
said, “I’ll wait here.”
Do not capitalise the terms “north,” “east,” “northwest,” and other points of the compass when
they indicate direction or location: “The new highway runs north and south.”
Specific persons, tribes, races, and nationalities are capitalised: “African,” “French”.
Specific places are capitalised: “Kruger National Park,” “Room 58,” “Pacific Ocean,” “Mandela
Square,” and “Spain.”
The term “government,” is not capitalised unless it is part of an official name: “The South African
Government.”
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Capitalise all titles of rank, honour, or respect when they come before the name or word they
define: “President Mbeki,” “Doctor Jones,” and “Lord Rosewood.”
Capitalise “father” and “mother” when used to address a person directly: “Yes, Mother, I
understand.” However, do not capitalise “father” and “mother” when they are used as
possessive pronouns: “My father is at home.”
Go to your Workbook and complete Activity 4.4
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UNIT 5: WRITING FOR STUDY AND WORK
5.1 Planning to Write
Before you start writing, you need to decide:
Who the audience is
What the purpose of your writing is
With this information, you can go to the next step - choosing the tone:
Is it formal?
Is it informal?
This will help you decide on the information, style and tone you will use for your text:
Style: How to organise your message so that the other person understands it quickly and easily?
Tone: Do you need to be formal or informal.
Reasons for Writing
There are a number of reasons for writing:
To inform, e.g. to respond to requests for information
To persuade, e.g. to encourage someone to do something
To argue, e.g. to complain
Go to your Workbook and complete Activity 5.1
5.2 Basic Research
To gather information for what you need to write you need to do some research.
Think about the information that the audience requires by using the six basic questioning techniques:
1. Who? E.g. who would be able to give me the information that I need?
2. What? E.g. what happened?
3. When? E.g. when did it happen?
4. Why? E.g. why did it happen?
5. Where? E.g. where would I be able to find documents, or information?
6. How? E.g. how will I present the information I have gathered.
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Once you have answered all your questions, make a mind map to see what information you have. This
will help you identify any gaps where you need more information.
Once you have outlined the topics for your paragraphs in the mind map you can start listing the major
points you need to include in each paragraph and make sure you have sufficient information.
For example, let’s think about an accident:
I have to explain why the accident happened
I need to talk to the witnesses to get the full story
I want to compare the stories of the witnesses to answer my “what happened” and “why it
happened”
I want to highlight the danger of this road by listing accidents that happened in the past
Once you have thought about each point you will go back to your mind map and write down more
information.
Now you need to arrange the topics in order. To help you put them in order, think of them as beginning,
middle and end. Give facts, reasons, and explanations and calls to action.
5.3 Writing the First Draft
Now that you have collected and prepared your information, and checked it, you are ready to write your
first draft. A draft is a rough piece of writing; it is not the final document.
Like the actors who practice performing in a play in theatre, you engage in a “dress-rehearsal” when
drafting your text.
5.4 Writing a Report
A report presents facts and findings based on research. It is written for a specific purpose and for a
specific audience.
You will use reports to show your knowledge whilst studying and once in the workplace you will need
to present facts in reports again.
Reports need to be simple and easy to read.
Steps to follow when writing a report
Here are some steps to follow when you write a report:
Plan how you will gather the necessary information
Plan how you will meet the deadline
Gather the information and group relevant information together using a mind map
Record the results of your findings
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Generate as many solutions as possible. Select possible solutions and write them as
conclusions
Write the report
Proof-read the document
Submit the report
5.5 Outline of your Report
Each report you write will be a little different and your headings will change but your report should show
the following:
Title Page – This page will have your full name, student number and the name of your report on it.
Use big letters that are easy to see.
Table of Contents – This lists all the main headings of your report.
Introduction- Give some background information about the topic. Tell people what the purpose of the
report is.
Main Body- Here you will use paragraphs with headings to write about the topics you identified in
your mind map.
Conclusion – What did you find out and what are you going to do about it.
