DEPARTMENT OF EDUCATION

FODE GRADE 7

ENGLISH LANGUAGE

STRAND 1

READING and WRITING 1

(LIBRARY AND RESEARCH SKILLS)

FLEXIBLE OPEN AND DISTANCE EDUCATION

DEPARTMENT OF EDUCATION
PAPUA NEW GUINEA
2017
Written and compiled by:
Ma. Cleofe Z. Dagale

Edited by:
FODE English Department
FODE English Edit Team
FODE Subject Review Team
FODE Academic Advisory Committee
GR 7 ENG LANG S1 TITLE

GRADE 7 ENGLISH LANGUAGE

STRAND 1

READING AND WRITING 1

(LIBRARY AND RESEARCH SKILLS)

TOPIC 1: LIBRARY AND RESEARCH SKILLS

TOPIC 2: WAYS OF GETTING INFORMATION

TOPIC 3: VOCABULARY BUILDING

TOPIC 4: USING INFORMATION

GR 7 ENG LANG S1 2 ISBN & COPYRIGHT

Acknowledgements

We acknowledge the contributions of all Secondary Teachers who in one way or

another helped to develop this Course.

Our profound gratitude goes to the former Principal of FODE, Mr. Demas
Tongogo for leading FODE team towards this great achievement. Special thanks
to the Staff of the English Department of FODE who played active role in
coordinating and editing processes.

We also acknowledge the professional guidance provided by Curriculum and

Development Assessment Division throughout the processes of writing and, the
services given by member of the English Review and Academic Committees.
The development of this module was Co-funded by GoPNG and World Bank.

DIANA TEIT AKIS

PRINCIPAL

Published in 2017
© Copyright 2017, Department of Education
Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means electronic, mechanical,
photocopying, and recording or any other form of reproduction without the prior
permission of the publisher.

ISBN: 978-9980-87-336-1
National Library Services of Papua New Guinea

Printed by Flexible, Open and Distance Education

Writer:
Ma. Cleofe Z. Dagale

Editors:
FODE English Department
FODE English Edit Team
FODE Subject Review Team
FODE Academic Advisory Committee
GR 7 ENG LANG S1 3 CONTENTS

TABLE OF CONTENTS
SECRETARY’S MESSAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….. . 4
COURSE INTRODUCTION. . . . . . . . ……… . . . . . . . . . . . . . . . . . . . . 5
INTRODUCTION TO STRAND 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
STUDY GUIDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………. 7
ASSIGNMENT GUIDE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Topic 1 LIBRARY AND REFERENCE SKILLS 9
Lesson 1: The Dewey Decimal Classification . . . . . . . . . 11
Lesson 2: Card Catalogue (Part 1) . . . . . . . . . . . . . . . . . 17
Lesson 3: Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Lesson 4: Reference Materials. . . . . . . . . . . . . . . . . . . . . 28
Lesson 5: Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Answers to Practice Exercises 1- 5 . . . . 40
Topic 2 WAYS OF GETTING INFORMATION . . . . . . 43
Lesson 6: Card Catalogue (Part 2) . . . . . . . . . . . . . . . . . 45
Lesson 7: Signposts and References .. . . . . . . . . . . . . . . 50
Lesson 8: Taking Tests . . . . . . . . . . . . . . . . . . . . . . . . . . 56
82

Lesson 9: Most Commonly Misspelled Words . . . . . . . . 62

Lesson 10: Words with Multiple Meanings . . . . . . . . . . . . 67
Answers to Practice Exercises 6 - 10 . . . . 73
Topic 3 VOCABULARY BUILDING . . . . . . . . . . . . . . 75
Lesson 11: Word Derivation . . . . . . . . . . . . . . . . . . . . . . . 77
Lesson 12: Keeping a Word List . . . . . . . . . . . . . . . . . . . . 82
Lesson 13: Kinds of Dictionaries . . . . . . . . . . . . . . . . . . . . 89
Lesson 14: Prefixes, Suffixes and Roots . . . . . . . . . . . . . 97
Lesson 15: Synonyms and Antonyms . . . . . . . . . . . . . . . . 106
Answers to Practice Exercises 11-15 . . . . . 111
Topic 4 USING INFORMATION . . . . . . . . . . . . . . . . . 115
Lesson 16: Summarising . . . . . . . . . . . . . . . . . . . . . . . . . 117
Lesson 17: Graphics (Diagrams). . . . . . . . . . . . . . . . . . . 125
Lesson 18: Reading Newspapers . . . . . . . . . . . . . . . . . . . 132
Lesson 19: Taking Notes and Finding Information Quickly 138
Lesson 20: Memorisation . . . . . . . . . . . . . . . . . . . . . . . . . 144
Answers to Practice Exercises 16 - 20. . . . . 148
Glossary ……………………………………….. 150
References…………………………………….. 152
GR 7 ENG LANG S1 4 MESSAGE

SECRETARY’S MESSAGE
Achieving a better future by individual students and their families, communities or the
nation as a whole, depends on the kind of curriculum and the way it is delivered.

