REPUBLIC OF NAMIBIA

KAVANGO WEST REGIONAL COUNCIL

DIRECTORATE OF EDUCATION, ARTS AND CULTURE

PERFORMANCE

ENHANCING NOTES
ENGLISH SECOND LANGUAGE
GRADE 10 -11

Compiled by:
Mrs Sinkumba-Harald(SEO), Ms Annastasia Mangundu, Mrs Beatha Ngondo-Leevi,
Mrs Adolfine Kaliki-Ngoma, Mr Andrias Joseph, Mr Jopa Uoruunda Vovitha
Acknowledgements
First and foremost, we would like to thank the supreme power of the Almighty God for
protecting us and for bestowing on us the needed wisdom to structure this booklet. Without his
grace, this project would not become a reality.
Next in line, we would like to extend our gratitude to the Chief Regional Officer (CRO),
Dr Mpasi E.N. Katewa; the Regional Education Director for Kavango West, Mrs Teopolina
Hamutumua; the Acting Deputy Director (PQA), Mr Asser Haikera Kandere; the Director of
General services, Mr Mpasi Haingura; the Chief Education Officer, Mr Edward Mbangu
Likuwa as well as Ms Benedikta N. Kudumo, the Chief Accountant. We are also indebted to
accord our sincere gratitude to Mrs Kornelia Sinkumba-Harald, the Senior Education Officer
for English Second Language, Kavango West Region, for entrusting us with this challenging
yet lifetime experience task and for successfully facilitating the development of this work for
the English L2 group. It was a great priviledge to work under her guidance. Her dynamism,
sincerity and motivation have deeply inspired us.
Lastly, an honourable mention goes to ourselves, the English L2 NSSC Ordinary Level
teachers in Kavango West Region; Ms Annastasia Mangundu from Bunya Senior Secondary
School, Mrs Beatha Ngondo-Leevi from Leevi Hakusembe Senior Secondary School, Mrs
Adolfine Kaliki-Ngoma from Nkurenkuru Combined School, Mr Andrias Joseph from
Tondoro Combined School and Mr Jopa Uoruunda Vovitha from Katjinakatji Secondary
School. Through teamwork and collective efforts the booklet is here, on the palms of our hands.
This project presented us with a chance to learn from one another and to recognise our
imperfection as well as understanding the vibrant, winning power of teamwork. This team
hopes that this booklet will serve its purpose effectively, that is, to aid teaching and learning in
our region, especially during the early years of the implementation of this curriculum.
The activities in this booklet cover some competencies from all the components in
English as a subject, namely Listening, Speaking, Reading, Writing (Guided and Extended)
and Grammar and Usage. Although not all the syllabus competencies have been covered,
Assessment Objectives have been covered to guide teaching and learning in this regard.

NOTE: This booklet ONLY serves as a guide. The activities in this booklet do not limit
the teacher’s creativity and initiative on how to handle these competencies and some
which are not covered.
©Copyright Kavango West Region, Ministry of Education Arts and Culture, 2020
English Second Language NSSCO Booklet
Printed by:
Publication Date: 2020

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Table of Contents
Acknowledgements ............................................................................................................... 1
1. LISTENING SKILL .................................................................................................... 4
1.1. Objective: Listen to understand a range of texts. ......................................................... 4
Competency: Use information heard to complete given tasks. ............................................... 4
2. SPEAKING SKILL...................................................................................................... 7
2.1. Objective: Make appropriate verbal responses in different context .............................. 7
Competency: Express a point of view on a discourse ............................................................. 7
3. READING SKILL...................................................................................................... 13
3.1. Objective: Apply a range of reading skills ............................................................... 16
Competency: Develop and use reading skills and strategies to enhance fluency ................... 16
3.2. Objective: Use comprehension monitoring strategies ................................................ 24
Competency: Demonstrate understanding of ....................................................................... 24
3.3. Objective: Recognise and understand a wide range of texts....................................... 27
Competency: Demonstrate the ability to extract relevant specific information ..................... 27
3.4. Objective: Read extensively for wider knowledge or pleasure................................... 31
Competency: Read extensively and understand a range of material ..................................... 31
4. WRITING SKILL ...................................................................................................... 33
4.1. Objective: Write a variety of texts using effective word choice ................................. 33
Competency: write in a style appropriate to the audience and register ................................. 33
5. GRAMMAR AND LANGUAGE USAGE SKILL ..................................................... 108
5.1. Objective: Recognise the use and meaning of the tenses ............................................. 108
Competency: Demonstrate knowledge and usage of the various tenses: ............................. 108
5.2. Objective: Use conditionals correctly ......................................................................... 137
Competency: Use zero conditional for present, real ........................................................... 137
5.3. Objective: Use appropriate grammatical structures correctly in writing....................... 140
Competency: Identify and use articles correctly (a, an, the) .............................................. 140
5.4. Objective: Use appropriate grammatical structures in speech and writing ................... 143
Competency: Identify and use pronouns appropriately: ..................................................... 143
5.5. Objective: Use appropriate grammatical structures in speech and writing ................... 151
Competency: Identify and use nouns appropriately:........................................................... 151
5.6. Objective: Use appropriate grammatical structures correctly in speech and writing ..... 156
Competency: Identify and use the active and passive voice as appropriate ......................... 156

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5.7. Objective: Use appropriate grammatical structures in speech and writing ................... 162
Competency: Identify and use direct and indirect speech ................................................... 162
5.8. Objective: Use appropriate grammatical structures in speech and writing ................... 168
Competency: Identify and use degrees of comparison........................................................ 168
5.9. Objective: Use appropriate grammatical structures in speech and writing ................... 172
Competency: Identify and use adjectives correctly ............................................................ 172
5.10. Objective: Use appropriate grammatical structures correctly in speech and writing ... 175
Competency: Identify and use Concords............................................................................ 175
5.11. Objective: Use appropriate vocabulary in different contexts ..................................... 181
Competency: Recognise and respond to basic linguistic devices and register .................... 181
5.12. Objective: Negative forms ........................................................................................ 183
Competency: Change statements and questions into negative and vice versa .................... 183
5.13. Objective: Use appropriate vocabulary in different contexts ..................................... 197
Competence: Identify and use euphemisms where appropriate .......................................... 197
5.14. Objective: Gender form ............................................................................................ 199
Competency: Distinguish between male and female gender forms ..................................... 199
Appendix .......................................................................................................................... 202
LESSON PREPARATION ............................................................................................. 202

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 1. LISTENING SKILL

Listening is a skill in paper 2 and it consists of five tasks to the total of 40 marks. The
candidates listen to a recorded audio. In this paper you will get questions requiring short
answers; complete gaps; match each speaker with the appropriate content; answer multiple
choice questions as well as open-ended questions. You need to know the difference between
these ways of answering and apply them correctly.

1.1. Objective: Listen to understand a range of texts.

Competency: Use information heard to complete given tasks.

You need to answer all questions. Each task tests listening comprehension of recorded texts
such as: a person talking aloud; conversations between two people; announcements and talks.
You will hear each of the texts twice.
Hints
• Make sure you read the introduction to each question, as this often provides clues as to
what will happen in the exercise.
• Anticipate who is going to speak, e.g. where the people are or what they’re going to talk
about. Remember, part of the skill of listening is to be able to predict what might be said
next (‘pre-listening’).

• Concentrate all the time on what you hear and make notes or underline words on the
question paper to help you.
• Be aware that there will be information in the audio recordings which you hear that won’t
be needed for the answer so you will need to listen carefully.
• Be careful with numbers. Did you hear 50 or 15? 60 or 16? When you write a number in
your answer, you might need to include a unit – is it kilos, dollars, meters or tones for
example?

• During the pauses on the recording between each listening exercise, read what you have to
do next and the questions before the recording starts again.
• Work out what the question is asking for by highlighting the key words.
• Most questions will need one answer for a mark, if a question requires 2 or more answers,
do so.

• If one answer is needed, if you begin with the wrong answer then the correct one, the
answer will be wrong.
• Be aware that handwriting is important when you complete the exercises. The examiner
needs to be able to read what you have written and know what exactly your final answer is.
• Try to check your answers after you have heard each listening section for the first time and
correct / confirm your answers when you are listening for the second time.

NB: PENCILS ARE NOT ALLOWED

- FOLLOW INSTRUCTIONS GIVEN, IF YOU ARE ASKED TO TICK INSIDE
THE BOX, PLEASE DO NOT CROSS.

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Task 1 (open-ended questions)
Tips
Listen to four short recordings of phone messages or brief conversations (formal or informal),
then answer the questions on each by giving a short answer which is not longer than three
words.
You are given up to 2 marks on each recording (a total of 8 marks) and are assessed on your
ability to identify and select relevant information.
• Underline key words, such as ‘how’, ‘why’ and ‘when’ which indicate what answer is
needed.
• Notice if any question needs two details to get one mark or two marks, and make sure you
separate the answers clearly. Only give the amount of details asked for. If you give too
many and one is wrong, you won’t get the mark.
• Write the answer clearly and in as few words as possible, making sure you write the correct
number of words. The dotted line given is enough space for you to answer.
• If you don’t know a word you have heard and think that this is the answer, try to write
exactly what you hear.

Task 2 (filling in gaps)

Tips
Listen to a formal talk and complete gaps in notes or sentences.
You are given up to 8 marks and are assessed on your ability to identify and select relevant
information and to understand ideas, opinions and attitudes.
• Use the framework provided by the text with the gaps on the question paper to follow the
audio recording. This will help you to locate the required missing detail for the correct gap.
• Underline key words in the text given on the question paper which indicate what answer is
needed.
• Use your knowledge of grammar to help you work out what kind of word could fit in the
gaps, for example, could it be a noun, verb or adverb (‘James’, ‘running’ or ‘playfully’)?
Or, should it be singular or plural (‘elephant’ or ‘elephants’)?
• Write the answer in the gap clearly and in as few words as possible, making sure you write
the correct number of words for each gap. The dotted line in the gap is enough space for
you to answer.
• Don’t include words that are printed either side of the gap as part of your answer.
• If you don’t know a word you have heard and think that this is the answer, try to write
exactly what you hear.

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Task 3 (matching)
Tips
Listen to six short recordings of people speaking informally and match each speaker to the
correct content.
You are given up to 6 marks and are assessed on your ability to show understanding of the
connections between ideas, opinions and attitudes, and your understanding of what is implied
but not directly stated.
• You have to decide the statement which matches the opinion of each speaker. Each
statement has a letter next to it from A to G. Remember, you should use each letter only
once and there is one extra letter that you won’t use.
• Match up the statements for the speakers you know about first. For any speaker where you
don’t know the answer, decide which of the remaining statements best match the speaker.

Task 4 (multiple choice questions)

Tips
Listen to an informal discussion between two people, often with a host who introduces the
topic. You select the correct answer from possible answers.
You are given up to 8 marks and are assessed on your ability to show understanding of the
connections between ideas, opinions and attitudes, and your understanding of what is implied
but not directly stated.
• You have to decide the answer from a choice of three. Each choice has a box next to it.
You should only place one tick in a box for each question.
• For any question where you don’t know the answer, first decide if any of the choices are
clearly wrong.

Task 5 (open-ended questions)

Tips
Listen to a formal talk and answer open ended questions. You then listen to a short discussion
a formal or informal based on this talk and answer open ended questions requiring short
responses or sentences. For both parts, you are told how many words you can use for each of
the short answers.
 The questions in task five will be open-ended questions as well as higher order
questions. To answer these, you need to identify and underline the key words such as
‘how’, ‘why’ and ‘when’ to guide you to the correct answer.
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 2. SPEAKING SKILL

Speaking is a conversational paper between the teacher and the learner assessing the
learner’s spoken language and not subject knowledge.

2.1. Objective: Make appropriate verbal responses in different context

Competency: Express a point of view on a discourse (speech/dialogue/conversation and
oral text)

Discourse- is a written or spoken communication or debate.

Similar/ synonym: discussion, conversation, talk, dialogue, communication

Hints
The teacher/examiner selects one speaking test card from the range provided for each learner.
• Each speaking test lasts approximately 10–15 minutes, as follows:
• Non-assessed warm-up conversation (approximately 2–3 minutes)
• Time for the candidate to read the speaking test card and to prepare a response
(approximately 2–3 minutes)
• Assessed conversation goes to 6–9 minutes.
• Usually the examiner starts the conversation by asking a question, but you can start if you
wish.
• Listen carefully to the examiner’s questions. If you don’t understand the question, ask the
examiner to ask the question in a different way, for example, ‘Please can you explain what
you mean?’
• Speak loudly and clearly. Speak at your normal pace, rather than trying to speak too
quickly or too slowly.
• Try to develop your points and speak at length, but also allow the chance for the
examiner to comment or ask questions relating to what you have said.
• This part is not about delivering a speech or only answering one question for each prompt.
If you find that you are doing this, you should try to have a genuine conversation with the
examiner which sounds as natural as possible. Your examiner will be listening carefully.
The examiner stops the candidate if he/she is delivering a speech instead of a conversation
by asking questions.
• The key to success in this part is to be relaxed. You should feel that you have enjoyed.
• Have a ‘good chat’ with the examiner and stick to the topic.

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Topics that could be used for assessing speaking and listening skills:
• Human relationships and human rights
• Family
• People /population
• Urban and rural life
• The media
• Health
• Gender issues
• Work and leisure
• Equality of opportunity
• Employment and unemployment
• Sport
• Travel and tourism
• Education
• Social and economic development
• Technological innovation
• Environment
• Conservation (of resources: wild animals, water, electricity, etc.)
• Pollution
• Contemporary aspects of the country or countries where the language is spoken

NB: You should familiarize yourself with these topics so that you have enough information to
use during the speaking assessment. Candidates you have not got enough background of the
topic struggle to express themselves freely.

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HOW TO CONDUCT THE SPEAKING TESTS
Step 1 Introduction:
Start the digital voice recorder. Give the learner’s number and name. Welcome the learner and
explain briefly what is going to happen in the course of the test.

Step 2 Warm-up section:

Conduct a general conversation by asking the learner a few questions about
herself/himself, the school, etc. to give the learner time to get used to the examination
situation. The purpose of this section of the test is to put learners at ease. As a guide,
about 2-3 minutes should be spent on this section.

Step 3 Preparation:
Hand the Speaking Assessment card to the candidate. Any necessary explanation should be
given at this point, followed by a short preparation period (approximately 2-3 minutes), when
the learner can ask questions. The learner may not make notes during this period.

Step 4 Main part of the test:

Conversation based on the Speaking Assessment Card. Either the examiner or the learner may
start the conversation. All prompts should be used in the order in which they appear on the
card. Do not allow learners to deliver speeches at any point during the test. This section of the
test should last approximately 6-9 minutes. The total duration of the Speaking test, from the
beginning of Step 1 to the end of Step 4, should be approximately 10-15 minutes.

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The Speaking test must be conducted in English throughout.
SPEAKING TESTS ASSESMENT
Marks Structure Vocabulary Development and fluency
9-10 The learner uses a The learner uses a sufficient The learner shows sustained ability
range of range of vocabulary to to maintain a conversation
structures respond with precision. (and contribute) at some length.
accurately and Shades of meaning are The learner responds to a change of
consistently, and achieved and some direction in the conversation,
is confidently in sophisticated ideas are demonstrating the ability to expand
control of the Communicated. and develop the topic and contribute
Structures used. original ideas.
Pronunciation and intonation are
clear.
7-8 The learner uses a The learner uses a sufficient The learner maintains a competent
range of range of vocabulary to conversation, responding
structures that are convey information and relevantly and at length, using some
generally ideas with competence and original ideas. Frequent
accurate (and some confidence. prompting is unnecessary.
used) with Pronunciation and intonation are
some confidence. generally clear.
Errors
will occur when
attempting
to use more
complex
5-6 The learner uses The learner uses a sufficient The learner makes an attempt to
simple range of vocabulary to respond to questions and prompts.
structures convey simple ideas and Effort is needed to develop the
securely, but has information clearly, but not conversation which will not be
difficulty entirely successfully. entirely successful.
venturing beyond Pronunciation and intonation are
them. not always clear, but the candidate
can be understood.
3-4 The learner uses The learner uses a restricted The learner has to be encouraged
very range of vocabulary and has to go beyond responses which are
simple, limited difficulty in conveying brief and widely spaced. The
structures simple ideas. There is likely candidate struggles to develop a
with errors which to be hesitation, repetition conversation.
restrict and searching for words. Pronunciation and intonation
communication. cause some communication
difficulty.
1-2 The learner The learner has insufficient The learner’s responses are so
attempts a vocabulary to convey even brief that little is communicated.
response, but simple ideas. Pronunciation and intonation
rarely patterns cause difficulty for even
achieves the most sympathetic listener.
communication
0 No response. No response. No response.
NB: You are not allowed to make any written notes.

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Example: Speaking Card A: Leaving School
Leaving school is a key moment in almost everyone’s life. Discuss this topic with the examiner
Use the following prompts, in the order given below to develop the conversation:

• How you felt or think you will feel about leaving school
• The opportunities and challenges you faced or might face
• Whether continuing education is a good idea for everyone
• What government can do to provide young people with opportunities?
• The suggestion that equal opportunities for all young people is an impossible dream

Example: Speaking Card B: My Favorite season

Some people prefer the hot weather of summer. Other people prefer the cold days and nights
of winter, while others prefer moderate days. Discuss this topic with the examiner. Use the
following prompts, in the order given below, to develop the conversation:

• Your favorite season, and why

• The season you like least, and why
• What you enjoy doing at different times of the year
• Whether different seasons affect people’s moods and why, e.g. the clothes you wear
• Different types of climate in different regions of Namibia

Example: Speaking Card C: Storytelling

Stories have been shared almost in every culture as a means of education, entertainment and
teaching of moral values. Discuss this topic with the examiner. Use the following prompts, in
the order given below, to develop the conversation:
• A short story that you were told by a family member when you were younger
• The type of stories that you enjoy
• The importance of storytelling in your culture
• Whether storytelling is just entertainment or if it teaches moral values

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Example: Speaking Card D: My beautiful country, Namibia
It is important to visit different places and discover more of your beautiful country, Namibia
Discuss this topic with the examiner. Use the following prompts, in the order given below, to
develop the conversation:
• Why you are proud to be a Namibian
• A place in your country you would like to visit and why
• Describe one of the most beautiful places you have ever seen or been to
• Why it is important for Namibian people to explore their own country
• The view that we can learn a great deal from visiting places outside our own country

Example: Speaking Card E: Poaching

The increase in poaching has become a threat to wildlife (endangered species). Discuss this
topic with the examiner. Use the following prompts, in the order given below, to develop the
conversation:
• Factors contributing to poaching
• How poaching threatens wildlife and the natural environment
• How poaching affects tourism
• Ways in which we can stop poaching in our country
• The view that it is impossible to bring an end to poaching

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 3. READING SKILL

What is reading?
Reading is the complex cognitive process of decoding symbols to derive meaning. It is a form
of language processing. Reading is one of the most beneficial, pleasurable and relaxing
pastimes. Reading can never be replaced, even in this age of technology.

Some of the benefits of reading:

 It provides entertainment and enjoyment.
 It provides information and expand your mind.
 It fires your imagination and extends your powers of visualization
 It stimulates your mind and keeps it active.
 It expands your world by taking you into the book’s world.
 It develops your comprehension skills.
 It extends your vocabulary by exposing you to new words.
 It improves your spelling by visually exposing you to words.

Comprehension skills
Comprehension is the decoding and understanding of spoken, written and visual texts.
Comprehension skills are not only for the classroom, but are life skills that need to be
developed. You first learn to read; later you read to learn.

Guidelines to assist you in reading for meaning:

1. Read through the passage quickly
Get an overview or a general picture of the passage.

2. Take note
The title may offer a clue to the content and the intention of the passage. The
introduction often creates the atmosphere and provides the setting for what is to follow.
Read the conclusion as this tie up the intention of the author.

3. You should ask these questions:

Who is the writer?
What is the main idea of the passage?
Where? The setting of the story.
When does it take place, time, date?
Why has this passage been written? What is the intention of the writer?
How does the writer express himself? What language devices are used?

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Reading comprehension skills
Whatever type of text you read, whether it is a novel, short story, poem, newspaper article or
play, you will need to use reading skills so that you can read, understand and respond to the
text appropriately. These skills are:
1. Vocabulary- learners learn, practice and decipher new vocabulary in texts.
2. Reflection- learners reflect on what they learn not only to themselves but with an
audience to hear different ideas.
3. Summarization- learners authentically recognise the main idea and details of an
article and share them with an audience.
4. Supporting claims- Learners use evidence from the text to support their thoughts.
5. Fast check- Learners uses strategies to check the validity of sources.
6. Compare and contrast- Learners compare and contrast both texts and perspectives.
7. Question- At the end of a paragraph, ask yourself simple questions to help you
remember the content. For example: What is his name? Where did he go? Why did he
leave?

There are four types of reading skills which can help a reader to understand what they
read.
1. Skimming
2. Scanning
3. Intensive reading
4. Extensive reading

The Reading Process

Reading is a process that includes three phases: Before/pre- reading, during/while-reading
and after/post-reading. In the Pre-reading phase, the reader establishes in his or her mind a
purpose and a plan for reading.

While-reading phase, the reader begins to read the written text. While he or she reads, the
reader will think about the purpose for reading and about his or her prior knowledge. This may
occur during short pauses taken while reading.

Finally, the Post-reading phase of the process occurs when the reader finishes reading the
written text. The reader takes time to think about what he or she knew before the reading and
what he or she learned or connected with during the reading, and then he or she links this
information together to build new knowledge. Throughout the reading process, but specifically
in the during-reading phase, reading strategies can be useful to improve comprehension.

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The Reading Process Chart
The chart below gives some examples of specific activities that may help a reader during the
three phases of the reading process.
Pre/Before reading While/During reading Post/After reading

♦ Set a purpose: ♦ Read ♦ Pause and think about

-Why are you read this text? what you knew before
-What are your goals for ♦ Pause and think about reading, what you learned
reading it? what you’re reading during reading, and what
connections you made
♦ Make a plan: ♦ Monitor comprehension:
-How will you read this text -Use active reading ♦ Try to create new
(independently, with a strategies knowledge by combining
partner/group, etc.)? -Reread what you knew with what
-How much time will you -Take notes you learned
spend reading? -Discuss
-What strategies will you ♦ Participate in discussion
use? ♦ Pause and check
predictions ♦ Create a graphic
♦ Preview the material representation
♦ Make new predictions
♦ Activate prior knowledge: ♦ Summarize the story
-Brainstorm ♦ Ask yourself questions:
-Make a map/web/cluster -What happened? ♦ Search for answers to
-Discuss -Why did it happen? unanswered questions
♦ Make predictions -Does this make sense?
-Do I understand? ♦ Write about what you read
♦ THINK - put it in your words
♦ Pause and summarize
♦ Visualize ♦ Share your interpretations
♦ THINK and opinions
♦ THINK

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3.1. Objective: Apply a range of reading skills (reading with varying speed using a range of
reading strategies and techniques)
Competency: Develop and use reading skills and strategies to enhance fluency and
reading comprehension by using: previewing; predicting; skimming and scanning;
paraphrasing; questioning to understand and remember and outlining and
summarizing.