References – A list of all the places you got information from (Internet, books, articles, brochures,
etc.)
5.6 Editing your Document
When you are checking your content, you need to decide: Does the document answer all the questions
you think it should? Other checks that you need to do:
Double check any calculations
Check every step in procedures to make sure they are complete, accurate, and in the correct
order
Count the number of steps a list promises to make sure they are all there
Check that figure numbers match references in the text and are in the correct order
Check that pictures are the correct way around
The Format
Use single spaces between lines
Use double spaces between paragraphs
Leave white space around the typed copy for a pleasant “feel” to the document. White space
makes a document look neat and clean
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Use the following checklist to check your final document:
Look for: Yes No
Block layout and correct document layout
Punctuation
Headings
Spaces
Each topic is a new paragraph
Spell checked, and proof read
Correct grammar
Right tone to suit the purpose of the document
Meaning is clear
Visual aids are neat and effective
Fonts and sizes are the same
Numbering and headings are correct
Copies are clean and bound properly
Go to your Workbook and complete Activity 5.2
This is the end of learning English. By now, your vocabulary has grown, and you are able to read,
speak and write the language comfortably. Don’t let it be the end of learning English. It is a vast
language and even first language speakers learn new things about it every day.
In the last and final unit of this module, you are going to learn how to use English to study for success.
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UNIT 6: MANAGING YOUR STUDIES
Reflection
So, what do you do? How do you get there?
To achieve your ambitions, you have to work and learn all the time to fulfil your potential. Learn to build
on your strengths and to develop the personal qualities that will help you perform well.
First, check that you know what your goals are by completing the questions below:
Attribute How to assess yourself Your answers (Be honest with yourself!)
Ambition Write down your life goal and how
you plan to achieve it.
Vision Where do you want to be in 5 years’
time and what do you want to be
doing?
Confidence How confident are you? What do
you feel you need to improve?
Once you have completed this self-assessment, write a plan of the steps you need to take to achieve
your goal.
Here are some examples:
Get qualifications: I will study for a further qualification that will help me reach my goal.
Find position: I work towards a job that will give me the experience I need.
Broaden skills: I will participate in activities that will develop my skills.
Take control: I take control of my dreams by doing XXXXXXX.
Write your own plan in point form. Make all the steps achievable and try giving yourself a target date to
complete each step, but make sure you are being realistic. A definite NO is stating that you will be MD
of the company within six months!
You should have a good idea of your own strengths and weaknesses and have a plan to achieve your
goals. So, now, what do you need to learn? What knowledge will help you move forward? Remember
to make sure that any courses you plan to attend will help you achieve your goal. In this way, you can
apply everything that you have learnt to achieve your goal.
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Once you have a clear picture of what you want to achieve you can start finding learning resources that
will help broaden your knowledge.
6.1 Identify learning resources that can help you
It is important to always keep learning. Remember, the need for learning increases rather than
decreases as your career progresses and jobs become more complex and important.
There are many ways to study:
Observing others: You can learn a lot by simply watching others whose behaviour appear to get
results.
Mentors: A mentor will provide guidance where and when you need it.
Reading: If your company has a library or a training centre with reference books, use them.
Studying in your own time
Self-Education: You can do this by reading books, articles or magazines as well
as searching for free internet courses - there are plenty of them!
Internet: The Internet offers a wide range of information. Learning to search and
download this information is important in this technological world.
Libraries: Technical and non-technical subjects are covered in reference libraries.
If you are having difficulty finding a book, the librarian is there to help you and guide
you.
To study, you need the right information for the subject you have chosen. You can read many articles
in magazines, newspapers, books and on the Internet, but how can you tell that this is the kind of
information that you need? Here are a few guidelines:
The material that you find, when you start studying, may have a list of books to read for further
study. Take note of these. Go to the library and try to find them.
There may be institutes and professional bodies that you can go to for information e.g. BPesa.
These institutes have members who are specialists in the field. Ask somebody for their
guidance – their knowledge and experience will be of great help to you.