This course is a part of the new Flexible, Open and Distance Education curriculum.
The learning outcomes are student-centred and allows for them to be demonstrated
and assessed.

It maintains the rationale, goals, aims and principles of the national curriculum and
identifies the knowledge, skills, attitudes and values that students should achieve.

This is a provision by Flexible, Open and Distance Education as an alternative

pathway of formal education.

The course promotes Papua New Guinea values and beliefs which are found in our
Constitution, Government Policies and Reports. It is developed in line with the
National Education Plan (2005 -2014) and addresses an increase in the number of
school leavers affected by the lack of access into secondary and higher educational
institutions.

Flexible, Open and Distance Education curriculum is guided by the Department of

Education‟s Mission which is fivefold:
To facilitate and promote the integral development of every individual
 To develop and encourage an education system satisfies the requirements of
Papua New Guinea and its people
 To establish, preserve and improve standards of education throughout Papua
New Guinea
 To make the benefits of such education available as widely as possible to all
of the people
 To make the education accessible to the poor and physically, mentally and
socially handicapped as well as to those who are educationally
disadvantaged.

The college is enhanced to provide alternative and comparable pathways for

students and adults to complete their education through a one system, many
pathways and same outcomes.

It is our vision that Papua New Guineans‟ harness all appropriate and affordable
technologies to pursue this program.

I commend all those teachers, curriculum writers, university lecturers and many
others who have contributed in developing this course.

UKE KOMBRA, PhD

Secretary for Education
GR 7 ENG LANG S1 5 COURSE INTRODUCTION

COURSE INTRODUCTION

Welcome to the first strand of the New Grade 7 English

Language Course. Congratulations for making the decision to
study with FODE!

This course has been written based on the National Department

of Education Upper Primary Language syllabus.

The Course focuses on three strands of Language. They are: Reading, Writing and
Speaking and Listening. Altogether, there are six (6) strands in this course.

Strand 1 covers Library and Research Skills. The lessons in this strand should help
you to work on you own, know how to use the library and to use it to do research and
borrow books to read. Reading is a skill you must develop to successfully study at
home.

Strand 2 deals with Grammar. The lessons in this strand will help you learn more
about the basic rules of the English language. It includes skills in spelling, sentence
structure and punctuation to enable you to write better English.

Strand 3 deals with Speaking and Listening. Not only should you write better English
but you must be able speak it too. This strand will help you to develop the skill to
speak clearly and confidently. You also need to be a good listener to be able to do
that.

Strand 4 covers Non-Fiction. You are encouraged and expected to read widely in
order to develop your English Language skills. Reading will also help to increase
your general knowledge and understanding to survive in our changing world.

Strand 5 deals with Fiction. The lessons in this strand will help you to appreciate your
heritage and learn from them. They include forms such as short stories, legends and
myths.

Strand 6 covers Poetry. The lessons in poetry will help you to appreciate different
kinds of poems and hopefully encourage you to write poems yourself.

All the best!

Your Teacher
GR 7 ENG LANG S1 6 STRAND 1 INTRODUCTION

STRAND 1: LIBRARY AND RESEARCH SKILLS

Welcome to Strand 1 of our New Grade 7 English Course.

We hope you will find this Strand helpful and rewarding.
This Strand is divided into four topics:

Topic 1: Library and Research Skills - 5 Lessons

Topic 2: Ways of Getting Information - 5 Lessons
Topic 3 Vocabulary Building - 5 Lessons
Topic 4: Using Information - 5 Lessons

Each Lesson has a Practice Exercise after the summary. The answers to the
Practice Exercises are found at the end of each topic. Mark your own answers to
each Practice Exercise whenever you see these instructions:

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

Be honest with yourself when you are doing your practice exercises and when you
are marking your own answers against our own.
Cheating and copying answers will not help you. Study hard and you will have no
regrets when the examination time comes.
This Strand has a separate assignment booklet for you to use. The information at the
end of the last lesson in every Topic will let you know what to do with the assignment
exercises.
Whenever you need help and advice, contact your tutor or your Provincial
Coordinator for assistance.
If you are in the NCD or Central Province, we are available on Mondays to Fridays.
You may call in any time between 8:00 A.M. and 4 P.M. We would be glad to help
you.
The following icons are used in each Lesson in this Strand. Icons are symbols used
in this book to indicate the parts of your lesson. The following are the meanings of
these icons.

- Lesson Introduction - All other Activities

- Lesson Objectives - Vocabulary Activities

- Reading Activities - Listening Activities

 - Speaking Activities - Summary

We wish you all the best in your studies!

Your Teacher
GR 7 ENG LANG S1 7 STUDY GUIDE

STUDY GUIDE

Below are few steps to guide you in your course study.

Step 1: Carefully read through each lesson. In most cases, reading through
once is not enough. It helps to read something over several times until
you understand it.