What is skimming?
Skimming refers to looking over a text quickly (without reading word for word) to get the
general idea of what the text is about.
Skimming is used to obtain the gist (the overall sense) of a piece of text. E.g. Use skimming to
get the gist of a page of a textbook to decide whether it is useful and should therefore be read
more slowly and in more detail.

How to skim:
 Read the title, subtitles and subheading to find out what the text is about.
 Look at the illustrations to give you further information about the topic.
 Don't read every word or every sentence. Let your eyes skim over the text,
taking in key words.
 Continue to think about the meaning of the text.
 Read the first paragraph attentively to get an idea of what will be discussed in the text.
 Read the first (and sometimes the second) sentence of each paragraph - they give the
main idea of the paragraph.
 After you have read the first sentences, your eyes should drop down to the end of the
paragraph, looking for important pieces of information, such as dates and names.
 Read the last paragraph attentively as it may contain the summary.

When to skim:
 When one needs to know the overall sense or the main ideas of a text.
 When there are large amounts of reading and limited time to review it in detail.
 When one is seeking specific information rather than reading for comprehension
or pleasure.
 When it is necessary to find out if it is a book should be read at all or in more
detail.
 When one needs to know if a text may be of interest in one’s research.

16
An illustration of the skimming process:

17
Skimming Exercise 1: Read the text below, titled “Too much sitting is bad for you!”, and
then answer the questions that follow.

18
 [10 Marks]

19
Skimming Exercise 2: Read the article about four people (A–D) who are reviewing
computer games that they’ve played. Then answer Question 10 (a)–(i).
Computer game reviews
A Tom In Rune Island, a brother and sister start out on a remote island. The aim of the game
is to follow clues and solve puzzles to reach the highest point of the island, where a
mysterious scientist awaits. You can play either as the boy or girl throughout, and as each
character has special abilities, it’s worth changing between the two as you play. During the
game, you climb things, push objects around and even use sunlight to activate switches that
open doors. To start with, it’s nothing more than a gentle game with some nice music, but as
time goes on, you get more involved in the action. I really love puzzle games, and I assumed
I’d feel the same about Rune Island. I like it, but it rarely offers anything tricky, although
there were a few tasks that left me feeling satisfied when I’d solved them. You can only
climb certain rocks, marked by their colour, and while this shows you where to go, it means
you won’t bother to explore the other areas much, which is a shame.

B Sasha Journey is a treasure-hunt adventure set in a breath-taking world. The setting looks
as if it comes straight out of a movie, with its lush jungle environment and dramatic music,
and you almost feel like you’re watching actors on a screen running and jumping, rather than
computer images. The game contains a range of puzzles, and you need to use different
approaches to solve them. It can be difficult to use some of the objects that you find which
unfortunately can interrupt the enjoyment of being involved in the game. The only other
issues are that although it’s exciting, it’s not very long, and there aren’t really many options
to go off the path and explore. Once you finish, there’s little value in repeating the game in
the hope of experiencing something new. Still, it’s gorgeous, challenging, and a great
example of what virtual reality is capable of.

C Lionel In Farspace, you choose which character you want to be, and try to escape from a
distant planet. One of the fun things about difficult games is advancing through a hard level.
Unfortunately, in Farspace, you need more than skill, as all too often, success is based on
chance. At any point you might meet an enemy that seems impossible to beat – and if you
don’t win, you have to start again. One tip is to listen to the soundtrack, as the style of the
music is often a clue to what might be around the corner. You might get lucky and find some
items to help, but then you don’t know which character can use them. As you can’t change
characters mid-game, you have to start again to find out. The characters look great, and
although you won’t be exploring the surrounding landscape – the game is based in the city
– the stunning video-clips remind you that you’re in another world.

D Lizzie Snowscape is an extreme winter-sports game in the mountains of Switzerland.

Open ‘map view’ and you fly around a realistic 3D model of the mountains and find
somewhere to land. To start snowboarding, skiing or paragliding, just bring up a menu,
choose the sport, and you’re off, straight into the action. There are various events that you
can repeat to improve your skill, like races and time trials – so many, in fact, that I spent
more time deciding what to do next, rather than enjoying the game. My favourite event is
one that marks a distant point, maybe the peak of a mountain, then simply asks you to reach
it. Here the freedom of being able to switch sports really works. It’s exciting not to be limited
to following a particular path, and you soon find out which sport is best for travelling through
forests and valleys and over peaks to reach your goal.

20
For each question, write the correct letter A, B, C or D on the line.
Which reviewer…
(a) Mentions that they enjoy choosing their own routes through the game? ..........[1]
(b) Recommends that players try out the skills that different characters possess? ..........[1]
(c) Says that the characters look like real people? ..........[1]
(d) Explains how the music can help players make progress? ..........[1]
(e) Suggests that there are too many things to choose from in the game? ..........[1]
(f) Says that the game becomes more interesting the longer you play it? ..........[1]
(g) Mentions that changing between the different options in the game is quick? ..........[1]
(h) Says that just being good at the game is not enough to complete it? ..........[1]
(i) Feels that the level of the challenges in the game is often not hard enough? ..........[1]
[Total 9]

What is scanning?
Scanning means searching for specific information in the text to answer questions.

How to scan?
1. Underline the important information while reading the text (dates, numbers, names
etc.)
2. When you read the question, identify the key word and scan the text for it. This way
you’ll find the answer more quickly.

An illustration of the scanning process:

21
Scanning exercise: Read the following text and answer the questions that follow.

22
 [10 Marks]

23
3.2. Objective: Use comprehension monitoring strategies
Competency: Demonstrate understanding of what has been read by summarizing
through:
 Note taking
 Eliminating unnecessary information
 Identifying general and specific ideas
 Connecting main or central ideas in prose form using own words

What is Summarizing?
Summarizing is to give a short version of an existing text.

Types of summaries:
1. Note/Point form
2. Paragraph/Prose

How to summarize:
 Use your own words.
 Only note the most important points, using key words and phrases.
 Read the original text several times, ensuring you don't miss any critical points.
 Ensure your summary is much shorter than the original source.
 Leave out examples, personal opinions, figurative language, repeated information and
unnecessary information.
When someone reads your summary it must still make sense.

You can also be asked to summarize part of a passage instead of the whole passage.
For example:
• List the key facts in an article
• List the advantages and disadvantages given in a text
• List the main points used in support of a particular argument
• List a set of instructions or tips

The summarizing process

Follow the following steps when summarizing a text:
 Read the instructions first to see what to look out for in the text, such as facts,
advantages, etc
 Read the text carefully
 Read the question again, this time making sure how many facts, advantages, … you
need to find in the text
 Read the text for a second time underlining in pencil the facts, advantages and etc that
you need to find
 Write down only as many points as are requested in the question
 Read through your points to see that you have not repeated yourself using different
words
 Check that you are within the word limit
 Now write your final point-form summary in pen
 Write the total number of words you have used in brackets at the end of your
summary
 Make sure the marker can see which version to mark.

24
Exercise on note form summary: Read the following article about a photographer who takes
pictures of the oldest living things in the world, and then complete the notes on following page.

25
Your school photography club has asked you to give a talk about Sara’s project. Prepare
notes to use as the basis of your talk. Make your notes under each heading.

[8 Marks]

26
3.3. Objective: Recognise and understand a wide range of texts from various backgrounds
Competency: Demonstrate the ability to extract relevant specific information from texts
such as: letters, emails, notes, blogs, forms, minutes, timetables, brochures, reports,
conversations (monologues and dialogues), advertisements, interviews, public notices
and signs/posters, articles (newspapers, magazines and others) and reviews (films,
books)

What is intensive reading?

Intensive reading involves learners reading in detail with specific learning aims and
tasks. This involves reading to be able to remember what was read and respond to a set of
questions such as in the examination.

In the classroom, intensive reading activities include skimming a text for specific information
to answer true or false statements or filling gaps in a summary, scanning a text to match
headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to
put them into the correct order.

Intensive Reading Exercise 1:

27
Match the following statements to the correct titles of reviews about books, music and
movies. Write only the title of the book, music or movie in the blank space.

1. I want to buy my mother a birthday gift. She likes to listen to ballads.

………………………………………………………………………………………[1]

2. I am looking for a good book to read this coming holiday. I prefer stories that are
humorous and help me to relax.

……………………………………………………………………………………….[1]

3. I want to watch movies that are based on true stories which make me think about life.

……………………………………………………………………………………….[1]

4. I prefer documentaries where I can experience real life drama with the actors.

……………………………………………………………………………………….[1]
5. I like music very much. Any kind of lyric appeals to me. A CD with a mixture of
different ballads, country and pop music will do.

……………………………………………………………………………………….[1]

6. I am looking for a novel based on real-life issues with a hint of fiction, which will
teach me a few lessons.

……………………………………………………………………………………….[1]

7. I am looking for a song in which the lyrics are about the singer’s life.

……………………………………………………………………………………….[1]

8. A book that would get me laughing.

……………………………………………………………………………………….[1]

9. Interested in buying a music album produced by a group of artists.

……………………………………………………………………………………….[1]

10. Looking for a drama based on a true story.

……………………………………………………………………………………….[1]

[10 Marks]

28
Intensive Reading Exercise 2:

29
1. According to the text, what are the 3 degrees of species’ endangerment?

…………………………………………………………………………………………......

…………………………………………………………………………………………….

........................................................................................................................................(3)

2. What is the main cause of species extinction?

…………………………………………………..……………………………………..(1)

3. Why were the following slaughtered?

Great Whale:………………….……………………………………………………...(1)

African Rhinoceros:……………………….…………………………………………(1)

4. What influenced the dropping of Cod population?

………..……………………………………………………………………………… (1)

5. Which treaties and conventions could be implemented world-wide to ease the problem
of ever increasing animal extinction?

(a)………………………………………...……………………………………………(1)

(b)………………………………………………..……………………………………(1)

6. Why are some private, governments and international communities, making efforts to
save threatened species all over the world?

……………………………………………….…………………………………………

………………………………………………….……..…………………………….(1)

[10 Marks]

30
3.4. Objective: Read extensively for wider knowledge or pleasure, making use of
available library facilities
Competency: Read extensively and understand a range of material such as novels,
newspapers, magazines, etc. for pleasure

What is extensive reading?

Extensive reading involves learners reading texts for enjoyment and to develop general
reading skills.

Extensive Reading Exercise: Read the following newspaper extract and answer the
questions that follow:

Border post runs out of virus test kits -Kuzeeko Tjitemisa

The Mamuno border post in Botswana has run out of confirmatory testing kits, which are used
for testing of truck drivers for coronavirus, putting Namibia’s fight against Covid-19 in
jeopardy. Trans Kalahari Corridor Secretariat (TKCS) executive director Leslie Mpofu
confirmed the developments yesterday. Mpofu said both Botswana and the Namibian
authorities met on Saturday at the Mamuno border gate to be briefed about the situation at
hand.

“The Charleshill District Health Management Team (DHMT) informed the meeting that they
ran short of reagents for testing of truck drivers that enter Botswana through Mamuno border
gate on Friday and they are currently awaiting more supply,” he said. However, he said, it was
agreed that the swabbing of truck drivers would continue to be administered at Mamuno and
specimens will be sent to Gaborone, Botswana’s capital for laboratory confirmation.

“Drivers that exit the country are not tested as the assumption is that they have been tested at
the ports of entry they used to enter Botswana,” Mpofu said in a statement. He said it is upon
this background that a decision has been made to confine truck drivers at the border gate while
awaiting their results, which is expected to be released within 72 hours. “The Charleshill
DHMT has ensured availability of ablution facilities (showers and toilets) for truck drivers.
The Botswana Police Service and the Botswana Defence Force (BDF) will provide security for
the trucks and cargo whilst the drivers await results,” he said.
He said the BDF will further escort trucks on transit to the point of exit for truck drivers who
obtain a negative result.

“The DHMT will continue to provide truck drivers with health education as well as the
Botswana Covid-19 protocols,” he added. “The TKCS wishes to assure the public, users of the
corridor and all concerned stakeholders that Botswana assured the meeting that this will be a
temporary arrangement.”

He added the government of Botswana is doing everything in its power to source the supply of
reagents for testing to be continued at the border. Meanwhile, Botswana alongside Namibia
remains one of Africa’s least impacted countries, one of a handful with less than 100 cases
of Covid-19.

By Sunday, Botswana had a total 38 confirmed cases, 20 recoveries and one death. Namibia
has 25 confirmed cases, 16 recoveries and nine active cases.
The Mamuno-Buidepost border posts are popular port of entries for Namibian truckers.
(Extracted from The New Era newspaper, 2020-06-02)

31
1. What is the name of the border post the article is talking about?

………………………………………………………………………………[1]

2. In which country is the border post?

………………………………………………………………………………[1]

3. What are the testing kits used for?

………………………………………………………………………………[1]

4. Who confirmed the shortage of testing kits at the said border post?

………………………………………………………………………………[1]

5. Why are drivers exiting the country not tested?

…………………………………………………………………………………

………………………………………………………………………………[1]

6. According to Mpofu, what decision was taken with regards to truck drivers
arriving at the border gate?

……………………………………………………………………………….[1]

7. Who is responsible to ensure security on the trucks and cargo at the border
gate?

……………………………………………………………………………….[1]

8. According to the article, how many covid-19 cases have been recorded so far
in the two countries, Botswana and Namibia?

……………………………………………………………………………….[1]

9. How many are the confirmed and active cases for both countries?

Confirmed cases:…………………….

Active cases:…………………… [2]

[10 Marks]

32
 4. WRITING SKILL

4.1. Objective: Write a variety of texts using effective word choice, sentence structure and
forms
Competency: write in a style appropriate to the audience and register

When writing any text, always write in a certain style, for a certain purpose and to a certain
audience. Taken together; the style, purpose and audience tell what register should be used for
the written text.

DEFINITIONS:
STYLE, AUDIENCE, REGISTER AND PURPOSE:
 Style
A writer’s style is the way that he or she writes. Style can be descriptive, reflective, humorous,
discursive, dialogue-rich, action-packed, concise, satirical, informative or serious.

 Audience
The audience is the person or group of people who actually read the text.
The intended audience is the person or group of people who the writer hope would read the
text. It can be a teenager or a group of teenagers, parents, sport lovers etc.

 Register
Sometimes we communicate in a formal way and sometimes we communicate in an informal
way. We call the level of ‘formality’ that we use, as the ‘register’.

The register ranges from:

 very informal (discussion with friends)
 fairly informal (discussion with one’s siblings)
 slightly informal (discussion with parents)
 slightly formal (discussion with teacher) to;
 fairly formal (discussion with school principal) and so on.

 Purpose
A writer’s purpose is his or her reason for writing. Here are some phrases that could be used to
describe someone’s purpose for writing:
 To entertain
 To inform
 To explain
 To persuade
 To thank
 To complain
 To request
 To apply
 To invite
 To criticise
 To discuss
 To analyse

33
Now that we have looked at the meaning of these words in which your writing is expected to
be incorporated, let us look at the various writing pieces you are expected to master by the end
of your senior secondary level, specifically in section B, paper 1.

Description of section B for paper 1

The writing skill is part of section B in paper 1 which carries 35 marks. It consists of two
tasks: Task 5 is guided writing with 15 marks and task 6 extended writing with 20 marks.

Task 5: Guided writing

This part of writing task involves the guidelines put in place to specifically direct a candidate
on what exactly is needed of them to be written. Candidates are expected to write in response
to a short stimulus, which may include pictures by addressing three prompts in each specific
task/activity. The questions to be answered in this task will need you to clearly state the
purpose of the task, write according to the appropriate format of task, and address
appropriate register as well as paying attention to word limit/length of the task. The
continuous prose is letters/email/report/articles. All the tasks asked in this part of writing will
be graded for 15 marks, apart from the summary writing which is 8 marks only. The number
of words is approximately 100-150 words.

NB: In all the writings, you are advised and encouraged to count your number of words, usage
of linking words and good handwriting and neat work as it amuses the marker. Spelling,
choice of words, usage of punctuation marks should be the focus for each student. In all the
activities within this type of writing, the body of every activity should carry three (3)
paragraphs because of the three prompts in each topic that have to be answered.

1. Informal / friendly letter

Friendly/Informal letters are usually written to people who are close to the writer, e.g. friends,
family, etc. They are mainly written to express an emotion, e.g. congratulate, sympathise,
advise, etc. the recipient. Due to the nature of the relationship between the writer and the
recipient, the language register and style, among others, differ from those of the formal letter.

34
35
 Tips
Address
 Written at the top right-hand corner of the first page
Example: 😊
 Bunya Combined School (each word must start with a capital letter)
P.O. Box 1932 (the ‘P’,’B’ and ‘O’ must be capitalised, include the postal number)
Rundu (name of town must begin with a capital letter)
01 June 2020 (date should be written in full, month must begin with a capital letter)

NB: No punctuation marks should be used on the address in exception of the word ‘P.O.
Box’ which is also optional. You may opt to write the word without any full stops.

Take note: Your exam letter format requires no address at all. This is applicable in real
situations only.

Introduction
 The introduction should be written by capturing from the background information
or question given, by making sure that what is asked is answered in order to show
understanding of the question. Don’t copy everything in the question.
 To be covered in 2-3 lines. These means that three sentences should be written in
the introductory paragraph (topic sentence, developing sentence, concluding
sentence).
 State the purpose of the letter.

 Avoid:
“How are you? Back to me I am fine. These ways of greeting only requires
“I want to know your condition.” Immediate response when speaking
to someone.
“How are you / how have you been?”

Rather use:
“It has been a while hearing from you.”
“I hope you are doing fine.”
“I am writing to you…”

Body
 The students have to answer the three prompts.
 The body should consist of three paragraphs.
 Each paragraph should consist of 5-7 lines (depending on the space provided and word
limit. The number of lines less than the required ones are allowed).
 Each paragraph should deal with a single prompt.

Conclusion
 The conclusion should be covered in 2-3 lines.
 Conclude by referring back to the purpose of the letter, state your expectations, etc.

36
Example

P. O. Box 2614
Rundu
15 March 2020

Dear Nepemba

I am writing to you regarding the information I heard. Your choice for applying to a vocational
school after grade 10 is worrisome. I am not happy with your decision. As your best friend, I
hereby advise you to proceed to grade 12.

Ending formal school at grade 10 is not a good choice because you still have the opportunity
to complete your grade 12. Each of your friends is looking forward to finish their grade 12
before they decide on what they want to do after that. What made you to think about this?

I also want to make it clear on the importance of completing grade 12. If you finish grade 12,
you will have loads of open doors to what you want in life. You will have the opportunity to
apply for a loan with your final year mark in order to further your studies; you have the
opportunity to get immediate jobs that only requires grade 12 results. Not only that, but it will
also be to your advantage to apply to the vocational school with your grade 12 certificate for a
better trade.

With these, I am sure that you will think about it and make your choices right. Beware of
listening to some wrong information especially from your classmates. Remember each of us
comes from a different back ground and by that, you have to consider what is important in life.
Grade 12 is waiting for us with open arms girl!

Call me anytime you need me and I will surely wait for your call. I am looking forward to hear
from you my friend.

Your lovely friend

Karumbwena

37
Activity
MAKE A FRIEND

You are interested in making a new pen-friend. Choose one of the persons above and write a
letter to this person telling him or her about yourself.
You should include:
• A brief description of yourself.
• Your interests/hobbies.
• Some information about your culture and the town/ village in which you live.
Your letter should be about 150 words.

Dear……………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………......................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

38
......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

......................................................................................................................................................

..............................................................................................................................................[15]

39
 2. Formal letter

Tips:
Address
 Has two addresses, namely the writer and the recioeint’s address.
 The writer’s address:
- Is written at the top right-hand corner of the page.
-The date is written just below it.
 The recipient’s address:
-Is written below the writer’s address but on the left-hand side of the page.
-The first line usually has the rank/position of the person the letter is addressed to; it
starts with the word “The”

40
Introduction
 The introduction should be written by capturing from the background information / the
question given.
 To be covered in 2-3 lines (introduce yourself, the purpose of your letter)
Body
 The students have to answer the three prompts.
 The body should consist of three paragraphs.
 Each paragraph should consist of 5-7 lines (depending on the space provided and word
limit. Number of lines less than the required ones is allowed).
 Each paragraph should deal with a single prompt.

Conclusion
 The conclusion should be covered in 2-3 lines.
 Conclude by referring back to the purpose of the letter, state your expectations, etc.

Take note of the following when ending a letter:

“Yours sincerely” Is used at the end of a formal letter before you sign your name, when you
have addressed somebody by their name.
“Yours faithfully” Is used at the end of a formal letter before you sign your name, when you
have addressed somebody as “Dear sir/madam” and not by their name.
“Yours truly” Is used at the end of a letter before you sign your name, when you have
addressed somebody as “Dear Sir/Madam” and not by their name.

Every educated person should know how to write a clear and legible letter. At some point in
time you might be expected to write a business letter of some sort and may face problems
writing it if you haven’t mastered the skills of letter writing. This therefore proves that letter
writing is not some mere useless accomplishment but something that every educated person
must acquire for practical reasons.

41
Example of a formal letter
P.o. Box 6000
Nkurenkuru
15 August 2020

The Manager
OK Supermarket
P. O. Box 123
Nkurenkuru

Annastacia Sinkumba
Name written in full

42
Activity
Your school has planned a tour of the country and you are one of the organizers of the trip.
You are informed a week before departure that the School Board has cancelled the tour.
Write a letter to the Chairperson, Ms. Foibe, in which you
• express the learners' feelings about this decision
• tell her about the planning that you have done
• inform her how the learners would benefit from the tour.
You should write about 150 words.

Dear……………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

43
…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

……………………………………………………………………………………………[15]

44
3. Article (newspaper)
Article: Is a piece of writing about a particular subject to be published in a newspaper or
magazine. It consists of the tittle (heading/the lead/thesis statement), the writer, introduction,
body and conclusion.