General encyclopaedias are excellent reference books for study. They give detailed information
on a variety of topics. A good, quick easy source of information is the free online encyclopaedia
called Wikipedia that you can go to at www.wikipedia.org.
Speak to a person already working in the field you are interested in and ask questions. You will
be surprised how much you can learn.
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6.2 How do I use resources?
If you are using a book, use the following guidelines to help you:
The contents page: This is a list of chapters that appears in the front of every book. This is a quick
way to find out if the book has the information you need.
The index: The index is the alphabetical listing of all the major topics covered by the book. The index
can save you a lot of time when researching, because you can find specific references to a subject
without reading the whole book. The index is found at the back of the book.
Glossary: Some textbooks, course materials and reference books will have a glossary at the back. The
glossary is a list of words and their meanings – similar to a dictionary.
The Internet: The Internet gives you free or low-cost information. The first task is to find out how to
use the search engines and to conduct a search. Let’s look at an example of how a search engine
works:
The Internet has information on every subject that you can possibly imagine. It is also unstructured, so
finding the information you need, can be a challenge and you need to be patient.
References and Bibliographies
If you use information that somebody wrote, you must acknowledge them i.e. tell people who read your
document where you got the information from.
This means that when you are
writing something for your
portfolio of evidence or preparing
a report, you need to state very
clearly, “Joe Bloggs said in his
report…….” Or “Marie Steed tells
us in her book ……….”.
If you are writing a report on your
findings for your portfolio, you
should compile a list of the
sources, including the website
addresses and the date you
accessed (went onto) them. This
is called a bibliography. You will notice that it is laid out as follows:
Surname; Initial; Book/Article Title; Publisher; Edition number (Second Edition) Date.
Go to your Workbook and complete Activity 6.1
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UNIT 7: LEARNING STRATEGIES
7.1 Summarising Information
Many books that you use to study will have summaries at the beginning or end of each chapter. They
summarise the content of the chapter by listing the main points.
When you are writing a summary of your own, you should choose the important facts and then write
them in your own words. Some people find it easier to write this important information down in point
form, some people like using mind maps - it is up to you.
When you are writing your own summary, it is important to make sure that each point is as short as
possible. You can do this by doing the following:
Useful phrases in a summary:
“This article is about…….”
“The author says that…….”
“According to the author, ……….”
“The article concludes by…….”
Let’s look at an example:
Article: “Young People and Exercise”
http://www.bbc.co.uk/health/healthy_living/fitness/motivation_young.shtml
This article talks about young people and exercise. It begins by listing some of the excuses young
people give to explain why they don’t exercise. It provides answers to each of these common excuses
or “objections”. The article talks about the benefits of regular exercise. It gives some ideas of different
activities you can do to exercise and some simple safety rules and suggestions to make sure that you
don’t hurt yourself when you exercise. It ends by giving some advice about activities you can do when
you are at college.
Go to your Workbook and complete Activity 7.1
7.2 Studying Techniques
Following are some techniques to make studying easier.
Scanning: This is the process of looking quickly through a text and finding one particular piece of
information. To scan a piece of writing, your eyes should move quickly down the text looking for key
words that relate to the topic.
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Skimming: This process involves quickly reading through a text to gain an idea of its overall meaning.
You can increase the speed at which you skim through a document by the following methods.
Draw your finger down the centre of the page, moving your eyes rapidly from side to side as
you follow it down.
Move an envelope or card down the page, blocking off the lines you have read.
Both of these methods will stop you from going back over text and re-reading material already covered.
Make sure you concentrate on reading as quickly as possible.
Taking notes: If you are studying information with a high factual content such as economics and law,
you will understand that it is easier to take in large amounts of information from your own notes rather
than the textbook.
If your notes are good, it means that you have understood what you have read and will be able to learn
it.
When making notes, make sure you understand the meaning of the whole text before you write anything
down. To do this:
Quickly read or skim the whole passage.
Read the whole again carefully, asking yourself questions about it to make sure you understand
it.
Give it a brief title covering: a) the subject and b) the way the subject is treated.
Each summarised paragraph must have one idea. Make a heading for each of the paragraphs
and list the important points underneath. Each of these points should be written as clearly as
possible to make sure you understand it later.
Mind Mapping
Using a mind map is another way to help you organise your thoughts and ideas. They help you share
and communicate your ideas. It is a process that can be simple or complex depending on the situation.
You have worked with mind maps in other subjects quite a few times!
Peer and Self-Assessment
You can be more successful at learning if you think about what you are learning and how you are
learning it. With this kind of reflection, you step back from the learning process to think about your
learning strategies and your progress. Self-assessment encourages you to become independent as a
student and can increase your motivation.
Peer assessment One of the ways we learn best as adults is by evaluating the work of our peers (fellow
students). This is done by observing someone demonstrating a new skill and giving them constructive
feedback.
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For peer evaluation to work, the learning environment in the classroom must be supportive. Working in
smaller groups to become more comfortable with each other builds trust and leads to better peer
feedback.
Memorizing
We can all learn pieces of information and be able to recite them, but do we truly understand what we
have learnt? There is also a chance that some of the material will be forgotten due to stress or maybe
we have just tried to memorize too much.
Memorizing equations for mathematics, engineering or accounting purposes are necessary. These are
small amounts of information that, when working in that field, we need to have at our fingertips.
There are many ways to memorize information. Find a way that works for you.
Go to your Workbook and complete Activity 7.2
7.3 Interpret and Analyse Texts for a given Context
We all read for different reasons, whether it is for learning or for pleasure. If we read the newspaper it
is for the facts, or the information on what is happening in the business world. We read a book for
pleasure, so it is not factual but we still need to understand the story.
Many people find it hard to really understand what they are reading. This can be hard especially for
college students who need to read and study on their own for class tests.
Here is what you can do to help you understand what you are reading.
Read aloud if you don't understand something. If you hear the words, you will understand what
the writer is saying more clearly.
Highlight, underline or make a list of words you don’t know. Look up the meaning of the words.
It will help you understand what the writer is saying and improve your vocabulary.
Ask yourself questions while you are reading. This helps the information stick in your memory.
You can also make notes or create a mind map to help you better understand and remember
what is going on in the book.
7.4 Listening for Detail
Everybody can listen better. How do we do this? Why should we listen?
Listening is receiving information through your ears and your eyes. Good listening skills will:
Improve your ability to solve problems
Improve your working and social relationships
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Improve your memory
Listening involves hearing and selecting information from the speaker and giving it meaning so that we
can determine how we feel about it and respond to it, just in a matter of seconds.
Go to your Workbook and complete Activity 7.3
7.5 Graphic Devices
It is important to be aware of the large variety of graphic devices that can be used to illustrate your study
material.
Cycle Diagram
The cycle diagram is used to show the life cycle or process
Quality The
Control Customer
cycle of a product or system. For example: The above
diagram shows the cycle of production in terms of a
customer.
Production Marketing
The customer requests a product. The product is designed
to the customer’s specifications which are sent through to
production planning. Planning then tells the purchasing
Design &
Purchasing
Drawing department what materials will be needed for the product.
The product is then produced. The quality department
Planning
checks it to ensure it meets the customer’s requirements
and it then goes to the customer.
Pyramid Diagram
The pyramid diagram may be used to show a variety of
CEO relationships – such as the management. At your college,
the top of the pyramid would be the CEO; the second level
would be the senior management and then the lecturers.
Managers
Lecturers
Maps
The map may be used for a variety of functions. The main purpose of this particular
map could be to mark where a company has its branches within South Africa; to mark
off routes for transportation.
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The Pie Chart
The pie chart is used to show proportions of the whole. In other
words, it could show the proportion of sales of a particular
1st Qtr
product in areas within a province. It could also show the
2nd Qtr
3rd Qtr
production targets per department within an organisation.