Planning your article

a) Research your topic. To begin writing a news article you need to research the topic you
will be writing about extensively. In order to have a credible, well written, well-structured
article, you have to know the topic well.
 Begin by asking yourself the: 5 W-H questions.
-Who was involved?
-What happened?
-Where did it happen?
-Why did it happen?
-When did it happen?
-How did it happen?

b) Compile all your facts. Once you can clearly answer the 5W-H questions, jot down the list
of all the facts and information that needs to be included in the article.
 Organise your facts in three groups:
1) those that need to be included in the article;
2) those that are interesting but not vital;
3) those that are related but not important to the purpose of the article.
 The fact list will help prevent you from leaving out any relevant information about
the topic of the story, and will also help you write a clean, succinct article.
 Be specific

c) Create an article outline (main idea). Your outline, and subsequently your article, should
be structured like an inverted triangle.
 This allows you to build your story so that the most important part is at the top.
 Put the best information at the top to engage your readers and encouraging them to
keep reading.

d) Know your audience. In order to write a great news article, you need to know exactly
who you are writing for. Your audience will dictate the voice and tone of your article and
help you to know what you should include.
 Ask yourself the 5W-H questions again, but this time in relation to your audience.
 Questions like what is the average age you are writing for, where is the audience, local
or national, why is your audience reading your article, and what does your audience
want out of your article will inform you on how to write.
 By doing this, you can format an outline that will get the best information to the right
audience as quickly as possible.
e) Interview people. Interview people and get a firsthand source on your topic. You can
record, take notes of important information you want to collect.

f) The article should have a purpose. To encourage, inform, show concern, explain, etc.

g) An article for the newspaper may vary it is either a general one, argumentative or a
reporting one. The audience always determines the register of an article.

45
Writing the article (tips)
1. Title
 Start with the lead. Begin with a strong leading sentence to grab a reader’s attention
and interest them.
 Your lead should be one sentence and should simply, but completely, state the topic
of the article. This is like a thesis statement.
 Let your readers know what your news article is about, why it’s important and what
the rest of the article will contain.

2. The writer
 State your name as the writer of the article, which is the next thing after the tittle.
Should be written on the left hand side of the page.

3. Introduction
 In this step, include all the relevant facts and details that relate to your lead
statement. Include the basics (highlights) of what happened, where and when it took
place, who is involved and why it’s newsworthy.
 These details are important, because they are the focal point of the articles that fully
informs the reader.
 If you are writing an opinion piece, this is where you state your opinion as well.

4. Body
 Follow up main facts with additional information: state the entire primary (most
important and in details) facts about your news article here. Include any additional
information that might help the reader learn more, such as contact information,
additional facts about the topic or people involved, or quotes from the interviews.
 If you have an opinion, this is where you will identify the opposing views and the
people who hold them.

5. Conclusion
 To conclude your article, congratulate your readers for sticking with you to the end
by giving the readers something to take away, like potential solutions to the problem
or challenges expressed in your article.
 Finish by giving a good concluding sentence. This is often a restatement of the
leading statement (thesis) or a statement indicating potential future developments
relating to the article topic.

TAKE NOTE: In relation to a class activity/test/examination, the body of an

article has to be focused on answering the prompts given in the question.

46
Example

47
Activity
A day of prayer was held in Namibia to pray for the issue of passion killing.
Write an article for the local newspaper in which you write about the prayer day event that
took place at your school.
 Focus on the different activities conducted,
 the parts played by the invited guests and
 what touched you about this event.
Write about 150 words in length.

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 4. Article (magazine)
Article: An article is a piece of writing about a particular subject to be published in a
newspaper or magazine.

When writing a magazine article, consider the following:

 The article has parts, heading, the writer, introduction, body and conclusion.
 Articles vary, they are either general, argumentative or reporting.
 Remember that you will not gain a high mark if you do not express your opinion.
 The article should be beautifully illustrated or excellent (colour) photographs should
accompany the article.
 The style should be personal, speaking directly to the reader.
 The style can be descriptive or figurative, appealing to the imagination of the readers.
 The article should have a purpose: to persuade, entertain, encourage, inform, show
concern, explain, etc.
 Names, places, times, positions and other necessary details should be included in the
article.
 The article should stimulate interest and, like an advertisement, encourage the reader to
use the product or service.
 The font should be light and attractive.
 Know your own audience and their needs.
 Your audience determines the vocabulary, the tone and the style you will use.
 The audience always determines the register of the article.

Writing tips
Heading
 Create a heading which is eye catching. It should be interesting in a way that as the
reader is paging through the magazine, he/she should stop on the page where the article
is and read the article because the heading is attractive.

The writer
 As the writer of the article, indicate your name in the next line after the heading starting
with “By”. It should be written on the far right hand of the page to secure space. Or, it
can be written below your article but on the right hand, if there is still space.

The introduction
 The introductory paragraph should give an idea of what the article is all about, mostly
the basics of the main message of the article.
 If the article is argumentative, please express your opinion towards the topic of the
article.

The body
 Address all the prompts and develop them.
 Each paragraph should deal with a different prompt.
 The message being written based on the prompts should tell the purpose of the article.
 The body paragraphs should explore the subject fully, offering facts and opinions.
 If it is an argumentative article, denser should be on your opinion and less on the
opposite.

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Conclusion
 Conclude by referring back to the topic, encourage, suggest solutions, or conclude by
stating your opinion.

Example

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Activity 1 (general)

THE SOCIAL CLUB

NEEDS YOU

You are the president of the school’s Social Club which organises various after school activities
and visits. The club needs more members.

Write an article for your school magazine about your club. In your article you should
 Say what the club does
 Describe a recent activity or visit and say why it was successful
 Explain how students can join the club and why they should do so
You should write about 100 to 150 words.

Take note: You are expected to apply the correct format required for guided writing in this
activity, specifically on the body.

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Activity 2 (reporting)

Write an article for your school/college magazine about a market you visited recently. Your
article should include:
• what you did
• the best thing you saw
• how you felt
Write about 100 - 150 words

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Activity 3 (argumentative article)
Are good manners outdated or does the rush of modern life mean that rudeness is acceptable?
Write an article for your school magazine in which you give your opinion about this matter.
The comments below may give you some ideas, but you are free to use ideas of your own.

Your article should be about 100- 150 words in length.

Take note: there are no three prompts indicated here, but the guidance of what has to be
written is indicated. You are expected to apply the correct format required for guided writing
in this activity, specifically on the body.

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5. Email
Email: These are messages distributed by electronic means from one computer user to one or
more recipients via a network / with the support of internet.
 The text structure or format of an email is determined by the email programme that you
use.
a) What is a formal email?
Formal emails are often called for when you are sending an email to someone you don’t
know well or to someone who is in authority. It is also the best choice for some business
situations.

 A formal email has a much defined structure, with a definite salutation (the opening
part of the email), signature section, opening sentence (introduction) and body,
closing (conclusion).

 The recipient’s address (email address)

In most cases it’s the recipient’s real or nickname (your name should be at least 8
characters), followed by the ‘at’ (@) symbol, the last part of the address is called the
domain.

 The domain can be broken into two parts:

 The mail server (server hosting the email account) for example Yahoo, Gmail
or Hotmail
 The top level domain (the extension such as .com, .net, .info, .edu, .gov etc)
Example: [email protected] (annastasia-is the name; @gmail.com is the
domain)

NB: When writing an email address, do not leave spaces and do not use capital letters
anywhere.
 Cc (short for Carbon Copy)
These may be the recipients whose attention is called to the email (able to view the email
too).
 BCC ( Blind Carbon Copy)
The recipients will receive the message, but won't be able to see the addresses listed in
the BCC field.
 Subject (the topic/heading of the email)
Just like in a formal letter’s subject line, the subject is a summary of the content of the
email (what the email is all about).

Language feature of the formal email:

 The language is formal.
 Avoid using abbreviations, contractions, slangs, emoticons and other informal
terminologies.
 The tone (language/character) is formal, with complete sentences and proper
grammar.

Example of a formal email message:

The meeting is scheduled for December 5th at 9:30 a.m.
All students must attend.
Your project updates are needed.

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What is a casual/informal email?
A casual email usually goes to the person you know well-often it’s someone you are in good
terms with such as a friend or a family member.
 The language is informal.
 You may use slangs, abbreviations, contractions or emoticons.
 You may use incomplete sentences.

Example of a casual/informal message:

Required meeting-Dec, 5, 9:30 a.m.
Updates needed.
See ya there. 

If you look at the two examples for casual and formal, both statements share the same
information. But the tone of the first massage is more formal. Notice the incomplete sentence,
slang and emoticon in the informal example.

Writing a formal email (tips)

(Elements of a formal email)
a) Subject line
The subject line is what the reader sees in their inbox. If the subject line is misleading or
missing information, your email may not get read. The message may even be sent to spam.
The more formal your email is, the more detailed your subject line should be. But beware
of making your subject line too long and avoid starting with I am.
Example: Required Student Meeting: December 5th, 9:30 a.m.
b) Salutation
The salutation directly addresses the person you are sending the email to. It’s always used
in formal email messages, but sometimes skipped in informal messages.
If you are sending the email to a group, address the entire group.
Example: Dear students
If you have got the person’s name you want to send the email to, it’s proper to use their
name along with any title the person has.
Example: Dear Professor Ngalangi
If you don’t know the name or title of the person you are trying to reach, use this salutation:
To whom it may concern
c) Introduction
The opening of a formal email often requires the sender to introduce themselves.
Example: My name is Sakaria Ngalangi. I am the professor of Statistics for Namibia
University. This message is for all current students.

d) Body
The body of a formal email typically elaborates on the purpose of the email. Although the
body contains detailed information, it is important to write clearly and concisely in a formal
email. Remember your reader is not familiar with you and may not be familiar with your
topic. You don’t want your recipient to misunderstand an important point.
Take note: As much as a class activity/test/examination is concerned, the answers in
the body will be determined by the prompts set for you.

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e) Closing / conclusion
How you end a formal email is equally important. Since the email closing is the last thing
your recipient looks at, your email closing can leave a lasting impression.
A good formal email closing also reminds the reader who you are since it should include
your full name, contact information and title.
The most common way to start a formal email closing is with the word “Sincerely.” It may
be a common closing, but it is also a safe closing.

Example of a formal email closing:

Sincerely,
Sakaria Ngalangi
Professor of Statistics, University of Namibia
[email protected]
081 372 1008

Structure/format example of a formal email

Example 1: formal email

From: [email protected] (sender’s email address. It appears automatically when

composing the email)
To: (email address of recipient)
Subject: Required Student Meeting: December 5th, 9:30 a.m. (subject line)

Dear students (salutation)

My name is Sakaria Ngalangi. I am the professor of Statistics for Namibia University. This
message is for all current students. (introduction)

The meeting is scheduled for December 5th at 9:30 a.m. All students must attend. Your
project updates are needed. ( main message / body)

Sincerely,
Sakaria Ngalangi
Professor of Statistics, University of Namibia
[email protected]
081 372 1008 (closing / conclusion)

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Example 2: casual / informal email
Example A

From: [email protected] (sender’s email address. It appears automatically when

composing the email)
To: (email address of recipient)
Subject: Meeting (subject line)
Hey fellas

Required meeting-Dec. 5th, 9:30 a.m. Updates needed.

See ya there. 

Maggy (SRC)

Example B

Valediction/ending/
farewell

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Activity 1
There will be leadership training at your school which you are organizing as the chairperson of
the LRC. Send an email to the circuit inspector inviting him to be the main trainer during the
event.
In your email you may include:
 The purpose of the training,
 When will it take place and the venue,
 Why do you consider him/her to be the main trainer
You email should be of 100-150 words.

To:

Cc:

Subject:

Dear ……………………………………………………………..

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Activity 2
The Grade 12s at your school will go for an excursion to Swakopmund. Your roommate has
been home for a week and is unaware of it. Send him/her an email to inform her about the
excursion because you don’t want her to miss. In your email:
 Tell what the excursion is all about, when and where,
 The fees (transport, accommodation and food),
 The needs for the excursion.
Write about 100-150 words in length.

To:

Cc:

Subject:

Dear ………………………………………………………………….

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Activity 3
Your cousin Mudi doesn’t like watching or listening to news. You are certain that she is not
well informed about COVID-19.
Write an email in which you inform her about it.
In your email you should include the following:
 The origin of the disease
 The symptoms and why it is considered dangerous
 How to prevent yourself and others from this disease
Your email should be between 100-150 words in length.

To:

Cc:

Subject:

Dear……………………………………

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6. Reports (account)
A report is an account of what has happened, in a form of how it was seen, done, heard
or discovered. It can be written or spoken.

 A report has a heading or tittle, the reporter/writer, introduction, body and

conclusion.
 There are different types of reports (accident, crime, sport, social events, etc.)
 The type of report determines the tone; e.g. police report will be formal, and report in
your school’s newspaper will be less formal.
 It answers the the 5 WH questions (what happened, who was involved, when did it
happen, where did it happen, how did it happen)
 Gives only the facts and should be arranged clearly.
 Has findings and recommendations.
 Write concisely and clearly.
 Choose familiar words.
 Use reported speech and active voice.
 The objective is to give information

Writing tips
a) Title
The title of your report should be related to the type of report you’re writing about. It is the
one that has to inform the reader about what they are expecting in depth of the report.

b) Reporter/writer
As the writer of the report, indicate your name under the heading/tittle on the left hand side
of the page, starting with the word “By”.

c) Introduction
In most cases, the 5Ws and H question are answered in this part of the report.

d) Body
The body carries the message about how something happened. You have to state the issues
that featured the whole event, more especially the findings, bearing in mind that you have
to be concise. The information in the body may also depend on the prompts given in the
question.

e) Conclusion
Depending on the type of report you are writing, the conclusion may be in a form of giving
recommendations, suggestions, encouragement or persuading and many other ways.

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Example of a report

(Taken from Sunshine booklet)

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Activity 1 (accident report)
You were flying to Europe for the August holidays, when the aeroplane experienced engine
problems. The pilot made an emergency landing. Fortunately, everybody survived. Write an
eyewitness report for the investigators.

You should include the following:

 a description of the emergency landing
 the passengers’ reactions/feelings after the landing
 how you were rescued.
Your report should be about 100- 150 words.

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Activity 2 (social activity report)
You are responsible for organizing the programme for Independence Celebration at your
school. You have to report your ideas back to the principal in the form of an essay on the
intended program for the day.
You essay must include
 Who the invited guest is and why him/her
 Cultural performances that will take place
 Any ideas of your own that you think will make the day special
Your essay should be about 100-150 words in length.

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8. Summary

A summary is a shortened version of a long passage or text.

Note summary is a shortened version of a passage written in points or bullets form.

Writing tips for note summary:

 Read the question then read the passage very carefully and determine what aspects

should be summarized (according to the question given which you have to summarize).

 As you read through the instructions, underline the main key words that need to be

addressed (answered) or summarized.

 Underline your answers by numbering them and arrange them in logical

order/sequence.

 Use subheading given by writing your answers accordingly under the correct heading.

 Avoid writing irrelevant information, write the main ideas only or give facts as

presented in the passage.

 Notes under wrong headings will not earn any mark.

 Full sentences are not needed to complete this activity.

 One fact per line.

 No cancelling of some bullets to make your own.

 Use the information from the article or passage and do not use your own ideas as that

will change the message of the text.

 You may use synonyms too as it’s a sign for good comprehension.

 If there are only lines provided and no bullets, you may make your own bullets.

 Count your words.

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Example

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Write notes on what to do:
When you are stuck in the middle of an argument between your best friends
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What to do when your best friend starts an argument

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An answered note summary (example)
When you are stuck in the middle
 do not favour one person
 interpret what one party says to the other
 encourage them to talk (directly) to each other
 make your friends know you care for them equally

What to do when your best friend starts and argument

 keep the argument about the behavior and not the person
 do what whatever you can to help the friendship
 face any conflict situation (do not avoid it)
 do not avoid your friend

Take note: The example given above is about a note summary which requires answers under
two subheadings, there might be three or four subheadings. On the contrary, there might be a
summary without subheadings and all the eight bullets will be under one heading or one
question.

Activity
Read the following article about Marula oil.
You have been asked to give a speech about the importance of harvesting Marulas.
Write notes under the headings on the next page to help you prepare your speech.

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 9. Speeches
A speech is a formal address delivered to an audience to express thoughts and feelings
regarding a certain subject. It can be delivered at occasions like weddings/funeral
services/birthdays and many other events.
 When you write a speech, think about the following before you start and adapt
accordingly:

How-what style to use (serious, humorous, etc. Will you placate (make somebody less angry),
encourage, be gentle, be aggressive, be truthful, and be diplomatic?)

When-When are you speaking? After dinner, in the morning, afternoon, evening?

Where-At a christening, wedding, business lunch/dinner, school function. In a hall, lounge or

around the table?

Why-What is the purpose of the occasion? Why have you been invited to speak?

Who- Who will be there, how many, young / older audience / athletes / businessmen/women?
 A speech is written/spoken.
 Should have an introduction, body and conclusion.
 Show self-confidence when presenting.
 A stronger opener will attract attention.
 Avoid clichés (overused phrases)
 Use fairly short sentences with simple ideas, using familiar examples.
 Use language that expresses your maturity, values and background. Swearing, crudity
and profanity are unacceptable.
 Use appropriate conjunctions to move from one section to another.
 Consider the closing. Leave the audience with a thought or two.

Writing tips
a) Introduction
 Greet the audience and state the purpose of the speech. The type of greeting is
determined by the audience you are addressing, for example: “A very good morning to
you all” / “good morning ladies and gentle”/ “It is an honour for me to be accorded this
opportunity to address/” I welcome you all.

b) Body
 This is the part where prompts have to be answered. Expand on theme using the tone
and style appropriate for the occasion and audience. Your audience also determines the
vocabulary, the tone and the style you will use.
 Use well-structured sentences with clear links between sections.

c) Conclusion
 The conclusion should be brief, interesting and memorable.

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Example of a graduation speech
Friends, professors, administrators, and parents, welcome. We are graduating.
Can you believe it? Four years ago, most of us walked into these halls as nervous as we were
the first day of school. We were the freshmen, the low men on the totem pole. Now, those same
four years later, we’re leaving the school behind to a whole new crop of people, most of whom
were just as nervous as we were when we arrived.

It has been a long four years and a short for years. Long because of all the drama and bad
homework, the boring readings and early-morning extra credit projects, and all the other little
pratfalls that hit us in high school. Short because of the lifelong friendships, the lasting
memories, and the truly interesting and amazing things we learned between the occasional bits
of drudgery.

Good or bad, long or short, I will always remember this place. While I’m thrilled to be our
valedictorian, I can’t say I’ve spent as many hours as some of us have between these halls: Our
teachers, of course, spend an inhuman amount of time here, and many students do as well. Most
of them even do it of their own choosing. I came by to get a book I forgot last night around 8
p.m. and found Rachel Earl, student head of the graduation planning committee, still here
putting crepe paper on chairs and laying out programs in each and every seat. That’s dedication.

It takes that kind of teamwork to survive anywhere in life, I’ve found. I know my experience
is limited, but every problem I’ve overcome has been because someone has been there to help
me. My support net ranged (and still ranges) from my parents to my friends to my teachers,
depending on the kind of trouble I’ve had and its severity.

This isn’t to say I’ve been a troublemaker—I only got sent to the office twice, and one of those
times was a misunderstanding—but even for me, a relatively quiet student, a lot of help has
been needed to get me through at times. This is where our high school truly excels, I think.

What’s next? I will be going to college, as will many of my classmates. More of us yet will go
to various branches of the armed forces to help keep our country safe home and abroad. Others
may get right to work, or even take a year or more off to decide what they want to do. Leaving
high school is such a brutal transition, as Principal Davis put it, that I don’t know what the
world has in store for any of us.

I do know how I’ll deal with those life events, though: by using the skills and info I’ve picked
up here. It all comes down to help, and I’ve got plenty of people to thank for that: parents, of
course, teachers, friends... I guess that means the biggest thing I learned in high school is to
lean on others when needed.

There’s another, more important, side to that idea as well, and it’s the one piece of advice I’d
like to give you as we get ready to cross this stage for the last time: Make sure you’re around
when other people need someone to lean on. They’ll thank you for it. Heck, one of them might
even mention you in his valedictorian speech.

Congratulations, Class of 2013! We did it!

NB: The example of the speech given here is too long, but when you write as an activity
please pay attention to the word limit.

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Activity
You are the headboy or headgirl of your school. Your principal asked you to give a speech on
your last day at school.
On the next page, write your speech including the following:
• Your feelings
• What you will miss most about school
• Advice to other learners.
Your speech should be about 100- 150 words long.

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10. Diary /journal entry
A diary entry is a section of writing / records of daily events.
 Your feelings, thoughts and opinions are recorded in the entry.
 It is often written to be read by the writer himself/herself.
 To be written as if you are talking to yourself.
 Never start with “Dear Diary” and never end with “good bye”.
NB: There is a difference between Diary and Diary entry. When you write Dear Diary
it is as if you are addressing the entry to someone called Diary and not telling yourself
about what happened. It is thus recommended by the examiner that you avoid
starting with Dear Diary. (Examiner’s report)
 The format does not require introduction and conclusion; it is a one paragraph
activity.

Tips
 The day, month and year should appear at the top right hand corner.
 Write in the first person point of view
 Begin with the information you want to write about right from the start.
 Although three (3) prompts may be provided for you to answer, put in mind that all
three prompts should be addressed in one paragraph.
 Your entry may be ended in one sentence which is not attached to the paragraph.

Example

Monday

25 May 2010

That was unbelievable. The boys really gave a good account of themselves. They played as a
unit attack and defense. Why did I have to doubt them? With their motivation and commitment,
they can take the world. The coach was right about the training camps being work in progress.
The progress is there for all to see. No wonder the stadium was full on Saturday evening.

I have no doubt that the cup is staying in the country. I can feel it; only, I do not fear it this
time.

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Activity

You should write about 100- 150 words long.

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11. Editorial (Editor’s note)
An editorial is the first addition of the magazine written by an editor or on behalf of an editor
expressing the editor’s opinion on a topical issue.

Parts of an editorial:
• Heading / topic
• Introduction
• Body
• Conclusion

The importance of an editorial

 Editorials are meant to influence public opinion, promote critical thinking, and
sometimes cause people to take action on an issue. Your topic should be current,
interesting, and have a purpose.

The purpose of the editorial is to: (mainly the purpose is specified through prompts)
a) Explain or interpret
b) Criticize
c) Persuade
d) Praise
 You are an editor; show a sense of maturity in your writing.
 Editorials are not meant to go on for pages and pages. Stick to word limit given (150
words in length)
 Find the right voice. Do not be overly ‘cool’. Do not use slang nor oversimplify your
sentence.

Tips
a) Heading/topic
 The topic should be created by relating it to the main purpose of the editorial
and it should be eye catching.

b) Introduction
 You can start your introduction by a quote; a rich question or a little summary
of what the editorial is all about.
 State who the target group or audience of the magazine is (teachers, teenagers,
dieticians, soccer players, women, etc.)

c) Body
 In the body, elaborate the purpose of the magazine which is mainly addressed
through the prompts.
 As an editor, give opinion about the articles featured in the magazine. If
possible, mention the pages and headings of some of the articles featuring in the
magazine.

d) Conclusion
 Conclude your editorial with a punch.
 Use quotes or a question that would make the readers think hard. (E.g. If we
will not take care of the environment, then who will?)

86
Example

Just for teens

It is so good to be a teenager because you still have fresh mind that makes you

think of fresh things about life and experience more in life. Come December, we

will be launching our very first edition of “teen stars” magazine and this magazine

is for you.

With this magazine, it will assist you to understand the teenage stage and learn

how to control crucial issues such as hormonal change that most teenagers are

battling with since its one of the craziest thing in teens. It also uncovers

indicators of the teen stage.

Furthermore in this edition, page 9 covers a story of a teen that made her parents

proud by being a top performer in school and became rich. Not only have that, but

also an article on a teenager who grew up alone without parents on paged 17. New

fashion trends, sport and horoscopes are part of this edition.

More benefits for you teens in this magazine, as you will know how to dress, work

over your crazy stage, knowing the benefit of being engaged in sport, learn more

on education as well as accepting life as it comes each day and do your best out

of it.

Read Teen Stars magazine and live like a star teen.

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Activity
You are the editor of a magazine for vegetarians. It is releasing its third edition next week
Friday.

Write the editorial. You may wish to include:

• Who the target market of the magazine is
• Why are the choices of vegetables so important in a vegetarian’s life
• A short summary of one or two interesting articles in the first edition
• Your editorial should be about 100-150 words in length.

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Task 6: Extended writing
In this task, you are expected to produce pieces of independent writing within a set time frame.
Students choose one of three topics (one narrative, one descriptive or one
argumentative/discursive topic) and write approximately 200-250 words of continuous prose
in response to a short stimulus. Brainstorming of ideas using mind maps, flow charts or lists is
needed in this process. Each activity is graded 20 marks. You are encouraged to practice
counting the number of words.

ESSAYS WRITING
Every essay should be divided into paragraphs, and each prompt should have at least one
paragraph. An essay which is not paragraphed looks unattractive and is not easy to read.

PARAGRAPH
A paragraph is a group of related sentences that develops a single point. In a paragraph these
principles should be kept in view:
 Unity- the paragraph must treat one idea only
 Variety- paragraphs should not all be of the same length
 Logical - sequence of thoughts should be in order
 Topical/topic sentence- the most important sentence of a paragraph is the first and last.
In many paragraphs the first sentence states the subject, and is called the topical/topic sentence.
The concluding sentence (last sentence) sum up effectively what has been said in the paragraph.

An essay is an extended piece of writing, in which a writer expresses his/ her point of view on
the topic given.
How to start writing an essay
 Select a topic
 Read the questions thoroughly, make sure you interpret the question correctly.
 Pay special attention to vocabularies you are not familiar with because such can result
in you answering the question wrongly.
 Avoid picking a topic which you are not familiar with as you may experience a
challenge in expressing yourself due to inadequate content.
 Decide on which type of essay to write
 Is it a narrative, descriptive or reflective essay and so on.
 Draw a mind-map of ideas for the selected essay type focusing on the prompts
of the question

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Before you write an essay, learn to brainstorm using mind map and below is how:

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 1. Narrative essay
A narrative essay tells a story or tells a past event, mostly personal. It can be written
from any perspective.

Consider the following when writing a narrative essay:

 The story must have a strong story line and be convincing even if it is fiction.
 A narrative essay is usually written in the past tense.
 The introductory paragraph should capture the reader’s attention.
 It should have a plot, characters and a setting.
 Contains some element of surprise.
 An unusually interesting ending gives a story the final touch.
 The reader’s interest must be maintained until the end. The style, rhetorical devices
and action must ensure sustained interest.
 A successful narrative vividly highlights sensory details such as sight, sound, taste,
smell and tactile sensations.
 Use logical connectors that signal time (e.g. late last night; later that morning, etc.)
 To keep your readers interested, and to give them information about the characters
(what they look like and what they did) and the setting, you should use suitable
adverbs, adjectives, and figures of speech.
 It has interesting characters. Because a narrative has characters, you should include
direct speech to show what characters say to one another.
 It should have a setting (Indicates where, when and how the story has taken place).
 Plot
Is a sequence of incidents or events that make up the story, which has a
beginning, middle and an end.
 Characters are people in the story.
 Setting is where (the place and places) the story happens.

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Example of a narrative essay

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Activity
The day I lost my little sister
Write a story about the day when you became so scared when you lost your little sister in a
crowded shop.

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 2. Descriptive essay
A descriptive essay is a description of how things look, sound, smell, feel or act.
- In the descriptive essay, the writer describes something such as a place, a person or an
event.

Consider the following when writing the descriptive essay:

 The writer describes something to allow the reader to experience the topic being
described as vividly as possible.
 Words and expressions are chosen carefully to achieve the desired effect.
 Use onomatopoeia
 Images of sight, sound, hearing, taste and touch can be used to make the
description vivid.
 Figures of speech are used in original ways.
 Learners should ideally have experience of the topic. It is very difficult to
describe something without having firsthand knowledge.
 Use adjectives and adverbs to describe feelings, actions, etc.

NB: It is important not to confuse a descriptive essay with a narrative essay. In a descriptive
essay you describe something in a narrative essay you tee a story.

Example of a descriptive essay

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Activity
The value of parents/guardians

Parents/guardians are our first and best teachers in life. Describe a time when you learned a
valuable lesson from one of your parents/guardians.

In your essay you should clearly mention the valuable lesson you learnt and give reasons why
it was a valuable lesson. Also refer to the special qualities of your parent/guardian

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3. Argumentative essay
In an argumentative essay, the writer attempts to persuade the reader to agree with a particular
point of view or a topic. The writer has a specific opinion or viewpoint and argues to defend or
motivate his or her position. The opinion of the writer should be clear throughout.

Consider the following when writing an argumentative essay:

Introduction
 Clrearly state the topic of of the essay to arouse interest and provide a brief background
of the topic. This is immediately followed by the writer’s view of the topic (agree or
disagree) in an original and striking way.
 The writer should give a range of arguments to support and provide information or
evidence to prove his or her view being the correct one, usually listing four good
reasons.
 An argumentative essay can be subjective, but you should still try to sound reasonable,
and strong opinions are expressed. A variety of rhetorical devices and persuasive
techniques should be used.
 The language used is emotive and should not be rude.
 The conclusion should be a strong, clear and convincing statement of the writer’s
opinion. The writer wraps up the key points stated in the introduction rephrasing the
same idea but maintaining the same meaning.
NB: Do not introduce new ideas in the conclusion.

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Below is an example on how you may plan the argumentative essay:

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Example of an argumentative essay

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Activity
Technology: The impact on our education
Many people argue that the latest technology is very good for education and many learners can
be successful by using, for example, computers.

What is your view on this? Write an essay in which you strongly argue for or against the above
opinion. You are free to select any type of technology that is used in education.

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4. Discursive essay
A discursive essay is objective and it aims to give a balanced view of both sides of an
argument. The writer considers various aspects of the topic under discussion and presents
opposing views impartially. The writer may come to a particular conclusion at the end of the
essay but the arguments for and against must be well balanced and clearly analysed in the
course of the essay.

Example topics:
● Write an essay in which you give arguments for and against abortion.
● Learners should be able to choose their own prescribed books for literature. Discuss this
statement looking at both sides of the argument.

Consider the following when writing a discursive essay:

 The writer should understand and be able to reflect both sides of the argument in an
impartial and well informed way.
 The writing must be lucid, rational and objective. Calm, well-reasoned and well
supported statements should be made.
 The tone should be unemotional and convincing without being condescending.
 The writer may give an indication of his or her opinion at the end of the essay but this
should only be done in conclusion.

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Example of a discursive essay

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Activity
Write a discursive essay on the topic of whether single-gender schooling or co-education
schooling is better for teenagers.

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 5. GRAMMAR AND LANGUAGE USAGE SKILL

5.1. Objective: Recognise the use and meaning of the tenses

Competency: Demonstrate knowledge and usage of the various tenses:

Definition of tenses
- English tenses are the form, the verb takes, to show the time of an action.
- They refer to the state of the verb.
- The state, or tense, of the verb explains the time of the action.

There are three major tenses in English. Each of these tenses can explain an event that
occurred in the past, an event that occurs in the present, or an event that will occur in the
future.
1. Present tense: I dance.
2. Past tense: I danced.
3. Future tense: I will dance.

Generally, there are 12 English Tenses

1. Simple Present Tense
In Simple Present, the action is simply mentioned and there is nothing being said
about its completeness.
1. I eat.
2. I sleep.
3. I play.

2. Simple Past Tense

In Simple Past, the action is simply mentioned and understood to have taken place in
the past.
1. I ate.
2. I slept.
3. I played.

3. Simple Future Tense

Simple Future is used when we plan or make a decision to do something. Nothing is
said about the time in the future.
1. I will eat.
2. I will sleep.
3. I will play.

4. Present Continuous Tense

In Present Continuous, the action is on-going/ still going on and hence continuous.
1. I am eating.
2. I am sleeping.
3. I am playing.

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5. Past Continuous Tense
In Past Continuous, the action was ongoing till a certain time in the past.
1. I was eating.
2. I was sleeping.
3. I was playing.

6. Future Continuous Tense

The future continuous tense is used to express action at a particular moment in the
future. However, the action will not have finished at the moment.
1. I will be eating at 9 a.m.
2. I will be sleeping when you arrive.
3. I will be playing at 5 p.m.

7. Present Perfect Tense

In Present Perfect, the action is complete or has ended and hence termed Perfect.
1. I have eaten.
2. I have slept.
3. I have played.

8. Past Perfect Tense

Past Perfect is used to express something that happened before another action in the
past.
1. I had eaten.
2. I had slept.
3. I had played.

9. Future Perfect Tense

Future Perfect expresses action that will occur in the future before another action in
the future.
1. I will have eaten before 10 a.m.
2. I will have slept before you arrive.
3. I will have played before 6 p.m.

10. Present Perfect Continuous Tense

In Present Perfect Continuous, the action has been taking place for some time and is still
ongoing.
1. I have been eating.
2. I have been sleeping.
3. I have been playing.

11. Past Perfect Continuous Tense

Past Perfect Continuous is used to express something that started in the past and
continued until another time in the past.
1. I had been eating.
2. I had been sleeping.
3. I had been playing.

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 12. Future Perfect Continuous Tense
Future Perfect Continuous is used to talk about an on-going action before some point
in the future.
1. I will have been eating for an hour before you eat.
2. I will have been sleeping for two hours when you arrive.
3. I will have been playing for an hour when it is 5 p.m.

Rules for the 12 tenses

1. Simple Present Tense
= Subject + main verb in present tense singular/plural + object
 She seeks peace.
 They seek peace.

2. Simple Past Tense

=Subject + main verb in past tense + object
 She sought peace.
 They sought peace.

3. Simple Future Tense

=Subject + will/shall + main verb in present tense + object
 She will seek peace.
 They will seek peace.

4. Present Continuous/Progressive Tense

=Subject + is/are/am + main verb with -ing +object
 She is seeking peace.
 They are seeking peace.
 I am seeking peace.

5. Past Continuous/Progressive Tense

=Subject + was/were + main verb with -ing + object
 She was seeking peace.
 They were seeking peace.

6. Future Continuous/Progressive Tense

= Subject + will/shall + verb to be + object
 She will be seeking peace.
 They will be seeking peace.

7. Present Perfect Tense: I have played netball.

= Subject + has/have + main verb in past participle + object
 She has sought peace.
 They have sought peace.

8. Past Perfect Tense: I had played netball.

= Subject + had + main verb in past participle + object
 She had sought peace.
 They had sought peace.

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 9. Future Perfect Tense: I will have played netball.
=Subject + will/shall + have + main verb in past participle + object
 She will have sought peace.
 They will have sought peace.

10. Present Perfect Progressive Tense

= Subject + has/have + been + main verb with -ing + object
 She has been seeking peace.
 They have been seeking peace.

11. Past Perfect Progressive Tense

= Subject + had + been + main verb with - ing + object
 She had been seeking peace.
 They had been seeking peace.

12. Future Perfect Progressive Tense

= Subject + will/shall + have + been + main verb with -ing + object
 She will have been seeking peace.
 They will have been seeking peace.

More examples on the 12 English Tenses

1. Simple Present Tense: I play netball.
2. Simple Past Tense: I played netball.
3. Simple Past Tense: I will play netball.

4. Present Continuous/Progressive Tense: I am playing netball.

5. Past Continuous/Progressive Tense: I was playing netball.
6. Future Continuous/Progressive Tense: I will be playing netball.

7. Present Perfect Tense: I have played netball.

8. Past Perfect Tense: I had played netball.
9. Future Perfect Tense: I will have played netball.

10. Present Perfect Progressive Tense: I have been playing netball.

11. Past Perfect Progressive Tense: I had been playing netball.
12. Future Perfect Progressive Tense: I will have been playing netball.

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Simple Present Tenses
In Simple Present, the action is simply mentioned and there is nothing being said about its
completeness. It is used to talk about an action which happens on a regular basis.

Positive Statements
Irregular
SUBJECT REST OF THE SENTENCE
VERB
I study at Nkurenkuru Combined School.
You study at Nkurenkuru Combined School.
He studies at Nkurenkuru Combined School.
John studies at Nkurenkuru Combined School.
The boy studies at Nkurenkuru Combined School.
She studies at Nkurenkuru Combined School.
Angel studies at Nkurenkuru Combined School.
The girl studies at Nkurenkuru Combined School.
We study at Nkurenkuru Combined School.
You study at Nkurenkuru Combined School.
They study at Nkurenkuru Combined School.
The children study at Nkurenkuru Combined School.

Negative Statements
DON'T (DO NOT) /
REST OF THE
SUBJECT DOESN'T (DOES VERB
SENTENCE
NOT)
I don't play football.
You don't play football.
He doesn't play football.
John doesn't play football.
The boy doesn't play football.
She doesn't play football.
Angel doesn't play football.
The girl doesn't play football.
We don't play football.
You don't play football.
They don't play football.
The men don't play football.

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Interrogative Statements / Questions
REST OF THE
DO / DOES SUBJECT VERB
SENTENCE
Do I sleep in the afternoon?
Do You sleep in the afternoon?
Does He sleep in the afternoon?
Does John sleep in the afternoon?
Does the boy sleep in the afternoon?
Does She sleep in the afternoon?
Does Angel sleep in the afternoon?
Does the girl sleep in the afternoon?
Do We Sleep in the afternoon?
Do You Sleep in the afternoon?
Do They Sleep in the afternoon?
Do the men Sleep in the afternoon?

Simple Past Tense

In the Simple Past tense, the action is simply mentioned and understood to have taken place in
the past. The action started and ended sometime in the past but the time may or may not be
mentioned.
Positive Statements
VERB (in past
SUBJECT REST OF THE SENTENCE
form)
I played cricket yesterday.
You played cricket yesterday.
He played cricket yesterday.
John played cricket yesterday.
The boy played cricket yesterday.
She played cricket yesterday.
Angel played cricket yesterday.
The girl played cricket yesterday.
We played cricket yesterday.
You played cricket yesterday.
They played cricket yesterday.
The children played cricket yesterday.

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Negative Statements
VERB (in base REST OF THE
SUBJECT DIDN'T (DID NOT)
form) SENTENCE
I didn't talk to George last week.
You didn't talk to George last week.
He didn't talk to George last week.
John didn't talk to George last week.
The boy didn't talk to George last week.
She didn't talk to George last week.
Angel didn't talk to George last week.
The girl didn't talk to George last week.
We didn't talk to George last week.
You didn't talk to George last week.
They didn't talk to George last week.
The men didn't talk to George last week.

Interrogative Statements / Questions

VERB (in base REST OF THE
DID SUBJECT
form) SENTENCE
Did I complete the work?
Did you complete the work?
Did he complete the work?
Did John complete the work?
Did the boy complete the work?
Did she complete the work?
Did Angel complete the work?
Did the girl complete the work?
Did we complete the work?
Did you complete the work?
Did they complete the work?
Did the men complete the work?

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Simple Future Tense
The Simple Future tense is used when we plan or make a decision to do something. Nothing
is said about the time in the future.

Positive Statements
SUBJECT WILL VERB REST OF THE SENTENCE
I will read the story book tomorrow.
You will read the story book tomorrow.
He will read the story book tomorrow.
John will read the story book tomorrow.
The boy will read the story book tomorrow.
She will read the story book tomorrow.
Angel will read the story book tomorrow.
The girl will read the story book tomorrow.
We will read the story book tomorrow.
You will read the story book tomorrow.
They will read the story book tomorrow.
The children will read the story book tomorrow.

AM / IS / ARE
SUBJECT VERB REST OF THE SENTENCE
GOING TO
I am going to read the story book tomorrow.
You are going to read the story book tomorrow.
He is going to read the story book tomorrow.
John is going to read the story book tomorrow.
The boy is going to read the story book tomorrow.
She is going to read the story book tomorrow.
Angel is going to read the story book tomorrow.
The girl is going to read the story book tomorrow.
We are going to read the story book tomorrow.
You are going to read the story book tomorrow.
They are going to read the story book tomorrow.
The children are going to read the story book tomorrow.

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Negative Statements
SUBJECT WILL NOT VERB REST OF THE SENTENCE
I will not play football next week.
You will not play football next week.
He will not play football next week.
John will not play football next week.
The boy will not play football next week.
She will not play football next week.
Angel will not play football next week.
The girl will not play football next week.
We will not play football next week.
You will not play football next week.
They will not play football next week.
The children will not play football next week.

AM / IS / ARE
SUBJECT NOT GOING VERB REST OF THE SENTENCE
TO
I am not going to play football next week.
You are not going to play football next week.
He is not going to play football next week.
John is not going to play football next week.
The boy is not going to play football next week.
She is not going to play football next week.
Angel is not going to play football next week.
The girl is not going to play football next week.
We are not going to play football next week.
You are not going to play football next week.
They are not going to play football next week.
The children are not going to play football next week.

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Interrogative Statements / Questions
WILL SUBJECT VERB REST OF THE SENTENCE
Will I go to Swakopmund next month?
Will you go to Swakopmund next month?
Will he go to Swakopmund next month?
Will John go to Swakopmund next month?
Will the boy go to Swakopmund next month?
Will she go to Swakopmund next month?
Will Angel go to Swakopmund next month?
Will the girl go to Swakopmund next month?
Will we go to Swakopmund next month?
Will you go to Swakopmund next month?
Will they go to Swakopmund next month?
Will the children go to Swakopmund next month?

AM / IS /
ARE SUBJECT GOING TO VERB REST OF THE SENTENCE

Am I going to go to Swakopmund next month?

Are You going to go to Swakopmund next month?
Is He going to go to Swakopmund next month?
Is John going to go to Swakopmund next month?
Is the boy going to go to Swakopmund next month?
Is She going to go to Swakopmund next month?
Is Angel going to go to Swakopmund next month?
Is the girl going to go to Swakopmund next month?
Are We going to go to Swakopmund next month?
Are You going to go to Swakopmund next month?
Are They going to go to Swakopmund next month?
Are the children going to go to Swakopmund next month?

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Present Continuous Tense
In the Present Continuous tense, the action is on-going/ still going on and hence continuous.
The present continuous tense is used to talk about actions that are happening at this current
moment.
Positive Statements
REST OF THE
SUBJECT AM / ARE / IS VERB + ing
SENTENCE
I Am watching television.
You Are watching television.
He Is watching television.
John Is watching Television
The boy Is watching television.
She Is watching television.
Angel Is watching television.
The girl Is watching television.
We are watching television.
You are watching television.
They are watching television.
The children are watching television.
Notice that we use
 'am' with 'I',
 'is' with 'He' and 'She'
 'are' with 'You', 'We' and 'They'
The verb form remains the same for all subjects.

Negative Statements
AM NOT / ARE NOT / REST OF THE
SUBJECT VERB + ing
IS NOT SENTENCE
I am not playing chess.
You are not playing chess.
He is not playing chess.
John is not playing chess.
The boy is not playing chess.
She is not playing chess.
Angel is not playing chess.
The girl is not playing chess.
We are not playing chess.
You are not playing chess.
They are not playing chess.
The men are not playing chess.
Notice that we use
 'am not' with 'I',
 'is not' with 'He' and 'She'
 'are not' with 'You', 'We' and 'They'
The verb form remains the same for all subjects.

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Interrogative Statements / Questions
REST OF THE
AM / ARE / IS SUBJECT VERB
SENTENCE
Am I Reading a book?
Are you Reading a book?
Is he Reading a book?
Is John Reading a book?
Is the boy Reading a book?
Is she Reading a book?
Is Angel Reading a book?
Is the girl Reading a book?
Are we Reading a book?
Are you Reading a book?
Are they Reading a book?
Are the men Reading a book?

Past Continuous Tense

In the Past Continuous tense, the action was ongoing till a certain time in the past. This tense
is used to talk about an action at a particular time in the past.

Positive Statements
REST OF THE
SUBJECT WAS / WERE VERB + ing
SENTENCE
I was sleeping at 11 p.m. last night.
You were sleeping at 11 p.m. last night.
He was sleeping at 11 p.m. last night.
John was sleeping at 11 p.m. last night.
The boy was sleeping at 11 p.m. last night.
She was sleeping at 11 p.m. last night.
Angel was sleeping at 11 p.m. last night.
The girl was sleeping at 11 p.m. last night.
We were sleeping at 11 p.m. last night.
You were sleeping at 11 p.m. last night.
They were sleeping at 11 p.m. last night.
The children were sleeping at 11 p.m. last night.

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Negative Statements
WAS NOT/ WERE REST OF THE
SUBJECT VERB + ing
NOT SENTENCE
I was not listening to music at 4 p.m. yesterday.
You were not listening to music at 4 p.m. yesterday.
He was not listening to music at 4 p.m. yesterday.
John was not listening to music at 4 p.m. yesterday.
The boy was not listening to music at 4 p.m. yesterday.
She was not listening to music at 4 p.m. yesterday.
Angel was not listening to music at 4 p.m. yesterday.
The girl was not listening to music at 4 p.m. yesterday.
We were not listening to music at 4 p.m. yesterday.
You were not listening to music at 4 p.m. yesterday.
They were not listening to music at 4 p.m. yesterday.
The men were not listening to music at 4 p.m. yesterday.