4th Qtr
The Bar Graph
60000
A simple bar chart represents facts. It consists of two
or more bars on a common baseline and is used to 50000
indicate growth, decline or fluctuation. The length or 40000
height of the bars indicates quantity. 30000 Dept A
Dept B
20000
Dept C
For example: Simple bar chart: Increase of student
10000
numbers at College X over a period of five years
0
Jan Feb Mar Apr May Jun
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UNIT 8: BASIC RESEARCH
What is research?
Research starts with a question or a problem
You need to know what you want to achieve
We need to have a plan in place to gather information
Research will split the problem into smaller, more manageable parts (topics)
8.1 The Research Plan
These are the steps you need to follow when you are going to research something.
You have to have a specific topic.
You then need to find all the background information. You will find it in different places:
o Text books
o Books
o Newspapers
o The internet
You now need to find the information, read it, and take notes using the techniques you learnt
about earlier
Next, you need to organise your notes. If you are using a mind map, fill it in with more detail
so that you have a picture of your work – all on one page
The final step is to start writing your research report
Go to your Workbook and complete Activity 8.1
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UNIT 9: LEARNING AND OCCUPATIONS
You are almost at the end of this year’s course and you are probably already thinking about what you
want to study next.
In this section, you are going to research and learn about different kinds of jobs and what you need to
study to be successful in the job you choose.
9.1 The Work Environment
We spend most of our adult life in a job. Most adults, depending on their education, will work from their
early twenties until they retire at sixty or sixty-five.
Unemployment is a big problem, and many people struggle to find work.
Compare these two jobs in terms of working conditions, pay, leave conditions, opportunities for learning
and job satisfaction:
Sunny Sikosa has a diploma in Marketing. She started work for the business XYZ twelve years ago.
XYZ is responsible for the marketing of 20 wine estates in the Western Cape. Sunny is currently the
New Business Development Manager for these wine estates. She earns R160 000 per year. She has
annual leave of 25 working days and has 2 days sick leave available per month. Sunny regularly attends
workshops to learn more about her job. She reads articles about her industry at least once a week.
Sunny enjoys the challenges in her job and looks forward to a long career with XYZ. Her ambition is to
one day be the Chief Executive Officer of the business.
Mama Magosi has a Grade 3 education. She started work as a supermarket packer when she was
fourteen years old. She has worked for many supermarkets over the past twenty years. She now earns
R350 per week. She has one week's paid leave a year. She does not qualify for sick leave benefits.
Recently Mama's employer has sent the staff to adult literacy classes where she is improving her literacy
and numeracy skills. Magda would like to stop work as she has back pain and suffers from high blood
pressure. She does not however have a pension fund so feels she must continue working. She would
like a job where she did not have to stand the whole day.
Can you see?
Sunny earns much more than Mama;
Sunny has far better leave conditions than Mama does;
Sunny enjoys her work whereas Mama would like a different job;
What they both have in common is that both have opportunities to learn. (Note that Sunny is
learning skills specifically related to her occupation whereas Mama is learning more general
skills).
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Choosing a job
There are hundreds of different jobs you can do. Jobs are divided into industries.
Agriculture, Forestry, Fishing - This is one of the biggest industries in SA. There are many different
jobs in agriculture and forestry. Many skills are learned on-the-job and there are many qualifications
you can do.
Mining. Mining covers the exploration and extraction of minerals, oil and gas. Jobs in the mining
industry can be found almost anywhere in SA. To work in mining, you generally need to study after high
school, with TVET a good option. Some jobs vital to the mining industry, like Mining Engineer or
Geologist, need a university degree.
Manufacturing - It covers manufacturing of food and beverages, petroleum and coal, polymer products,
machinery, furniture and more. There is a broad range of jobs in this industry. Many need a TVET
qualification and an apprenticeship is a good way to enter the manufacturing industry.