Interrogative Statements / Questions

WAS / WERE SUBJECT VERB (in base form) REST OF THE SENTENCE
Was I eating breakfast at 7 a.m. yesterday?
Were You eating breakfast at 7 a.m. yesterday?
Was He eating breakfast at 7 a.m. yesterday?
Was John eating breakfast at 7 a.m. yesterday?
Was the boy eating breakfast at 7 a.m. yesterday?
Was She eating breakfast at 7 a.m. yesterday?
Was Angel eating breakfast at 7 a.m. yesterday?
Was the girl eating breakfast at 7 a.m. yesterday?
Were We eating breakfast at 7 a.m. yesterday?
Were You eating breakfast at 7 a.m. yesterday?
Were They eating breakfast at 7 a.m. yesterday?
Were the men eating breakfast at 7 a.m. yesterday?

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Future Continuous Tense
The future continuous tense is used to express action at a particular moment in the future.
However, the action will not have finished at the moment.

Positive Statements
SUBJECT WILL BE VERB + ing REST OF THE SENTENCE
I will be Studying at 4 p.m. tomorrow.
You will be Studying at 4 p.m. tomorrow.
He will be Studying at 4 p.m. tomorrow.
John will be Studying at 4 p.m. tomorrow.
The boy will be Studying at 4 p.m. tomorrow.
She will be Studying at 4 p.m. tomorrow.
Angel will be Studying at 4 p.m. tomorrow.
The girl will be Studying at 4 p.m. tomorrow.
We will be Studying at 4 p.m. tomorrow.
You will be Studying at 4 p.m. tomorrow.
They will be Studying at 4 p.m. tomorrow.
The children will be Studying at 4 p.m. tomorrow.

Negative Statements
WILL NOT
SUBJECT VERB + ing REST OF THE SENTENCE
BE
I will not be Playing at 6 p.m. tomorrow.
You will not be Playing at 6 p.m. tomorrow.
He will not be Playing at 6 p.m. tomorrow.
John will not be Playing at 6 p.m. tomorrow.
The boy will not be Playing at 6 p.m. tomorrow.
She will not be playing at 6 p.m. tomorrow.
Angel will not be playing at 6 p.m. tomorrow.
The girl will not be playing at 6 p.m. tomorrow.
We will not be playing at 6 p.m. tomorrow.
You will not be playing at 6 p.m. tomorrow.
They will not be playing at 6 p.m. tomorrow.
The children will not be playing at 6 p.m. tomorrow.

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Interrogative Statements / Questions
REST OF THE
WILL SUBJECT BE VERB + ing
SENTENCE
Will I be sleeping at 7 a.m tomorrow?
Will You be sleeping at 7 a.m tomorrow?
Will He be sleeping at 7 a.m tomorrow?
Will John be sleeping at 7 a.m tomorrow?
Will the boy be sleeping at 7 a.m tomorrow?
Will She be sleeping at 7 a.m tomorrow?
Will Angel be sleeping at 7 a.m tomorrow?
Will the girl be sleeping at 7 a.m tomorrow?
Will We be sleeping at 7 a.m tomorrow?
Will You be sleeping at 7 a.m tomorrow?
Will They be sleeping at 7 a.m tomorrow?
Will the children be sleeping at 7 a.m tomorrow?

Present Perfect Tense

In the Present Perfect tense, the action is complete or has ended and hence termed Perfect.
The exact time when the action happened is not important and hence, it is not mentioned in
this tense.

Positive Statements
VERB (past REST OF THE
SUBJECT HAVE / HAS
participle) SENTENCE
I have seen this movie.
You have seen this movie.
He has seen this movie.
John has seen this movie.
The boy has seen this movie.
She has seen this movie.
Angel has seen this movie.
The girl has seen this movie.
We have seen this movie.
You have seen this movie.
They have seen this movie.
The children have seen this movie.

Notice that we use

 'have' with the subjects 'I', 'You', 'We' and 'They'
 'has' with the subjects 'He' and 'She''
The verb form remains the same for all subjects.

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Negative Statements
HAVE NOT / HAS VERB (past REST OF THE
SUBJECT
NOT participle) SENTENCE
I have not eaten lunch.
You have not eaten lunch.
He has not eaten lunch.
John has not eaten lunch.
The boy has not eaten lunch.
She has not eaten lunch.
Angel has not eaten lunch.
The girl has not eaten lunch.
We have not eaten lunch.
You have not eaten lunch.
They have not eaten lunch.
The children have not eaten lunch.

Notice that we use

 'have not' with the subjects 'I', 'You', 'We' and 'They'
 'has not' with the subjects 'He' and 'She'
The verb form remains the same for all subjects.

Interrogative Statements / Questions

VERB (past REST OF THE
HAVE / HAS SUBJECT
participle) SENTENCE
Have I finished the work?
Have You finished the work?
Has He finished the work?
Has Mohan finished the work?
Has the boy finished the work?
Has She finished the work?
Has Pooja finished the work?
Has the girl finished the work?
Have We finished the work?
Have You finished the work?
Have They finished the work?
Have the men finished the work?

Notice that we use

 'have' with the subjects 'I', 'You', 'We' and 'They'
 'has' with the subjects 'He' and 'She'
The verb form remains the same for all subjects.

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Past Perfect Tense
The Past Perfect tense is used to express something that happened before another action in
the past.

Positive Statements
VERB (past REST OF THE
SUBJECT HAD
participle) SENTENCE
I had finished the work.
You had finished the work.
He had finished the work.
John had finished the work.
The boy had finished the work.
She had finished the work.
Angel had finished the work.
The girl had finished the work.
We had finished the work.
You had finished the work.
They had finished the work.
The children had finished the work.

Negative Statements
VERB (past REST OF THE
SUBJECT HAD NOT
participle) SENTENCE
I had not talked to my brother.
You had not talked to my brother.
He had not talked to my brother.
John had not talked to my brother.
The boy had not talked to my brother.
She had not talked to my brother.
Angel had not talked to my brother.
The girl had not talked to my brother.
We had not talked to my brother.
You had not talked to my brother.
They had not talked to my brother.
The children had not talked to my brother.

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Interrogative Statements / Questions
VERB (past REST OF THE
HAD SUBJECT
participle) SENTENCE
Had I seen the movie?
Had you seen the movie?
Had he seen the movie?
Had John seen the movie?
Had the boy seen the movie?
Had she seen the movie?
Had Angel seen the movie?
Had the girl seen the movie?
Had we seen the movie?
Had you seen the movie?
Had they seen the movie?
Had the men seen the movie?

Future Perfect Tense

The Future Perfect tense expresses an action that will occur in the future before another
action or time in the future.

Positive Statements
VERB (past
SUBJECT WILL HAVE REST OF THE SENTENCE
participle)
I will have eaten by half past nine.
You will have eaten by half past nine.
He will have eaten by half past nine.
John will have eaten by half past nine.
The boy will have eaten by half past nine.
She will have eaten by half past nine.
Angel will have eaten by half past nine.
The girl will have eaten by half past nine.
We will have eaten by half past nine.
You will have eaten by half past nine.
They will have eaten by half past nine.
The children will have eaten by half past nine.

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Negative Statements
VERB (past
SUBJECT WILL NOT HAVE REST OF THE SENTENCE
participle)
I will not have finished my assignment by Monday.
You will not have finished my assignment by Monday.
He will not have finished my assignment by Monday.
John will not have finished my assignment by Monday.
The boy will not have finished my assignment by Monday.
She will not have finished my assignment by Monday.
Angel will not have finished my assignment by Monday.
The girl will not have finished my assignment by Monday.
We will not have finished my assignment by Monday.
You will not have finished my assignment by Monday.
They will not have finished my assignment by Monday.
The children will not have finished my assignment by Monday.

Interrogative Statements / Questions

REST OF THE
WILL SUBJECT HAVE VERB
SENTENCE
Will I have joined the course by Thursday?
Will You have joined the course by Thursday?
Will He have joined the course by Thursday?
Will John have joined the course by Thursday?
Will the boy have joined the course by Thursday?
Will She have joined the course by Thursday?
Will Angel have joined the course by Thursday?
Will the girl have joined the course by Thursday?
Will We have joined the course by Thursday?
Will You have joined the course by Thursday?
Will They have joined the course by Thursday?
Will the children have joined the course by Thursday?

Present Perfect Continuous Tense

In the Present Perfect Continuous tense, the action has been taking place for some time and is
still ongoing. The duration for which the action has been going on is usually mentioned in the
present perfect continuous tense.

126
Positive Statements
HAVE BEEN/ REST OF THE
SUBJECT VERB + ing
HAS BEEN SENTENCE
I have been waiting for an hour.
You have been waiting for an hour.
He has been waiting for an hour.
John has been waiting for an hour.
The boy has been waiting for an hour.
She has been waiting for an hour.
Angel has been waiting for an hour.
The girl has been waiting for an hour.
We have been waiting for an hour.
You have been waiting for an hour.
They have been waiting for an hour.
The children have been waiting for an hour.

Notice that we use

 'have been' with the subjects 'I', 'You', 'We' and 'They'
 'has been' with the subjects 'He' and 'She'
The verb form remains the same for all subjects.

Negative Statements
HAVE NOT BEEN / REST OF THE
SUBJECT VERB + ing
HAS NOT BEEN SENTENCE
I have not been Living in London since March.
You have not been Living in London since March.
He has not been Living in London since March.
John has not been Living in London since March.
The boy has not been Living in London since March.
She has not been Living in London since March.
Angel has not been Living in London since March.
The girl has not been Living in London since March.
We have not been Living in London since March.
You have not been Living in London since March.
They have not been Living in London since March.
The children have not been Living in London since March.
Notice that we use
 'have not been' with the subjects 'I', 'You', 'We' and 'They'
 'has not been' with the subjects 'He' and 'She'
The verb form remains the same for all subjects.

127
Interrogative Statements / Questions
VERB + REST OF THE
HAVE / HAS SUBJECT BEEN
ing SENTENCE
Have I been working hard for the last three days?
Have you been working hard for the last three days?
Has he been working hard for the last three days?
Has John been working hard for the last three days?
Has the boy been working hard for the last three days?
Has she been working hard for the last three days?
Has Angel been working hard for the last three days?
Has the girl been working hard for the last three days?
Have we been working hard for the last three days?
Have you been working hard for the last three days?
Have they been working hard for the last three days?
Have the men been working hard for the last three days?

Notice that we use

 'have' with the subjects 'I', 'You', 'We' and 'They'
 'has' with the subjects 'He' and 'She'
The verb form remains the same for all subjects
Past Perfect Continuous Tense
The Past Perfect Continuous tense is used to express something that started in the past and
continued until another time in the past.

Positive Statements
SUBJECT HAD BEEN VERB + ing REST OF THE SENTENCE
I had been standing at the bus stop for thirty minutes.
You had been standing at the bus stop for thirty minutes.
He had been standing at the bus stop for thirty minutes.
John had been standing at the bus stop for thirty minutes.
The boy had been standing at the bus stop for thirty minutes.
She had been standing at the bus stop for thirty minutes.
Angel had been standing at the bus stop for thirty minutes.
The girl had been standing at the bus stop for thirty minutes.
We had been standing at the bus stop for thirty minutes.
You had been standing at the bus stop for thirty minutes.
They had been standing at the bus stop for thirty minutes.
The children had been standing at the bus stop for thirty minutes.

128
Negative Statements
REST OF THE
SUBJECT HAD NOT BEEN VERB + ing
SENTENCE
I had not been exercising at the gymnasium.
You had not been exercising at the gymnasium.
He had not been exercising at the gymnasium.
John had not been exercising at the gymnasium.
The boy had not been exercising at the gymnasium.
She had not been exercising at the gymnasium.
Angel had not been exercising at the gymnasium.
The girl had not been exercising at the gymnasium.
We had not been exercising at the gymnasium.
You had not been exercising at the gymnasium.
They had not been exercising at the gymnasium.
The children had not been exercising at the gymnasium.

Interrogative Statements / Questions

VERB + REST OF THE
HAD SUBJECT BEEN
ing SENTENCE
Had I been waiting for a long time?
Had You been waiting for a long time?
Had He been waiting for a long time?
Had John been waiting for a long time?
Had the boy been waiting for a long time?
Had She been waiting for a long time?
Had Angel been waiting for a long time?
Had the girl been waiting for a long time?
Had We been waiting for a long time?
Had You been waiting for a long time?
Had They been waiting for a long time?
Had the men been waiting for a long time?

129
Future Perfect Continuous Tense
Future Perfect Continuous is used to talk about an on-going action before some point in the
future.

Positive Statements
WILL HAVE
SUBJECT VERB + ing REST OF THE SENTENCE
BEEN
I will have been watching television for four hours when you come home.
You will have been watching television for four hours when you come home.
He will have been watching television for four hours when you come home.
John will have been watching television for four hours when you come home.
The boy will have been watching television for four hours when you come home.
She will have been watching television for four hours when you come home.
Angel will have been watching television for four hours when you come home.
The girl will have been watching television for four hours when you come home.
We will have been watching television for four hours when you come home.
You will have been watching television for four hours when you come home.
They will have been watching television for four hours when you come home.
The children will have been watching television for four hours when you come home.

Negative Statements
WILL NOT HAVE
SUBJECT VERB + ing REST OF THE SENTENCE
BEEN
I will not have been waiting for too long when Kaboyi arrives.
You will not have been waiting for too long when Kaboyi arrives.
He will not have been waiting for too long when Kaboyi arrives.
John will not have been waiting for too long when Kaboyi arrives.
The boy will not have been waiting for too long when Kaboyi arrives.
She will not have been waiting for too long when Kaboyi arrives.
Angel will not have been waiting for too long when Kaboyi arrives.
The girl will not have been waiting for too long when Kaboyi arrives.
We will not have been waiting for too long when Kaboyi arrives.
You will not have been waiting for too long when Kaboyi arrives.
They will not have been waiting for too long when Kaboyi arrives.
The children will not have been waiting for too long when Kaboyi arrives.

130
Interrogative Statements / Questions
VERB +
WILL SUBJECT HAVE BEEN REST OF THE SENTENCE
ing
Will I have been playing cricket for more than two hours when it gets dark?
Will You have been playing cricket for more than two hours when it gets dark?
Will He have been playing cricket for more than two hours when it gets dark?
Will John have been playing cricket for more than two hours when it gets dark?
Will the boy have been playing cricket for more than two hours when it gets dark?
Will She have been playing cricket for more than two hours when it gets dark?
Will Angel have been playing cricket for more than two hours when it gets dark?
Will the girl have been playing cricket for more than two hours when it gets dark?
Will We have been playing cricket for more than two hours when it gets dark?
Will You have been playing cricket for more than two hours when it gets dark?
Will They have been playing cricket for more than two hours when it gets dark?
the
Will have been playing cricket for more than two hours when it gets dark?
children

Activity 1
Rewrite each of the sentence below by choosing your preferred pronoun and identify the verb
tense for each in the spaces provided:
1. I, You, We, They: travel every day.

Sentence:___________________________________________________________(2)

Verb tense: __________________________________________(1)

2. He, She, It: travels every day.

Sentence:__________________________________________________________ (2)

Verb tense: __________________________________________(1)

3. I: am traveling right now.

Sentence:___________________________________________________________(2)

Verb tense: __________________________________________(1)

4. You, We, They: are traveling right now.

Sentence:___________________________________________________________(2)

Verb tense: __________________________________________(1)

131
5. He, She, It: is traveling right now.
Sentence:___________________________________________________________(2)

Verb tense: ___________________________________________(1)

6. I, You, We, They: have travelled to France.

Sentence:___________________________________________________________(2)

Verb tense: __________________________________________(1)

7. He, She, It: has travelled to France.

Sentence:___________________________________________________________(2)

Verb tense: __________________________________________(1)

8. I, You, We, They: have been traveling for a day.

Sentence:___________________________________________________________(2)
Verb tense: __________________________________________(1)
9. He, She, It: has been traveling for a day.
Sentence:__________________________________________________________ (2)
Verb tense: __________________________________________(1)
10. I, You, We, They, He, She, It: travelled to France yesterday.
Sentence:___________________________________________________________(2)

Verb tense: __________________________________________(1)

11. I, He, She, It: was traveling by bus when the deer crossed the road.

Sentence:___________________________________________________________(2)
Verb tense: __________________________________________(1)
12. You, We, They: were traveling when the deer crossed the road.
Sentence:___________________________________________________________(2)
Verb tense: __________________________________________(1)
13. I, You, We, They, He, She, It: had travelled by car when the bus arrived.
Sentence:___________________________________________________________(2)
Verb tense: __________________________________________(1)
14. I, You, We, They, He, She, It: had been traveling for one hour when the car broke
down.

Sentence:___________________________________________________________(2)

Verb tense: __________________________________________(1)

132
15. I, You, We, They, He, She, It: will travel to France tomorrow.

Sentence:___________________________________________________________(2)

Verb tense: __________________________________________(1)

16. I, You, We, They, He, She, It: will be traveling when you arrive.

Sentence:___________________________________________________________(2)

Verb tense: __________________________________________(1)

17. I, You, We, They, He, She, It: will have travelled to France by the time you arrive.
Sentence:___________________________________________________________(2)

Verb tense: __________________________________________(1)

18. I, You, We, They, He, She, It: will have been traveling for one hour when you arrive.

Sentence:___________________________________________________________(2)

Verb tense: __________________________________________(1)

[54]

133
Activity 2
Complete each sentence with the simple present form of the verb in parentheses. Circle the
reason that the simple present is used.
1. I ______________________ (eat) lunch in the cafeteria every day but Friday.(1)
Habitual action Custom Fact Future time (1)
2. Julia ______________________ (carry) a heavy backpack to school every day. (1)
Habitual action Custom Fact Future time (1)
3. You speak ____________________ (speak) English well. (1)
Habitual action Custom Fact Future time (1)
4. During the holidays, we always ______________________(make) special meals.(1)
Habitual action Custom Fact Future time (1)
5. He _____________________ (watch) television every night. (1)
Habitual Custom Fact Future time (1)

6. My roommate _____________________ (say) a prayer before he eats. (1)

Habitual Custom Fact Future time (1)

7. The game __________________________ (begin) in an hour. (1)

Habitual Custom Fact Future time (1)
8. We _________________________ (wear) traditional dress on holidays. (1)
Habitual Custom Fact Future time (1)
9. Most people ________________________ (shake) hands when they first (meet). (1)
Habitual Custom Fact Future time(1)
10. Trees _________________________ (grow) tall in the Pacific Northwest. (1)
Habitual Custom Fact Future time (1)
[20]

134
Activity 3
Using the words in parenthesis, complete the text below with the appropriate tenses:
1. Every Monday, Sally (drive) ________________her kids to football practice.
2. Usually, I (work) ___________________ as a secretary at Kandjimi Senior
Secondary School, but this summer I (study) __________________ Portuguese at a
language school in Windhoek. That is why I am in Windhoek.
3. Shhhhh! Be quiet! John (sleep) _______________________.
4. Don't forget to take your umbrella. It (rain) _______________________.
5. I hate living in Swakopmund because it (rain, always) _______________________.
6. I'm sorry I can't hear what you (say) _______________ because everybody
(talk) ___________________ so loudly.
7. Justin (write, currently) ____________________ a book about his adventures in
Tibet. I hope he can find a good publisher when he is finished.
8. Selma: Do you want to come over for dinner tonight?
Peter: Oh, I'm sorry, I can't. I (go) ____________________ to a movie tonight with
some friends.
9. The business cards (be, normally) ______________________ printed by a company
in Rundu. Their prices (be) __________________ inexpensive, yet the quality of their
work is quite good.
10. This delicious chocolate (be) ___________________ made by a small chocolatier in
Zurich, Switzerland.
[Total: 10]

135
Activity 4
Fill in the present continuous/progressive tense. Use the verbs in brackets.

1. I'm busy now because I _________________ the house. (clean)

2. ___________ they _______________ lunch? (prepare)
3. The girls ____________ an email to their friend. (write)
4. Her friends ________________ in the park. (not play)
5. They __________________ his birthday. (celebrate)
6. Do you have time to talk? Sorry, but I _________________. (study)
7. Peter ________________ his best friend. (phone)
8. He _________________ a green baseball cap. (wear)
9. They ________________ for the key. (look)
10. Hurry! The bus ______________. (come)
11. He __________________his teeth. (clean)
12. Why ___________ you ______________? (laugh)
13. Please listen to me. I __________________ to you. (talk)
14. Frank and May _____________ at the party. (dance)
15. She _____________ her presents. (open)
[Total: 15]

136
5.2. Objective: Use conditionals correctly
Competency: Use zero conditional for present, real/factual situations

If +Present Simple + Present Simple

Examples:
1. If babies are hungry, they cry.
2. If you sleep, you feel better.

2.2. Use first conditionals for future real/factual situations, something is likely to
happen.
If + Present Simple +Future Simple (will + infinitive)
Examples:
1. If she reads this book, she will pass her exam.
2. If I promise something, I will do it.

2.3. Use second conditionals for present or future unreal imaginary situations,
something might happen.
If + Past Simple + would + infinitive
Examples:
1. If I won a car, I would sell my old one.
2. If I were you, I would phone her.

2.4. Use third conditionals for past unreal, imaginary situations.

If + Past Perfect + would + have + Past Participle
Examples:
1. If I had gone to bed early, I would have been more energetic at work.
2. If I had phoned him, I would have asked him about it.

Activity 1
Complete the following conditionals from zero to third conditionals:
1. If I drink coffee at night, _____________________________________.
2. If I drink coffee to night, _______________________________________________.
3. If I drank coffee tonight, ________________________________________________.
4. If I had drunk coffee last night, ___________________________________________.
[Total: 4]

137
Activity 2
Put in the correct phrases and form a conditional sentence (type I, II, III). Watch
the underlined verbs.
1. If we meet at 9:30, we _a.____________(to have) plenty of time.
2. Lisa would find the milk if she _b.____________ (to look) in the fridge.
3. The zookeeper would have punished her with a fine if she _c.___________(to feed) the
animals.
4. If you spoke louder, your classmates _d._____________ (to understand) you.
5. Dan e._________________ (to arrive) safe if he drove slowly.
6. You_f._________________ (to have) no trouble at school if you had done your
homework.
7. If you_g._________________ (to swim) in this lake, you'll shiver from cold.
8. The door will unlock if you_h.__________________ (to press) the green button.
9. If Kamati _e.___________________ (to ask) her teacher, he'd have answered her
questions.
10. I __f._________________ (to call) the office if I was/were you.
[Total: 10]
Activity 3
Conditional Sentences Type I
Complete the Conditional Sentences Type I.
1. If you (go)________________out with your friends tonight, I (watch) _______________
the football match on TV.
2. I (earn) _________________a lot of money if I (get)____________________ that job.
3. If she (hurry / not) _________________, we (miss)_____________________the bus.
[Total: 6]

Activity 4
Conditional Sentences Type II

Complete the Conditional Sentences Type II.

1. If he (try)________________harder, he (reach)______________________ his goals.
2. I (buy)______________________ these shoes if they (fit_____________________ .
3. It (surprise / not)_________________me if he (know / not)_______________ the
answer.
[Total: 6]

138
Activity 5
Conditional Sentences Type III

Complete the Conditional Sentences Type III.

1. If we (listen) ________________to the radio, we (hear) _________________ the news.
2. If you (switch)_____________on the lights, you (fall / not)____________ over the chair.
3. She (come)________________ to our party if she (be / not)______________ on holiday.
[Total: 6]
Activity 6
Conditional Sentences Type I, II or III

Complete the Conditional Sentences with the correct form (Type I, II or III).
1. If I ________________________stronger, I'd help you carry the piano.
2. If we'd seen you, we ____________________________________.
3. If we ________________________ him tomorrow, we'll say hello.
4. He would have repaired the car himself if he __________________________the tools.
5. If you drop the vase, it_______________________________________.
6. If I hadn't studied, I ______________________________________ the exam.
7. I wouldn't go to school by bus if _____________________________a driving licence.
8. If she __________________________him every day, she'd be lovesick.
9. I _________________________________ to London if I don't get a cheap flight.
10. We'd be stupid if we___________________________________ him about our secret.
[Total: 10]

139
5.3. Objective: Use appropriate grammatical structures correctly in writing
Competency: Identify and use articles correctly (a, an, the)

Definition of Articles

An article is a word used to modify a noun, which is a person, place, object, or idea.
Technically, an article is an adjective, which is any word that modifies a noun. Usually
adjectives modify nouns through description, but articles are used instead to point out or refer
to nouns. There are two different types of articles that we use in writing and conversation to
point out or refer to a noun or group of nouns: definite and indefinite articles.

Two types of article

Definite Article

- This article is the word 'the,' and it refers directly to a specific noun or groups of nouns.

Examples:
1. Please give me the hammer.
2. Please give me the red hammer; the blue one is too small.
3. Please give me the nail.
4. Please give me the large nail; it’s the only one strong enough to hold this painting.
5. Please give me the hammer and the nail.

Indefinite Articles

- Indefinite articles are the words 'a' and 'an’. Each of these articles is used to refer to a
noun, but the noun being referred to is not a specific person, place, object, or idea. It can
be any noun from a group of nouns.

Examples:
1. Please hand me a book; any book will do.
2. Please hand me an autobiography; any autobiography will do.

Article Usage with Examples

Properly using a definite article is fairly straightforward, but it can be tricky when you are
trying to figure out which indefinite article to use. The article choice depends on the sound at
the beginning of the noun that is being modified. There is a quick and easy way to remember
this.

If the noun that comes after the article begins with a vowel sound, the appropriate indefinite
article to use is 'an.' A vowel sound is a sound that is created by any vowel in the English
language: 'a,' 'e,' 'i,' 'o,' 'u,' and sometimes 'y' if it makes an 'e' or 'i' sound.

Examples:
a) an advertisement on the radio (this noun begins with 'a,' which is a vowel)
b) an element on the periodic table (this noun begins with 'e,' which is also a vowel)

140
If the noun that comes after the article begins with a consonant sound, the appropriate
indefinite article to use is 'a.' A consonant sound is a sound that comes from the letters that
are not the vowels in the English language.

Examples:
a) a tire on my car (the noun the article modifies begins with 't,' which is a consonant)
b) a baboon at the zoo (the noun the article modifies begins with 'b,' which is also a
consonant).

Exceptions: Choosing A or An
There are a few exceptions to the general rule of using a before words that start with consonants
and an before words that begin with vowels. The first letter of the word honour, for example,
is a consonant, but it’s unpronounced. In spite of its spelling, the word honour begins with a
vowel sound. Therefore, we use an.

Consider the example in the sentences below for an illustration of this concept.
1. My mother is an honest woman. Correct
2. My mother is a honest woman. Incorrect

Similarly, when the first letter of a word is a vowel but is pronounced with a consonant
sound, use a, as in the sample sentence below:
1. She is a United States senator. Correct
2. She is an United States senator. Incorrect
NB: This holds true with acronyms and initialisms, too: an LCD display, a UK-based
company, an HR department, a URL.

Omission of Articles
Occasionally, articles are omitted altogether before certain nouns. In these cases, the article is
implied but not actually present. This implied article is sometimes called a “zero article.” Often,
the article is omitted before nouns that refer to abstract ideas.

Look at the following examples:

1. Let’s go out for dinner tonight. Correct
2. Let’s go out for a dinner tonight. Incorrect
3. Creativity is a valuable quality in children. Correct
4. The creativity is a valuable quality in children. Incorrect

Many languages and nationalities are not preceded by an article.

Consider the example below:

1. I studied French in high school for four years. Correct
2. I studied the French in high school for four years. Incorrect

Sports and academic subjects do not require articles. See the sentences below for
reference:
1. I like to play baseball. Correct
2. I like to play the baseball. Incorrect
3. My sister was always good at math. Correct
4. My sister was always good at the math. Incorrect

141
Activity 1
Fill in the article a, an or the where necessary. Choose x where no article is used.
1. I like _____blue T-shirt over there better than ________red one.
2. Their car does 150 miles _________hour.
3. Where's ________USB drive I lent you last week?
4. Do you still live in _________Rundu?
5. Is your mother working in __________old office building?
6. Kahili's father works as __________electrician.
7. The tomatoes are N$10.00 ___________kilo.
8. What do you usually have for __________breakfast?
9. Ben has _________terrible headache.
10. After this tour you have __________whole afternoon free to explore the city.
[Total: 10]

Activity 2
Decide whether to use the definite article the or not, delete the word/s in italics that is
not appropriate.
1. My grandmother likes flowers/the flowers very much.
2. I love flowers/the flowers in your garden.
3. See you on Wednesday/the Wednesday.
4. I always listen to radio/the radio in the morning.
5. Alex goes to work by bus/the bus.
6. Don't be late for school/the school.
7. Listen! Dennis is playing drums/the drums.
8. We often see our cousins over Easter/the Easter.
9. She has never been to coast/the coast before.
10. What about going to Nkurenkuru in February/the February?
[Total: 10]

Activity 3
Which article a or an can be put before the following words or phrases?
1. _____bird.
2. ________Namibian band.
3. ________comic.
4. ________ pilot.
5. ________English book.
6. ________aunt.
7. ________answer.
8. ________elephant.
9. ________ invitation.
10. ________new desk.
[Total: 10]

142
5.4. Objective: Use appropriate grammatical structures in speech and writing
Competency: Identify and use pronouns appropriately:

What is a pronoun?
A pronoun is a word that is used instead of a noun or noun phrase. Pronouns refer to either
a noun that has already been mentioned or to a noun that does not need to be named
specifically.

Pronoun Rules
There are a few important rules for using pronouns. As you read through these rules and the
examples in the next section, notice how the pronoun rules are followed. Soon you’ll see that
pronouns are easy to work with.
1. Subject pronouns may be used to begin sentences. For example: We did a great job.
2. Subject pronouns may also be used to rename the subject. For example: It was she
who decided we should go to Hawaii.
3. Indefinite pronouns don’t have antecedents. They are capable of standing on their
own. For example: No one likes the sound of fingernails on a chalkboard.
4. Object pronouns are used as direct objects, indirect objects, and objects of
prepositions. These include: you, me, him, her, us, them, and it. For example: David
talked to her about the mistake.
5. Possessive pronouns show ownership. They do not need apostrophes. For example:
The cat washed its

Types of pronouns
1. Personal Pronouns
The most common pronouns are the personal pronouns, which refer to the person or people
speaking or writing (first person), the person or people being spoken to (second person), or
other people or things (third person). Like nouns, personal pronouns can function as either
the subject of a verb or the object of a verb or preposition: "She likes him, but he loves her."
Most of the personal pronouns have different subject and object forms:

as a subject
1st person I we
2nd person You you
3rd person he, she, it they

as an object
st
1 person Me us
2nd person You you
3rd person him,her,it them

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 SINGULAR PLURAL
Subjective Objective Possessive Subjective Objective Possessive
1st Person I Me my, mine we us our, ours
nd
2 person you You your, yours you you your, yours
rd
3 person he him His they them their, theirs
she her her, hers
it it its

2. Demonstrative pronouns
This That these those

- Can also be used as determiners:

Example: Hand me that hammer. (that describes the noun hammer)
- Can also be used as qualifiers:
Example: She wanted that much money? (that describes the adjective much)
- Distinguish the person or thing being referred to from other people or things.
- They are identical to the demonstrative adjectives.

3. Reflexive / Intensive Pronouns : the "self" pronouns

myself yourself himself herself Itself ourselves yourselves themselves

- Can be used only to reflect or intensify a word already there in the sentence.
- Reflexive / intensive pronouns CANNOT REPLACE personal pronouns

Examples:
1. I saw myself in the mirror. (Myself is a reflexive pronoun, reflecting the pronoun I.)
2. I’ll do it myself. (Myself is an intensive pronoun, intensifying the pronoun I.)

4. Indefinite pronouns
Everybody Either none something

- Do not refer to a specific person or thing, refer to an unidentified or unfamiliar person

or thing.

Singular:
One Someone Anyone no one everyone
Each Somebody Anybody nobody everybody
(n) either Something Anything nothing Everything
Examples
1. Somebody is coming to dinner.
2. Neither of us believes a word Harry says.

Plural:
Both Few Several
Examples:
1. Both are expected at the airport at the same time.
2. Several have suggested cancelling the meeting.

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Singular with non-countable / Plural with countable:
Some any None all Most
Examples:
1. Some of the dirt has become a permanent part of the rug.
2. Some of the trees have been weakened by the storm.

Indefinite pronouns use apostrophes to indicate possessive case.

Examples
1. The accident is nobody’s fault.
2. How will the roadwork affect one's daily commute?

Some indefinite pronouns may also be used as determiners.

one, each, either, neither, some, any, one, all, both, few, several, many, most

Note the differences:

Each person has a chance.
(Each is a determiner describing person.)

Each has a chance.

(Each is an indefinite pronoun replacing a noun.)

Both lawyers pled their cases well.

(Both is a determiner describing lawyers.)

Both were in the room.

(Both is an indefinite pronoun replacing a noun.)

5. Interrogative pronouns
Who Whose Whom which what

- Interrogative pronouns produce information questions that require more than a “yes” or
“no” answer.
- Introduce questions for which a noun is the answer, as in "which do you prefer?"
Examples:
1. What do you want?
2. Who is there?
3. Who will come to the party?
4. Which do you prefer?
5. What do you need?
6. Whose clothes are on the floor?
7. Whom did you tell?
NB: Whom and who are often confused, and even native speakers will use them
incorrectly. Who will replace the subject of a sentence, whereas whom will replace the direct or
indirect object. A good tip for deciding which to use is that you can replace who in the sentence
with a personal pronoun and it will still make sense. Who will come to the party? I will come to
the party. The same system would not work for Whom did you tell? I did you tell.

145
6. Possessive pronouns
Mine Its hers His yours ours theirs whose

- Refer to things or people that belong to someone.

Examples:
1. Are these bananas yours?
2. This money is ours.
3. Is the fault theirs or yours?

7. Relative pronouns
Who Which That whom whose

- Refer to nouns mentioned previously, acting to introduce an adjective (relative) clause.

They will usually appear after a noun to help clarify the sentence or give extra
information.

Consider the following sentence:

- The man who stole the car went to jail. The relative pronoun who acts to refer back to the
noun man. It acts to open a clause by identifying the man as not just any man, but the one
who stole the car.
Examples:
1. The table, which sits in the hallway, is used for correspondence.
2. The car that crashed into the wall was blue.
3. This is the woman, whose key you found.

The words it and there can also be used like pronouns when the rules of grammar require a
subject but no noun is actually being referred to. Both are usually used at the beginning of
a sentence or clause, as in "It was almost noon" and "There is some cake left." These are
sometimes referred to as expletives.

Note:
1. Use who, whom, and whose to refer to people.
2. Use that and which to refer to things.

146
Activity 1
Choose the best answer to complete each sentence.

1. This is __________ speaking.

A. John
B. He
C. He john
D. Am

2. Greg is as smart as __________ is.

A. I
B. me
C. she
D. we

3. The dog chewed on __________ favorite toy.

A. it’s
B. it is
C. its’
D. its

4. It could have been __________ .

A. Jerry
B. anyone
C. better
D. more difficult

5. Terry is taller than __________ am.

A. I
B. me
C. she
D. we
[Total: 5]

147
Activity 2
As you read through this list of pronouns, remember that each one of these pronouns is a word
that can be used to take the place of a noun. Think about ways to use the pronouns on this list
in sentences, as this will increase your understanding.

I this something
we these few
me that many
us those both
you anybody several
she anyone any
he anything all
her each some
him either most
they everyone none
them everybody myself
it everything yourself
that nobody ourselves
which neither yourselves
who no one herself
whom nothing himself
whose somebody themselves
whichever one itself
whoever someone who
whomever what
which
whose
whom

148
Activity 3
Put in the relative who, which or whose where necessary. Type an x if the relative pronoun can
be left out.
1. This is the boy__________had an accident.
2. Yesterday I saw a car _____________ was really old.
3. Mandy is the girl ___________ I met on Friday.
4. I haven't seen Frank,_____________ brother is five, for a long time now.
5. The robber stole the car ___________the lady parked in front of the supermarket.
6. This is the man ____________house is on fire.
7. Can I talk to the girl ___________is sitting on the bench?
8. The book ____________you gave me is great.
9. She likes hamburgers _____________are hot.
10. Bill Clinton, _______________ was President of the USA, has only one daughter.
[Total: 10]

Activity 4
Choose the appropriate pronoun for each of the following sentence.
1. Is that your/yours ______________pen? → Is it your/yours______________?
2. This is mine/my _________house. → It's mine/my _______________.
3. They're their/theirs ___________children. → They're their/theirs ____________.
4. She lost her/hers _____________book. → She lost her/hers
5. These are our/ours _________folders. → These are our/ours _________________.
6. I like mine/my _________ smartphone. → I like my/mine______________.
7. This is theirs/their ___________Ferrari. → This is their/theirs ______________.
8. Where is your/yours ________key? → Where's your/yours _____________?
9. Can I use hers/her __________mobile? → Can I use hers/her ____________?
10. Is this ours/our __________present? → Is this ours/our ________________?
[Total: 20]

149
Activity 5
Decide whether who or whose is used.
1. He knows the girl ________ has three dogs.
2. This is Gerry _________saw a rabbit in our garden.
3. This is John _________laptop was stolen this morning.
4. Mrs Ndara, ________ father is a painter, came to Rundu in 1950.
5. I talked to the man _________ lives in High Street.
6. James Watt was an inventor ______ideas changed the world.
7. Doris is the lady ________got the first prize.
8. Ethan, _________ is Isabella's boyfriend, plays badminton.
9. What do you call someone _________lives in Texas?
10. The Hainguras, _______ son went to the USA, are selling their house.
[Total: 10]

150
5.5. Objective: Use appropriate grammatical structures in speech and writing
Competency: Identify and use nouns appropriately:

Definition:
Nouns name people, places, and things. Every noun can be further be classified as common or
proper.

Common nouns can be the name of a particular person, place, thing or just an idea e.g man, cat,
town, show.

Proper nouns can be the name of a person, place, thing or idea. A proper noun has two features:
1. It will name a specific (usually one of a kind) item
2. It will begin with a capital no matter where it occurs in a sentence.

Examples
A. Family names
Tom, Smith, Sikongo, Chaka, Kamwi, Matumbo, Situnda, Sikwaya, Makozo, Katara,
Johannes, Thomas, etc.

B. Title, terms of address

Mrs Shintango, Sir Bob, Lady Jones, Uncle Jeremy, Miss Luckson, Madam Sipipa

C. Towns, cities, villages, road, street

Towns: Katima Mulilo, Rundu, Oshakati, Rehoboth,
Cities: Windhoek, New York, Gaborone, Lusaka, Harare
Villages: Kakuro, Ncamagoro, Muparara, Siyena, Mahenzere, Insu
Roads: Independence Avenue, Willem Mpasi St
Streets: Dr Sam Nujoma Street, Kapelwa Street, Malena Street

D. Continents, countries,
Continents: Africa, Asia, Europe, South America, North America
Countries: Namibia, Zambia, Angola, Botswana, South Africa, Lesotho, Swaziland

E. Institutions, teams, clubs

Institution: British Society
Teams: Kavango United Team
Clubs: Manchester United

F. Days of the week; months

Days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
Months: January, February, March, April, May, June …

G. Ships
Ships: SS Great Britain, Titanic

151
 COMMON NOUNS PROPER NOUNS

restaurant KFC
chocolate Francis Sifiso Nyathi
laptop Sony
car Porsche
suit Giorgio Armani
subject Maths
lizard Komodo Dragon
toy Barbie
movie Spiderman
drink Pepsi
singer Zondie Zamungome
teacher Oreo
city Windhoek
school University of Namibia
writer Mr. PK Muyutu

H. Religions, events, festivals

Religions: Buddhism, Hinduism, Christianity, Islam
Events: Olympic Games, Africa Cup of Nations
Festivals: New Year, Christmas,

Examples of both common and proper nouns

More notes and explanations

152
153
Activity 1:
When I arrived at their house, the big dog, which is called Rover, was barking loudly because it
was lonely.
Identify the underlined nouns

[i] house: ……………………………………………..

[ii] dog: ……………………………………………….

[iii] Rover: …………………………………………….

[Total: 3]

Activity 2
Charlie wanted an easy teacher for his composition class, but he got Ms Sindimba, whose short
temper and unreasonable demands made the semester a torture.
Identify the underlined nouns

[i] Charlie: …………………………………………..

[ii] teacher: …………………………………………

[iii] Ms Sindimba: ……………………………………

[Total: 3]

Activity 3:
Gloria wanted to try a new restaurant, so Patrick took her to Passionate, where no one dips
into the hot sauce until the drinks have arrived.
Identify the underlined nouns

[i] Gloria: ………………………………………………

[ii] restaurant: …………………………………………

[iii] Patrick: …………………………………………….

[iv] Passionate: ……………………………………….

[v] sauce: ………………………………………………

[Total: 5]

154
Activity 4: Study the words below and distinguish between proper and common nouns. Write
the words under the correct column

Barack Obama Oprah Rundu February

television police station dog episode

story sports field music Honda

Nokia Samsung career English Rukwangali

teacher sports Kalimbwe Sikongo book

checkpoint Toyota Oxford Dictionary girl man

Isuzu Christmas New Year boy

Proper Nouns Common Nouns

155
5.6. Objective: Use appropriate grammatical structures correctly in speech and writing
Competency: Identify and use the active and passive voice as appropriate

Tip: Before anything else, first identify three (3) things in a sentence:
- the subject
- the object and
- the verb.

Subject = the part of the sentence which is carrying out the action
Object = the part of the sentence to which action is being done
Verb = the action done
Example: The boy (subject) kicks (verb) the ball (object).

Basic Rules for changing Active Voices into Passive Voices

Rule No. 1: The structure of a sentence will be reversed in Passive voice. The places of the
Subject and the Object will interchange. The subject will shift to the place of the Object and the
object will take the place of Subject in Passive Voice.

Example
Active voice: He buys a camera.
Passive voice: A camera is bought by him.

Rule No. 2: Only the Past Participle Form or 3rd form of the verb (e.g. eaten etc) will always be
used as the main verb in Passive Voice for all tenses. No other form of the verb will be used as
main verb.

Rule No. 3: The word “by” will be used before the subject in the Passive Voice.

Example:
Active Voice: She drinks water.
Passive Voice: Water is drunk by her.

Rule No. 4: Other words such as ‘with’ or ‘to’ may also be used instead of the word ‘by’
depending upon the subject of the sentence. These words are used in very few cases. The word
‘by’ is used in the most cases.

Examples:
Active voice: I know him.
Passive voice: He is known to me.
Active voice: Water fills a tub.
Passive voice: A tub is filled with water.

Rule No. 5: The auxiliary verb will be changed in Passive Voice depending upon the tense of the
sentence in its Active Voice.

156
Rule No. 6: The subject may not always be mentioned in Passive Voice. Passive voice for some
sentences can also be written without having subject, if it gives clear idea about the subject.
Examples:
Active Voice: Women are not treated as equals.
Passive Voice: Sugar in sold kilograms.

NB: The above rules, except rule No. 5, are the basic rules for Changing Active Voices into
Passive Voices and apply to all types of sentences. Rule No. 5 is about the usage of auxiliary
verbs in Passive Voices which differs for each sentence.

Active Voice
Active voice is when the subject in a sentence is active. The subject starts the sentence and
emphasis is placed on the subject.
Example: The boy kicks the ball. (Simple present tense)

Passive Voice
The passive voice places emphasis on the object and the subject is idle. The object starts the
sentence.
Example: The ball (object) is kicked by the boy. (Simple present tense)

NB: The tense does not change, what changes is that an ‘auxiliary verb to be’ is added to the
verb phrase and the main verb is put in the past participle. The auxiliary verb remains in the same
tense as the original sentence.

Example:
Active voice: The boy kicks the ball.
Passive voice: The ball is (auxiliary verb) kicked (past participle form
of the verb kick) by the boy. (Simple present tense)

See the following table to assist you as you change sentences in different tenses.
PRESENT PAST PAST PARTICIPLE
be: am/is/are was/were been
Blow Blew blown
Break Broke broken
Bring brought brought
Build Built built
Buy Bought bought
Catch Caught caught
choose Chose chosen
Come Came come
Cut Cut cut
Do Did done
Drive drove driven
Eat Ate eaten
Feel Felt felt

157
 Fight fought fought
Find found found
Fly Flew flown
forgot forgot forgotten
get got got
give gave given
Go went gone
grow grew grown
hang hung hung
hang hung/hanged hung/hanged (as he hung/hanged himself/ he was
hung/hanged
have had had
hear heard heard
hide Hid hidden
hold held held
keep kept kept
know knew known
leave left left
lend lent lent
lose lost lost
make made made
mean meant meant
meet met met
mow mowed mown
ring rang rung
run ran run
say said said
see saw seen
sell sold sold
send sent sent
sew sewed sewn
show showed shown
sit sat sat
sow sowed sown
speak spoke spoken
spend spent spent
stand stood stood
steal stole stolen
stick stuck stuck
swim swam swum

158
Activity 1
Re-write the following sentences starting with the underlined words.

1. The chairman had given various announcements.

………………………………………………………………………………………………………
………………………………………………………………………………………………….. [1]

2. The children are singing a song.

…………………………………………………………………………………………………...[1]

3. The cow is milked by Paul.

…………………………………………………………………………………………………...[1]
4. Bacon and eggs were fried by Mary.
………………………………………………………………………………………………….. [1]

5. Mr. Kudumo challenged school teachers and parents to work together in grooming children.
……………………………………………………………………………………………………...
…………………………………………………………………………………………………...[1]

6. Two hundred people are employed by the company.

…………………………………………………………………………………………………...[1]

7. They cancelled all flights because of fog.

…………………………………………………………………………………………………...[1]
[7]

159
Activity 2
Complete the table below by using the same statement in active and passive voice in all the nine
(9) tenses given in the table, see the example provided for you in the first column.
Example: Past tense Present tense Future tense
Paul reads books. ………………………........... ………………………...........
……………………………... ……………………………...
……………………………... ……………………………...
Books were read by Paul. ………………………........... ………………………...........
……………………………... ……………………………...
……………………………... ……………………………...