Electricity, Gas, Water, Waste Services - This is typically managed by local municipalities. Eskom,
who supplies electricity, is one of the biggest employers in SA. It covers electricity supply, generation,
transmission and distribution, gas supply, water supply as well as sewerage and waste disposal. The
workforce is highly skilled, and TVET is the main training pathway.
Construction - Construction is a large employer in SA. Trades workers are vital to construction, with
apprenticeships and traineeships the main entry pathway. Jobs in construction can be physically
demanding, like bricklaying, meaning that many people leave the industry when they are older. This
opens opportunities for young people, and the training and experience can lead to management jobs.
Wholesale Trade - Wholesalers don't usually have a shop to sell their items; they are the middle step
between producers and retailers. Wholesale jobs are generally in capital cities and most are full-time.
There are good entry level opportunities that do not require study after high school.
Retail Trade - There are jobs throughout SA in a variety of shops. Part-time work is common and
weekend work makes this industry a good option for workers who would like to combine work and study.
Hospitality and Food Services – SA is a top tourist attraction and this industry provides good entry-
level jobs. Most jobs are in hotels, bed-and-breakfasts, cafes, restaurants, take-away shops, bars and
pubs. Part-time employment is common, making it an attractive option for young people who want to
combine work and study.
Transport, Postal and Warehousing - This industry includes the movement of people and goods by
road, rail or air. Postal and courier services, warehousing and storage are also included. There are
opportunities for lower skilled workers, with almost half of all workers not completing post-school
education. The industry needs skilled apprentices.
Financial and Insurance Services - This industry includes banking, insurance, as well as financial
brokering services. There are fewer young people than in other industries, and part-time work is
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uncommon. Many workers in this industry have a university degree. The largest occupation, tellers,
doesn't require a degree and may provide a pathway into the industry.
Rental, Hiring and Real Estate Services - Rental and Hiring includes all car hiring, farm animal and
bloodstock leasing, and leasing of other goods like video games and heavy machinery. Real Estate
Services includes the selling or renting of property, the management of rental properties, and property
valuations. There are job opportunities across all education levels.
Professional, Scientific, Technical Services - This is a large industry, with over one million workers.
It covers a range of activities, like legal and accounting services, veterinary services and computer
system design. Many of these services support other industries. The workforce is highly skilled and
workers usually have a university degree. Most jobs are full-time and are located in capital cities. There
are fewer young workers in this industry because of the extra education required.
Administrative and Support Services - This industry covers many services like office administration,
debt collection, call centres, travel agencies, building cleaning, pest control and gardening services.
There are good part-time employment opportunities, and many of the jobs do not need post-school
qualifications.
Public Administration and Safety - This industry includes state and local government administration,
the defence force, and services like the police force that enforce rules and public order. Most workers
have either a FET diploma or university degree.
Education and Training - This is a fast-growing industry with many employment opportunities. It
includes teaching across all levels of schools, as well as university lecturers and tutors. There are jobs
across SA. Most jobs need a university degree or a teaching diploma, but there are lower skilled jobs
like teacher's aides that can provide a pathway.
Health Care and Social Assistance - It covers health services like hospitals, dental and ambulance
services, as well as services like childcare and aged care. Many workers are female and part-time work
is common. Education is important if you want to work in this industry. Jobs like nurses and doctors
need a university degree, while child carers and aged care workers need TVET qualifications.
Arts and Recreation Services - This includes museums, zoos, parks, botanical gardens, creative and
performing arts, professional and recreational sports, amusement centres and casinos. Workers tend
to be young and many do not have post-school qualifications.
Other Services - This diverse industry includes personal services like laundry, hairdressers and day
spas; funeral and religious services; car repair and maintenance (like spray painting) and other
machinery repair services. There are opportunities for young people and jobs tend to be full-time. Many
jobs in this industry, like hairdressers and motor mechanics, need an apprenticeship.
Go to your Workbook and complete the Individual Assignment.
http://ncap.careerhelp.org.za/occupations
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