Past continuous tense Present continuous tense Future continuous tense

………………………........... ………………………........... ………………………...........
……………………………... ……………………………... ……………………………...
……………………………... ……………………………... ……………………………...
………………………........... ………………………........... ………………………...........
……………………………... ……………………………... ……………………………...
……………………………... ……………………………... ……………………………...

Past perfect tense Present perfect tense Future perfect tense

………………………........... ………………………........... ………………………...........
……………………………... ……………………………... ……………………………...
……………………………... ……………………………... ……………………………...
………………………........... ………………………........... ………………………...........
……………………………... ……………………………... ……………………………...
……………………………... ……………………………... ……………………………...

160
Activity 3
Rewrite the following sentences in the passive. Identify the object and start your answer with the
object.

1. An ambulance was taking Pauline to Nankudu Hospital.

………………………………………………………………………………………………….[1]
2. We saw the taxi veering across the road and ploughing down the embankment.
……………………………………………………………………..………………………………
………………………………………………………………………………..……………….. [1]
3. The doctor is removing my spinal brace today.
………………………………………………………………………..…………………………[1]
4. Lucky has visited me everyday.
…………………………………………………………………………………..………………[1]
5. The physiotherapist and the doctor were explaining my condition to my sister.
………………………………………………………………………………………………………
………………………………………………………………………..……….…………………[1]
6. God has given me a second chance.
………………………………………………………………………………………………...…[1]
7. The centre supervises and coordinates programmes for disabled people.
………………………………………………………………………………………………………
…………………………………………………………………………..……………………….[1]
8. Paul inspired many quadriplegics with her positive attitude.
………………………………………………………………………………………………………
…………………………………………………………………………………………...………[1]
9. I am seeking advice about the best rehabilitation centre.
……………………………………………………………………………………...……………[1]
10. They buy books for the centre from the local bookstore.
......................................................................................................................................................[1]
[10]

161
5.7. Objective: Use appropriate grammatical structures in speech and writing
Competency: Identify and use direct and indirect speech

Direct speech:
1. Repeating the exact words of a speaker.
2. Words spoken must be in quotation marks/inverted commas.
3. Words must not be changed.
Example:
He said, “I love you.”

Indirect speech
1. Reporting the words spoken.
2. Spoken in the past.
3. Quotation marks/inverted commas are not used.
Example:
He said (that) he loved her.

NB: The following change when sentences change from direct to indirect speech.
- Verbs, personal pronouns, demonstrative pronouns and adverbs of time and place.

Examples:
VERBS Present tense Past tense
Present tense → past Maria said, “I am happy.” Maria said that she was happy.
tense

Past tense→ past Past tense Past Perfect

perfect Maria said, “I was happy.” Maria said that she had been happy.

Present continuous Present continuous Past continuous

tense →past continuous “I am coming!” He said that he was coming.
tense

present perfect → past Past simple Past perfect

perfect “I came two days ago.” He explained that he had come two days
before.

present perfect →past Present perfect Past perfect

perfect “We’ve won!” They said that they had won.

162
past perfect →past Past perfect Past perfect
perfect “They had left before I got He said that they had left before he got there.
there.”

-will →would “I will do it tomorrow.” She said she would do it the next day.
-can →could
-must →must or had to “They can sleep here.” She said they could sleep there.

“You must leave now!” She said he must/had to leave.

PERSONAL
PRONOUNS
1st& 2nd person pronouns “I am leaving.” He/she said he/she was leaving.
to change to 3rd person:
“You have been invited, They told Mary she had been invited.
-I → he or she Mary.”
-You → he or she
-You (plural) → they “You must all go home.” He said they must all go home.
-We → they
-My → his or her “We’ve won!” They said they had won.
-Mine → his or hers
-Your → his or hers “Our team has won!” They said that their team had won.
-Yours → his or hers
-Your (plural) → their
“That’s mine!” He said it was his.
-Yours (plural) → theirs
-Our → their
-Ours → theirs

DEMONSTRATIVE
PRONOUNS “This girl is my sister.” He said that that girl was his sister.
-This → that
-These → those “These men are miners.” He said that those men were miners.

ADVERBS OF TIME
AND PLACE “I am going now.” She said that she was going then.
now→ then
today→ on that day “We are leaving today.” He said they were leaving that day.
tomorrow →the
following/next day “They are coming next He said they were coming the following
tonight →that night week.” week.
next week → the
following week
here → there

163
164
165
Activity 1
Change the following direct statements into indirect speech:

1. John said, “I can swim.”

……………………………………..…………………………………………………………… [1]
2.”I broke the window,” admitted Lux.
……………………………………………………………...………………………………… . [1]
3. He said, “I love these shoes.”
…………………………………………………………..……………………………………… [1]
4. Lucy said, “I have to clean the bathroom now.”
……………………………………………………………….………………………………… [1]
5. They said, “This is our house.”
………………………………………………………….……………………………………… [1]
[Total 5]

166
Activity 2
Change the following direct statements into indirect speech:

1. He said, “I love this song.”

……………………………………………………………………………………………. [1]

2.”I don’t speak Italian,” he said.

…………………………………………………………………………………………….. [1]

3.”The film began at seven o’clock,” he said.

…………………………………………………………………………………………….. [1]

4. Manu said, “I am very busy now.”

……………………………………………………………………………………………… [1]

5. Musova said, “Gabby is leaving tomorrow.”

……………………………………………………………………………………………… [1]

6. He said, “I passed the Physics test.”

……………………………………………………………………………………………….[1]

7. She said, “You are my only friend.”

……………………………………………………………………………………………….[1]

8. They said, “We are going out tonight.”

……………………………………………………………………………………………… [1]

9. Haikera said, “I will leave for college next week.”

……………………………………………………………………………………………… [1]

10.”I left today,” said Antonia.

……………………………………………………………………………………………… [1]
[Total: 10]

167
5.8. Objective: Use appropriate grammatical structures in speech and writing
Competency: Identify and use degrees of comparison.

We use superlative and comparative adjectives to compare items, express preferences and give
value judgments.

The structure of comparative and superlative adjectives in English is quite simple.

- When comparing two items, also known as comparative adjectives, add –er to the adjective
to express superiority. This holds true for any adjectives that are one or two syllables.
- For three syllable adjectives, use “more” to express the comparison.
1. She is smarter (than him).
2. She is more beautiful (than him).

To show that one item is the superlative, that is the greatest within a set group, add –est to an
adjective of one or two syllables and use “most” for adjectives of three or more syllables. Also,
use “the” in the comparison since the item’s superiority makes it a specific noun.
1. It is the longest book (that we have read).
2. It is the most complicated formula (that we will learn).

Activity1.
One syllable adjective using-er/est: change the following word / words into their comparative or
superlative degree.

1. bad ………………………….(comparative)………………….(superlative). [2]

2. far (distance) …………………(comparative)…………………..(superlative). [2]
3. good ………………………..(comparative)………………….(superlative). [2]
4. old …………………………...(comparatives)………...……….(superlative). [2]
5. Far (more, additional) ………...(comparatives) …………………(superlatives). [2]

168
Main activity: Use your knowledge to change the following accordingly.
1. gently …………………………………………………………
2. friendly ……………………………………………………………
3. quiet …………………………………………………………
4. many …………………………………………………………
5. bad ……………………………………………………………
6. happy ……………………………………………………………
7. busy ……………………………………………………………
8. angry ……………………………………………………………
9. narrow …………………………………………………………
10. gently …………………………………………………………
11. pleasant …………………………………………………………
12. careful ……………………………………………………….
13.thoughtful………………. …………………………………………

Activity 1
Please choose from the following list the superlative of the word heavy
List: heavyset, heaviest, heaviest or most heavy.
………………………………………………………………………

169
Activity 2
Using the people in the classroom write true sentences comparing each other using the following
phrases:
1. lives close to school,
2. has big family,
3. young,
4. has been learning English long,
5. gets up early,
6. goes to bed late

………………………………………………………………………………………………………
………………………………………………………………………………………………….. (2)
………………………………………………………………………………………………………
………………………………………………………………………………………………….. (2)
………………………………………………………………………………………………………
………………………………………………………………………………………………….. (2)
………………………………………………………………………………………………………
………………………………………………………………………………………………….. (2)
………………………………………………………………………………………………………
………………………………………………………………………………………………….. (2)
………………………………………………………………………………………………………
………………………………………………………………………………………………….. (2)

170
Activity 3
Combine superlatives with a revision of family vocabulary into a speaking activity. Choose five
of the following categories and write a name for each one below.
1. The oldest person in my family
2. The youngest person in my family
3. The friendliest person in my family
4. The funniest person in my family
5. The nicest person in my family
6. The meanest person in my family

…………………………………………………………………………
………………………………………………………………………...
…………………………………………………………………………
………………………………………………………………………...
…………………………………………………………………………
………………………………………………………………………...

Activity 4
Students may be in pairs and ask each other questions about the other’s list of names and find out
more information.
1. Is Johann the oldest person in your family?
2. No, he isn’t. He’s the youngest!
3. How old is he?
4. He’s my nephew. He’s only two years old.

171
5.9. Objective: Use appropriate grammatical structures in speech and writing
Competency: Identify and use adjectives correctly

What are Adjectives?

Adjectives are words that describe the qualities or states of being of nouns: enormous, doglike,
silly, yellow, fun, fast. They can also describe the quantity of nouns: many, few, millions, eleven.

Adjectives Modify Nouns

Most students learn that adjectives are words that modify (describe) nouns. Adjectives do not
modify verbs or adverbs or other adjectives.
Examples:
1. Margret wore a beautiful hat to the pie-eating contest.
2. Furry dogs may overheat in the summertime.
3. My cake should have sixteen candles.
4. The scariest villain of all time is Darth Vader.

In the sentences above, the adjectives are easy to spot because they come immediately before the
nouns they modify. But adjectives can do more than just modify nouns. They can also act as a
complement to linking verbs or the verb to be. A linking verb is a verb like to feel, to seem, or to
taste that describes a state of being or a sensory experience.
Examples:
1. That cow sure is happy.
2. It smells gross in the locker room.
3. Driving is faster than walking.
The technical term for an adjective used this way is predicate adjective.

Uses of Adjectives
Adjectives tell the reader how much—or how many—of something you’re talking about, which
thing you want passed to you, or which kind of something you want.

Please use three white flowers in the arrangement.

Three and white are modifying flowers.

Often, when adjectives are used together, you should separate them with a comma or
conjunction. See “Coordinate Adjectives” below for more detail.
Examples:
1. I’m looking for a small, good-tempered dog to keep as a pet.
2. My new dog is small and good-tempered.

1. Acrostic Poems Using the First Letter.

One of the most common types of acrostic poems is where you use the first letter to spell a
word or phrase. You can have a lot of fun with this format. Here are some Example:
CANDY
Crunchy chewy Delightful and delicious
Awesome Yummy treat
Nice and sweet

172
2. Acrostic Poem Using Different Positions
Although an acrostic poem often uses the first letter of each line, it doesn’t have to. You can
also make one using letters at the end of the line or in different places in each line. This
creates a kind of “code.” The letters that spell out the word are still capitalized.

POEM
Pick uP a pen
Think of a tOpic
Be crEative
Use your iMagination

FOOD
Chicken or beeF
Rice or potatO
Broccoli or tomatO
White wine or reD

3. Acrostic poem that spells names

BETTY
Beaming, so joyful
Elegant, so graceful
Tantalizing, thrilling the senses
Thorough, attentive to details
Yearning, a drive to succeed

4. Acrostic poem from literature

Several famous authors have written acrostic poems over the years, and these can be great
examples of what you can do with this unique type of poem. Some even use a rhyme scheme in
addition to the acrostic form.

"An Acrostic" by Edgar Allan Poe...

Elizabeth it is in vain you say
"Love not" - thou sayest it in so sweet a way:
In vain those words from thee or L. E. L.
Zantippe's talents had enforced so well:
Ah! if that language from thy heart arise,
Breathe it less gently forth - and veil thine eyes.
Endymion, recollect, when Luna tried
To cure his love - was cured of all beside -
His folly - pride - and passion - for he died.

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To Describe Taste
Bitter Lemon-flavored Spicy
Bland Minty Sweet
Delicious Pickled Tangy
Fruity Salty Tasty
Gingery Sour Yummy

To Describe Touch
Boiling Fluffy Sharp
Breezy Freezing Silky
Bumpy Fuzzy Slick
Chilly Greasy Slimy
Cold Hard Slippery To Describe Sound
Cool Hot Smooth Blaring Melodic Screeching
Cuddly Icy Soft Deafening Moaning Shrill
Damp Loose Solid Faint Muffled Silent
Dirty Melted Sticky Hoarse Mute Soft
Dry Painful Tender High-pitched Noisy Squealing
Dusty Prickly Tight Hissing Purring Squeaking
Encrusted Rough Uneven Hushed Quiet Thundering
Filthy Shaggy Warm Husky Raspy Voiceless
Flaky Shaky Wet Loud Resonant Whispering

Activity 1
1. Write an acrostic poem using your name.
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………

174
5.10. Objective: Use appropriate grammatical structures correctly in speech and writing
Competency: Identify and use Concords (also called subject verb agreement)

Basic rule: A singular subject takes singular verbs whereas, plural subjects takes plural verbs.
- I 1st person singular
- We 1st person plural
- You 2nd person (plural/singular)
- They 3rd person plural
NB: These always take plural verbs

- She
- He 3rd person singular
- It
NB: They always take singular verbs

The verbs to do and to have

I Do
You have
We
They These are plural verbs because
they DON’T end with s or es.

She Does
It has
He These are singular verbs because
they end in s or es.

1. The book (singular) is (singular) on the table.

The verbs in sentences must always agree in number (show concord) with the subject which
carries them out. If a subject is singular the verb which it governs must also be singular. If a
subject is plural the verb which it governs should also be plural.
Examples:
1. The book (singular) is (singular) on the table.
2. There is (singular) a book (singular) on the table.
3. The books (plural) are (plural )on the table
4. There are (plural) books (plural) on the table.

175
2. Concords in the present simple tense, past simple tense and present perfect tense of
verbs.
1. We (plural) draw (present simple tense plural) pictures in class.
2. Martha (singular) draws (present simple tense singular) pictures in class.
3. Martha (singular) was (past simple tenses singular) in class yesterday.
4. We (plural) were (past simple tense plural) in class yesterday.
5. Maria (singular) has had (present perfect tense singular) a new pen.
6. We (plural) have had (present perfect tense plural) new pens.

3. Collective nouns such as a pair or a set always govern singular verbs.

Examples:
1. This (singular) pair (singular) of scissors (plural) is (singular) blunt, but these
(plural) scissors (plural) are (plural) sharp.
2. A team (singular) of doctors (plural) is (singular) ready to treat the patients.

4. I and You are singular subjects, but they always take plural verbs.
Example
1. I eat apples.
2. You eat apples.

Activity 1
Rewrite the following paragraph about the future which was written by Michael, correcting the
verbs where necessary. You will find 10 errors of concord, underline the corrected verbs.
References: English hand book, English in context, on line worksheet and English and present
tense
Pair work
What will life be in the future? The film I watched yesterday make me
think life is not going to be so good. If the food placed before us are going
to be small pills, it do not sound very tasty. Roads are also going to be
very crowded, and everyone are going to drive in flying cars. When one
of us are sick, computers will be our doctors who tells us what is wrong
and treat us. There are also going to be no teachers, just computers and
robots to tell us what to do. Life is going be dull if there is no teachers to
annoy when we doesn’t do our homeworks. I think the present are better
than the future will be.

176
A. Uncountable nouns such as the following examples take a singular verb:
Information
- hair - accommodation - safety
- sport - behaviour - weather
- jewellery - glasses - love
- equipment - money - time
- electricity - flour - peace
- sugar - scissors - advice
- happiness - anger - traffic
- education - evidence - luggage
- research - bread - fruit
Examples
1. Nepemba’s luggage is very heavy.
2. Water runs freely out of the tap.
3. Time heals all wounds.
4. A pair of glasses was found in the library.

B. Periods of time, distances and sums of money take a singular verb when they form a unit,
for example, two hours; N$100, ten cents, 10km.
Examples
1. Two hours is a long time to wait for a bus.
2. N$100 was the price for the dress at Pep.
3. Ten cents buys nothing these days.
4. The kilometres is a long distance to walk to school.

C. The following pronouns always take a singular verb:

- each - every - everyone
- nobody - no one - nothing
- somebody - someone - something
- anything - anyone - anybody
Examples
1. Each is responsible for his/her own happiness.
2. Something bothers me about our situation.
3. Nobody lives in isolation.
4. Anything goes when there is not respect in a relationship.

177
D. When you use the conjunctions ‘either…or’, ‘neither… nor’, ‘not only…but also’, ‘not
…but’, the nouns or pronouns nearest top the verb determine whether the verb is singular or
plural.
Examples:
1. Either Carols or Sharon has to report the case.
2. Either the wife or the family members have to report the case.
3. Not only Paula but also his brother is blamed for the problems.
4. Not only Paula but also the in-laws are blamed for the problems.
5. Neither Sikindo nor Michael has a well-paying job.
6. Neither Sikindo nor his friends have a well-paying job.

E. When two nouns are connected with ‘and’ to form a unit or one idea, a singular verb is
used.
- bed and breakfast - salt and pepper
- bread and butter - bacon and eggs
Examples
1. The Purple Violet bed and breakfast is affordable
2. Salt and pepper is on the table.
3. Bread and butter is on the breakfast menu.
4. Bacon and eggs is Paula’s favourite.

F. Nouns that end in an –s (mathematics, economics, measles) are singular and take a singular
verb.
Examples
1. Physics is a challenging subject.
2. Measles breaks out every year in Namibia.

G. The number of the first noun is considered when the following conjunctions are used to
join two noun: with, like, together with, including, as well as.
Examples:
1. Shange, as well as his brothers, treats Kauma unfairly.
2. Kauna, with her children, leaves Kahenge after the funeral.
3. Shange’s family mebers, including the aunts and uncles, hold a meeting with Kauna.

G. When ‘of’ is used in a noun phrase, you need to consider the number of the noun or
pronoun in front of the word ‘of’.
Examples:
1. One of the complaints is female. (singular)
2. All of the complaints are female. (plural)
3. Some of the information is very shocking. (singular)
4. Some details of the information are very shocking. (plural)

178
H. If words in a sentence indicate a portion (or portions of something), then the number of
the noun after ‘of’ has to guide the number of the verb.
Examples:
1. One-third of the people involved in domestic violence is unemployed. (singular)
2. One-third of the people involved in domestic violence are unemployed. (plural)
3. The majority if the complainants are female. (plural)
4. The majority of the group is female. (singular)

Activity 2
Subject-Verb Agreement Worksheet (Fill –In Part 1)

Directions: Use the present-tense form of the verb in brackets that agrees in number with the
subject.
Example A: John…….going to the mall after school today. (are) Answer: is

1. This basketball game ……one of the most entertaining ever. (be)

2. She ……………….. a lot of work to complete tonight for homework. (have)
3. All the players ………...…….. the game very excited. (start)
4. Today, players………. …….... very excited to play all the time. (be)
5. The players …………. …... all focused during the game. (is)
6. My family …………. …... to see the games as much as possible. (go)
7. The teams …………. …… always ready to put on a good show. (is)
8. The family …………. ……. to get popcorn before the game starts. (like)
9. The sport ……………. … to make sure the fans feel welcomed. (need)
10. A few minutes ……. ……….. enough time for everyone to sit down. (is)
11. The United States ……. …….….. really good basketball players. (have)
12. Ten dollars ……………... the price of admission to the event. (are)
13. The coach ……………. ….to be very upset with the team. (appear)
14. The bus ……………. …ready to pick up the team after the game. (is)
15. The family ….………. ……watching movies together. (enjoy)
16. Susan ……..………. a lot of helpful friends. (have)

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Subject and Verb Agreement Exercise
Choose the correct form of the verb that agrees with the subject.

1. Annie and her brothers ………..(is, are) at school.

2. Either my mother or my father ……….. (is, are) coming to the meeting.
3. The dog or the cats ……….. (is, are) outside.
4. Either my shoes or your coat ……….. (is, are) always on the floor.
5. George and Tamara ……….. (doesn't, don't) want to see that movie.
6. Benito ……….. (doesn't, don't) know the answer.
7. One of my sisters ……….. (is, are) going on a trip to France.
8. The man with all the birds ……….. (live, lives) on my street.
9. The movie, including all the previews, ……….. (take, takes) about two hours to watch.
10. The players, as well as the captain, ……….. (want, wants) to win.
11. Either answer ……….. (is, are) acceptable.
12. Every one of those books ……….. (is, are) fiction.
13. Nobody ……….. (know, knows) the trouble I've seen.
14. (Is, Are) ………..the news on at five or six?
15. Mathematics ……….. (is, are) John's favorite subject, while Civics ……….. (is, are)
Andrea's favorite subject.
16. Eight dollars ……….. (is, are) the price of a movie these days.
17. (Is, Are) ………..the tweezers in this drawer?
18. Your pants ……….. (is, are) at the cleaner's.
19. There ……….. (was, were) fifteen candies in that bag. Now there ……….. (is, are) only
one left!
20. The committee……….. (debates, debate) these questions carefully.
21. The committee members ……….. (leads, lead) very different lives in private.
22. The Prime Minister, together with his wife, ……….. (greets, greet) the press cordially.
23. All of the CDs, even the scratched one, ……….. (is, are) in this case.

180
5.11. Objective: Use appropriate vocabulary in different contexts and situations to achieve
effect, appropriate register and a mature style
Competency: Recognise and respond to basic linguistic devices and register

Definition
In linguistics, the register is defined as the way a speaker uses language differently in different
circumstances. Think about the words you choose, your tone of voice, even your body language.
You probably behave very differently chatting with a friend than you would at a formal dinner
party or during a job interview. These variations in formality, also called stylistic variation, are
known as registers in linguistics. They are determined by such factors as social occasion,
context, purpose, and audience.

Types of Linguistic Register

1. Frozen: This form is sometimes called the static register because it refers to historic
language or communication that is intended to remain unchanged, like a constitution or
prayer.
Examples: The Bible, the Namibian Constitution, "Romeo and Juliet."

2. Formal: Less rigid but still constrained, the formal register is used in professional,
academic, or legal settings where communication is expected to be respectful,
uninterrupted, and restrained. Slang is never used, and contractions are rare.
Examples: A TED talk, a business presentation, the Encyclopaedia Brittanica, "Gray's
Anatomy," by Henry Gray.

3. Consultative: People use this register often in conversation when they are speaking with
someone who has specialised knowledge or who is offering advice. The tone is often
respectful (use of courtesy titles) but may be more casual if the relationship is longstanding
or friendly (a family doctor.) Slang is sometimes used, people may pause or interrupt one
another.
Examples: the local TV news broadcast, an annual physical, a service provider like a
plumber.

4. Casual: This is the register people use when they're with friends, close acquaintances and
co-workers, and family. It's probably the one you think of when you consider how you talk
with other people, often in a group setting. Use of slang, contractions, and vernacular
grammar is all common, and people may also use expletives or off-color language in some
settings.
Examples: a birthday party, a backyard barbecue.

5. Intimate: Linguists say this register is reserved for special occasions, usually between only
two people and often in private. Intimate language may be something as simple as an inside
joke between two college friends or a word whispered in a lover's ear.

181
Correctness
No register is right or wrong per se. What determines this is how appropriate the language used is
in a certain situation. Suppose as a teacher a student asks about the meaning of the word cop. It is
simple to explain that the meaning is police officer but it is used in certain situations or as part of
a certain register. An individual might refer to a police officer whilst giving a formal statement to
the police: Three police officers arrived in a car ten minutes later. However, later when speaking
to their friends, the same individual might say: Three cops turned up in their car ten minutes later.

Thus, register depends on:

1. appropriateness
2. context
3. the speaker’s status
4. the listener’s status

Activity 1
Encircle the correct register:
1. An example of formal register in writing would be:
a. writing an academic essay
b. writing a text message to your best friend
c. talking to your little sister
d. singing a song in the shower

2. Which of these is an example of an informal register?

a. a text message to a friend
b. a discussion with the President of the United States about foreign policy
c. asking a professor you don't know well to answer a question
d. an essay on linguistics in a published journal

3. Formal registers are often used to create a tone of objective _____.

a. Narration
b. Characters
c. Poetry
d. Facts

182
5.12. Objective: Negative forms
Competency: Change statements and questions into negative and vice versa

Please note:
- A positive sentence has no negative words.
- A negative sentence has a negative word or phrase.

Common negative words and phrases include:

no, not, nobody, never, nothing, no one, nor, nowhere, none, cannot, isn’t, didn’t, won’t, wasn’t,
and any other contraction with n’t.
- You can turn a positive sentence into a negative sentence by adding a negative.
- You can turn a negative sentence into a positive one by removing negatives in the
sentence.

Notes and explanations: Changing sentences to negative form

1. Simple present tense
The negative form of the simple present tense is formed using:
- do / does + not + the verb

Put do not or does not before the verb. The subject of your sentence determines which one you
use.
Examples:
I write neatly. I do not write neatly.
They speak English. They do not speak English.

If using does not, change the verb to its original form.

Mary watches movies daily. Mary does not watch movies daily.
He writes short stories. He does not write short stories.

Is / are/ am as the main verbs add not after the verb.

Examples:
She is done. She is not done.
They are ok. They are not ok.
I am in class. I am not in class.

183
Activity 1:
Rewrite the following sentences in their negative form:
1. I cycle to school every morning.

……………………………………………………………………………………………… [1]

2. Gideon understands French.

……………………………………………………………………………………………….[1]

3. Sandra writes to her sister regularly.

……………………………………………………………………………………………….[1]

4. Jane and Alice share the same book.

……………………………………………………………………………………………….[1]

5. You amuse me.

……………………………………………………………………………………………... [1]

6. They sell clothes cheaply.

…………………………………………………………………………………………….. [1]

Activity 2
Rewrite the following sentences in their positive form:
1. She does not sing in church.

……………………………………………………………………………………….….[1]

2. He does not live there.

………………………………………………………………………………………….[1]

3. I do not like loud music.

………………………………………………………………………………………....[1]

4. They are not cousins.

……………………………………………………………………………………….…[1]

[10]

184
 2. Simple past tense
The negative form of the simple past tense is formed using did not with the present tense of the
verb. Put did not before the verb.
Examples:
I played soccer. I did not play soccer.
He killed her. He did not kill her.
Mother fried the meat. Mother did not fry the meat.

Was / were as the main verb? Put not after the verb.
Examples:
I was busy. I was not busy.
They were at school. They were not at school.

Activity 1:
Rewrite the following sentences in the negative form:
1. The bus collided with a heavy truck.
………………………………………………………………………………………………
……………………………………………………………...……………………………[1]
2. I searched for my money in my bag.
………………………………………………………………………………………………
……………………………………………………………...……………………………[1]
3. She ran away from her home.
……………………………………………………………...……………………………[1]
4. The officials reached an agreement.
………………………………………………………………………………………………
……………………………………………………………...……………………………[1]
5. The municipality cut off our water supply.
………………………………………………………………………………………………
……………………………………………………………...……………………………[1]
6. He answered the wrong question in the exam.
………………………………………………………………………………………………
……………………………………………………………...……………………………[1]
7. The crew of the ship went on strike.
……………………………………………………………...……………………………[1]
8. The school board attended an emergency meeting.
………………………………………………………………………………………………
……………………………………………………………...……………………………[1]
9. The teenagers danced all night long.
……………………………………………………..…………………………………… [1]
10. She sat quietly in the corner.
…………………………………………………………..……………………………… [1]

185
Activity 2
Rewrite the following sentences in the positive form:
1. He did not go to town last night.

………………………………………………………………………………………[1]

2. They did not buy vegetables.

………………………………………………………………………………………[1]

3. She did not sign the document.

………………………………………………………………………………………[1]

4. They were not hungry.

………………………………………………………………………………………[1]

5. I was not late for the meeting.

………………………………………………………………………………………[1]
[5]

3. Present continuous (progressive) tense

Put not between the helping verb and the main verb.
Examples:
He is running. He is not running.
She is crying. She is not crying.

Activity 1:
Rewrite the following sentences in negative form:
1. We are celebrating our school’s tenth anniversary this year.
………………………………………………………………………………………[1]
2. She is wearing a blue school uniform.
………………………………………………………………………………………[1]
3. The floodwaters are rising.
………………………………………………………………………………………[1]
4. My parents are planning to build a house.
………………………………………………………………………………………[1]
5. The vegetables I planted last month are coming up.
………………………………………………………………………………………[1]
[5]

186
Activity2
Rewrite the following sentences in positive form:
1. We are not walking home.
…………………………………………………………………………………….. [1]
2. He is not driving a big car.
……………………………………………………………………………………….[1]
3. I am not teaching.
………………………………………………………………………………………[1]
4. She is not learning how to drive.
………………………………………………………………………………………[1]
5. They are not with us.
………………………………………………………………………………………[1]

[10]
4. Past continuous (progressive) tense
The negative form of the past progressive tense is formed by using not between the helping verb
and the main verb.
Examples:
I was using your computer. I was not using your computer.
The boys were helping us. The boys were not helping us.

Activity 1:
Rewrite the following sentences in the negative form.
1. The animals were fleeing from the fire.
………………………………………………………………………………………[1]
2. You were being rude to me.
………………………………………………………………………………………[1]
3. We were celebrating their success.
…………………………………………………………………………………….. [1]
4. Mark was waiting outside the shop.
………………………………………………………………………………………[1]
5. The class was reading quietly.
…………………………………………………………………………………….. [1]
[5]

187
5. Simple future tense
The negative form of the simple future tense is formed using will not or shall not. These forms of
the verb are often shortened to won’t and shan’t. Put not between the helping verb and the main
verb.
Examples:
I shall go tomorrow. I shall not go tomorrow.
We shall finish the work today. We shan’t finish the work today.
He will leave before the bell goes. He will not leave before the bell goes.
They will beat us. They won’t beat us.

Activity 1:
Change the sentences below into the negative form:
1. I shall tell you what happened.
………………………………………………………………………………………[1]
2. The boys will pick up the litter.
……………………………………………………………………………………….[1]
3. The weather will be fine today.
……………………………………………………………………………………….[1]
4. I shall give you some of my sweets.
………………………………………………………………………………………[1]
5. We shall go to the beach this weekend.
……………………………………………………………………………………….[1]
6. You will regret that.
………………………………………………………………………………………[1]
[6]

188
6. Future continuous (progressive) tense
The negative form of the future continuous tense is formed using will not be or shall not be with
the present participle of the verb. These verb forms are often shortened to won’t be and shan’t
be.
Examples:
We shall be going to Durban in December. We shall not be going to Durban in December.
He will be writing the exam next week. He won’t be writing the exam next week.
James will be working at the museum. James won’t be working at the museum.

7. Present perfect tense

In the negative form, not always follows “have” or “has”

Activity 1:
Rewrite the following sentences in the negative form.

1. Maria has taken the book.

………………………………………………………………………………………[1]
2. You have worked very hard.
………………………………………………………………………………………[1]
3. John has failed the test.
……………………………………………………………………………………… [1]
4. My parents have seen the movie.
……………………………………………………………………………………. .[1]
5. The students have written the exam.
……………………………………………………………………………………... [1]
[5]

189
 8. Past perfect tense
In the negative form of the past perfect, not always follows “had”
Example:
She had done her homework. She had not done her homework.

Activity 1
Write the following sentences in negative form.
1. George had drunk the juice before he paid for it.
………………………………………………………………………………………………
………………………………………………………………….……………….……….[1]
2. She had been ill for a long time before she died.
………………………………………………………………….……………….……….[1]
3. The birds had been eaten the berries before we could pick them.
………………………………………………………………………………………………
………………………………………………………………….…………….………….[1]
4. They had left without saying goodbye.
…………………………………………………………………………………………...[1]
5. Lions had troubled the villagers for many years.
………………………………………………………………………………………………
………………………………………………………………….………………….…….[1]
6. The driver had delivered the letter while she was out.
………………………………………………………………………………………………
………………………………………………………………….………………….…….[1]
7. They had expected a greater increase in salary.
………………………………………………………………….……………….……….[1]
8. The Brave Warriors had trained hard before the match.
………………………………………………………………….……………….……….[1]
9. Patricia had seen me while I was in the supermarket.
………………………………………………………………………………………………
………………………………………………………………….……………….……….[1]
10. The children had gone to bed when I arrived home.
………………………………………………………………………………………………
……………………………………………………………………………..…………….[1]

190
TEST 1
Please change the following positive statements into negative statements.

1. One of the boys broke his leg.

…………………………………………………………………………………………………...[1]
2. Carla knows Spanish.
…………………………………………………………………………………………………...[1]
3. Jackie takes vitamins every day.
…………………………………………………………………………………………….……..[1]
4. Sylvia and her husband moved to Kansas.
…………………………………………………………………………………………………...[1]
5. The students remembered to take the quiz.
………………………………………………………………………………………………………
……………………………………………………………………………………………….…..[1]
6. Joe has written the report.
…………………………………………………………………………………………………...[1]
7. The clerk will file the papers.
…………………………………………………………………………………………………..[1]
8. The substitute teacher is taking attendance.
…………………………………………………………………………………………………..[1]
9. Luther will have finished the paper by 2 p.m. today.
………………………………………………………………………………………………………
………………………………………………………………………………………….……….[1]
10. The police officers are writing a report about the accident.
………………………………………………………………………………………………………
…………………..…………………………………………………………………………….....[1]
11. The dog is in the backyard.
………………………………………………………………..…………………………...……..[1]
12. He was at the library on Friday.
……………………………………………………………………………………………….…..[1]

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13. She will dance in the play.
…………….………………………………………………………………………………….. [1]
14. The children were ready to go home.
…………………………………………………………………………………………………..[1]
15. Oliver walked to the corner.
…………………………………………………………………………………………………..[1]
16. I can read anything.
…………………………………………………………………………………………………..[1]
17. The trees will fall over in a storm.
…………………………………………………………………………………………………..[1]
18. They always want to play games.
…………………………………………………………………………………………………..[1]
19. Several of the new employees forgot the procedures yesterday.
…………………………………………………………………………………………………..
………………………………………………………………………………………………….. [1]
20. Jill and Sam are studying for a Spanish test at this moment.
…………………………………………………………………………………………………..
…………………………………………………………………………………………………...[1]

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TEST 2
Please change the following negative statements into positive statements.
1. Roberto and Maria do not often forget to lock the door.
……………………………………………………………………………………………..[1]
2. Mr. Perkins did not testify at the trial.
……………………………………………………………………………………………..[1]
3. Dr. Kambinda is not referring her patient to a specialist.
……………………………………………………………………………………………..[1]
4. Mr. Prentiss did not remember to send his clients an up-to-date bill.
…………………………………………………………………………………………… [1]
5. The thief did not take Sarah’s new watch.
……………………………………………………………………………………………..[1]
6. Jerry does not often forget his mother’s birthday.
……………………………………………………………………………………………..[1]
7. I did not write the test.
……………………………………………………………………………………………..[1]
8. The winner of the contest did not speak at the ceremony.
…………………………………………………………………………………………….[1]
9. The lawyer did not send the accident report to the judge.
…………………………………………………………………………………………….[1]
10. Samuel did not accidentally cut his finger last night.
……………………………………………………………………………………………[1]
11. A hundred years ago, we didn’t drive cars and we didn’t use computers.
…………………………………………………………………………………………….[1]
12. The books were not arranged on the desk.
…………………………………………………………………………………………….[1]
13. The teacher will not present a lesson on the passive voice during class.
……………………………………………………………………………………………[1]
14. The student’s essays have not been graded by the teacher.
……………………………………………………………………………………………[1]
15. The doctor will not be performing the surgery.

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 …………………………………………………………………………………………….[1]
16. The expensive toy was not hidden under the bed by the little boy.
…………………………………………………………………………………………….[1]
17. Mrs. Lirunga did not bring the baby to the doctor yesterday.
……………………………………………………………………………………………[1]
18. He did not quit his job.
………………………………………………………………………………………………[1]
19. A farmer does not work hard.
………………………………………………………………………………………………[1]
20. They had not shared the money.
……………………………………………………………………………………….………[1]

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 9. Question tags
These are short questions that are put at the end of sentences. They ask for agreement or
confirmation.

1. If the main part of the sentence is positive, the question tag is negative.
Examples:
They were here, weren’t they?
He is a doctor, isn’t he?
We have finished, haven’t we?
He should try harder, shouldn’t he?

2. If the main part of the sentence is negative, the question tag is positive.
Examples:
She is not smart, is she?
They are not coming, are they?
I didn’t say that, did I?
Mother doesn’t do any chores, does she?

Without auxiliary verbs in main part of sentence

Examples
I said that. I said that, didn’t I?
He recognised me. He recognised me, didn’t he?
She eats meat. She eats meat, doesn’t she?
It barks. It barks, doesn’t it?

Activity 1
Add suitable tags to change the following sentences into questions
1. He’s still sleeping, .................................................................................................................?
2. You go to school, ..................................................................................................................?
3. They won’t wash the car, ......................................................................................................?
4. We won’t be late,...................................................................................................................?
5. We must lock the doors, ........................................................................... …………………?
[5]

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Test 3
Read the following text, and in the spaces below the text, write the changes you will make
so that the passage reads correctly.
 When she got back to her rural home after participating in an animal rights march, my friend
Joan let her pet cat out (a) (from/into) the garden. Twenty minutes later she (b) (shocked) to
find the cat returning with a baby rabbit in (c) (its/it’s) mouth. Removing the rabbit, Joan
placed it in a box, (d) (grab) her car keys and headed for the animal shelter.
On the way she accidentally knocked a squirrel down. She stopped the car, put the squirrel in
the box and went on to the shelter. There, a vet told Joan that he could do nothing for the
animals. “But I am glad you brought them in,” he said. “Now we can feed the owl.”
(Adapted from: Reader’s Digest)

(a)……………………………………………………………………………………………[1]
(b)……………………………………………………………………………………………[1]
(c)……………………………………………………………………………………………[1]
(d)……………………………………………………………………………………………[1]

Activity 2
Rewrite the following sentence starting with the underlined words:
She has just knocked down two squirrels.
………………………………………………………………………………………………[1]
3. He said: “I am glad they are here today.”
Rewrite the sentence starting with: He said …
………………………………………………………………………………………………[1]
4. Change the following sentence into the negative form.
She took part in an animal-rights march.
………………………………………………………………………………………………[1]
5. Give the comparative form of the word between brackets.
The owl likes the rabbit (good)……………………………………………………………..[1]
[8]

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5.13. Objective: Use appropriate vocabulary in different contexts and situations to achieve
effect, appropriate register and a mature style
Competence: Identify and use euphemisms where appropriate

Euphemism
A euphemism is a polite expression used in place of words or phrases that might otherwise be
considered harsh or unpleasant.

Examples
1. Passed away instead of died
2. Dearly departed instead of died
3. Ethnic cleansing instead of genocide
4. Letting someone go instead of firing someone
5. On the streets instead of homeless
6. Correctional facility instead of jail
7. Powder your nose instead of go to the toilet
8. Break wind instead of pass gas or fart
9. Blow chunks instead of vomit
10. Making a deposit in the porcelain bank instead of going to the bathroom
11. Big-boned instead of fat or overweight
12. Portly instead of heavy or overweight
13. Vertically-challenged instead of short
14. Moon landing instead of bald
15. Turn a trick instead of engage in prostitution
16. Au natural instead of naked
17. Comfort woman instead of prostitute

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Activity 1
Read the following sentences. The euphemism in each sentence is underlined. Choose the correct
meaning for each euphemism from options given.

1. After the all-night party, the learner blew chunks.

a) The learner vomited.
b) The learner had a fever.
c) The learner felt unwell.
2. Blanka’s had a temporary negative cash flow.
a) Blanka’s bank account is stable
b) Blanka does not have enough money in her bank account at the moment.
c) Blanka can afford her expenditure
3. Some politicians are said to make mistakes
a) These politicians misjudge their abilities.
b) These politicians misunderstand the law.
c) These politicians commit crimes.
4. Anna’s mobile phone was privatised from her locker
a) Anna’s mobile phone was placed in her locker.
b) Anna’s mobile phone was stolen.
c) Anna’s mobile phone was deactivated.

5. The hospital has a high negative patient outcome

a) Only a few sick people go to that hospital.
b) The patients in that hospital feel negative.
c) Many patients die in that hospital.

6. The results indicated that she has the big C.

a) She has a cough
b) She has cancer
c) She has a cold [Total: 6]

Activity 2
Encircle the correct euphemism for each of 3. Adult beverages
the following sentence below: a) Large size drinks
b) Alcoholic drinks
1. Kick the bucket
a) Buy expensive tools 4. Powder your nose
b) Die a) Go to the toilet
b) Apply makeup
2. Sleeping rough
a) Homeless 5. Big-boned
b) Camping a) Stupid
b) Fat or overweight

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5.14. Objective: Gender form
Competency: Distinguish between male and female gender forms

Gender Nouns
There are four types of gender nouns in English.
Masculine gender nouns are words for men, boys, and male animals.
Feminine gender nouns are words for women, girls and female animals.
Common gender nouns are nouns that are used for both males and females.
Neuter gender nouns are words for things that are not alive.

Most English nouns do not have grammatical gender. Nouns referring to people do not have
separate forms for men (male form) and women (female form). However, some nouns
traditionally had different forms. Nowadays, people usually prefer more neutral forms.

Male form Female form Neutral form

1. Actor Actress actor
2. Chairman Chairwoman chair or chairperson
3. Headmaster Headmistress headteacher or head
(social) host
4. Host Hostess
(on an aircraft) cabin attendant
5. policeman Policewoman police officer
6. steward Stewardess (on an aircraft) cabin attendant
7. waiter Waitress waiter

Traditional work-roles
Some jobs were normally done by men in the past, and their names had no form for women
Example: fireman, fisherman

Some were normally done by women, and their names had no form for men
Example: nurses and secretaries

Nowadays, fire-fighter is preferred to fireman, and nurse is preferred for both sexes instead
of male nurse for a man. Personal assistant (or PA) is often used instead of secretary. The
neutral words are more ‘politically correct’ (not likely to offend anyone):

Examples:
Two fire-fighters were injured in a blaze at an electronics factory yesterday.
My brother’s a nurse in the local hospital.

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Animal names
Some animal names have male and female forms. Very often, one of the names acts as a neutral
term, even if we know the sex of the animal.

Masculine and Feminine Gender (People)

Male Female Neutral
Bull cow Cow
Dog bitch Dog
drake duck Duck

Masculine and Feminine Gender (People)

Masculine Feminine
1. actor Actress
2. bachelor Spinster
3. emperor empress
4. hero Heroine
5. king Queen
6. lad Lass
7. nephew Niece
8. usher usherette
9. wizard Witch
10. widower Widow

Masculine and Feminine Gender (creatures)

Masculine Feminine
1. donkey Jenny
2. ram Ewe
3. tiger tigress
4. cock Hen
5. peacock peahen
6. bull Cow
7. hedgehog/boar Sow
8. lion lioness
9. stallion mare
10. hare/buck Doe

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Activity
Give the gender forms of the following nouns:
1. Grandfather _________________________
2. Father _________________________
3. Husband _________________________
4. Son _________________________
5. Uncle _________________________
6. Man _________________________
7. Count _________________________
8. Master _________________________
9. Host _________________________
10. Priest _________________________
11. Prince _________________________
12. Waiter _________________________
13. Sir _________________________
14. Steward _________________________
15. Heir _________________________

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Appendix
LESSON PREPARATION

SCHOOL: ………………………………………………………………………….

TEACHER: Grade: Date:……………………............................

………………………………………………… …………….. Time:…………………………...................

SUBJECT:

SKILL:

TOPIC:
OBJECTIVE:………………………………………………………………………………………………......

…………………………………………………………………………………………………….
COMPETENCY: ……………………………………………………………………………….........................

…………………………………………………………………………………………………
TEACHING MATERIAL & RESOURCES TO BE USED: ………………………………..........................

……………………………………………………………………………………………………………………
PRESENTATION OF THE LESSON:
1. Monitoring of homework done: ………………………………................................................................

…………………………………………………………..........................
2. An appropriate short introduction: ………………………………………………………………………

…………………………………………..………………………………………………………………
3. Presentation of subject content and learning activities:………………………………………………….

……………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………....

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

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……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………
4. Assessment/Homework/Task/Exercises:

…………………………………………………………………………………………………………………....

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

Reflections:

…………………………………………………………………………………………………………………....

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

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