Step 2: There is an instruction below each activity that tells you to check your
answers. Turn to the marking guide at the end of each Lesson after the
Practice Exercise and mark your own answers. Do all the activities in
the Lesson and mark your answers the same way.

Step 3: After reading the summary of the lesson, start doing the Practice
Exercise. Refer to the lesson notes. You must do only one practice
exercise at a time.

Step 4: Below each Practice Exercise, there is an instruction that says:

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

Turn to the marking guide at the end of the Topic and mark your own
answers against those given in the Answers to Practice Exercises.
Mark your answers to all Practice Exercises the same way.

Step 5: When you have completed the Practice Exercise and have marked your
answers, go back and correct the mistakes you may have made before
moving on to the next Lesson.

Step 6: Study the next lesson following Steps 1, 2, 3, 4 and 5.

Here is a sample Study Timetable for you to use as a guide. Refer to it as a reminder
of your study times.

TIME MON TUE WED THU FRI

8:00-10:00 FODE STUDY
10:00:11:00
1:00-2:00
2:00- 4:00
6:00-7:00
Listen to or watch current affairs programmes. Write your diary,
7:00-9:00
read a book.
A timetable will help you to remember when you should be doing your FODE studies
each day.
GR 7 ENG LANG S1 8 ASSIGNMENT GUIDE

ASSIGNMENT GUIDE
Your Assignment Booklet has four exercises for you to do. Each assignment exercise
is based on each Topic of Strand 1.

For example:

Exercise 1 is based on Lessons 1 - 5

Exercise 2 is based on Lessons 6 - 10
Exercise 3 is based on Lessons 11 -16
Exercise 4 is based on Lessons 17 - 20

Do one exercise at the end of every topic. Do Exercise 1 after Lesson 5, Exercise 2
after Lesson 10, Exercise 3 after Lesson 15 and Exercise 4 after Lesson 20.

You will find instructions like this in your Course Book.

NOW DO EXERCISE 1 IN ASSIGNMENT BOOK1. THEN GO ON TO TOPIC 2.

After doing all the Exercises, do Strand Test 1 to complete Assignment Book 1.

All the best!

GR 7 ENG LANG S1 9 TOPIC 1 TITLE

TOPIC 1

LIBRARY AND RESEARCH SKILLS

In this topic you will learn about:

 Dewey Decimal Classification

 Card Catalogue

 Table of Contents and Book Index

 Reference Material

 Fiction
GR 7 ENG LANG S1 10 TOPIC 1 INTRODUCTION

TOPIC 1: LIBRARY AND RESEARCH SKILLS

A library is a valuable information centre. The purpose of this topic is to show you
how to get the most out of your library. The lessons in this topic will concentrate on
how to use the major reference tools in your library.

To use the library efficiently, you must plan your research and know how to find the
material available in your library.

Although the library has many uses, you may find it very useful in doing research or
when your teacher tells you to look for it in the library. Even before you go to the
library you should take time to plan your research so that you can spend your time in
the library wisely.

You should know the sources of information. Know where the dictionary and other
reference materials are found. It is also important that you know the different sections
of the library.

To use the card catalogue of a library efficiently, you need to know the kinds of cards
in the catalogue, what kind of information is found in each card, and how the cards
are arranged. Every fiction book in the library has at least a title card and an author
card.
GR7 ENG LANG S1 11 TOPIC 1 LESSON 1

Lesson 1: The Dewey Decimal Classification

Welcome to Lesson 1 of Strand 1. In this lesson you shall discuss

how to locate reference books and other references in the library
using the Dewey Decimal Classification System. But first, let us
look at our aims for this lesson.

Your Aims:
 differentiate between two library systems.
 justify the use of the DDC.
 define Dewey Decimal Classification.
 locate reference materials to answer one of the
Wh-questions.
 classify books according to the Dewey Decimal
Classification.

The Dewey Decimal Classification

Many students are overwhelmed when entering the library because of the vast
number of books on the shelves. Learning the Dewey Decimal Classification System
will guide you to the books of your choice.

The DDC Tour Guide

The Dewey Decimal Classification System is the most widely used method for
classifying books in the library. This system is a general knowledge organization tool
that is continuously revised to keep pace with knowledge. It is named after Melvil
Dewey, an American Librarian who developed it in 1876. This system is a numerical
scheme for the arrangement of subjects of non-fiction books and it classifies books
by dividing them into ten (10) main subject groups that are called categories. Each
GR7 ENG LANG S1 12 TOPIC 1 LESSON 1

category is represented by figures beginning with 000 and going on to 999. In other
words, it is a system of numbers used to mark and arrange mostly non-fiction books.
Each number stands for a special topic. Every book is given a number and is put on
the shelf in number order. Books with the same number are put in alphabetical order
by the author‟s last name. There are three summaries of the DDC. The first
summary contains the ten main classes. The first digit in each three-digit number
represents the main class. For example, 500 represents Natural Sciences and
Mathematics.

The second summary contains the hundred divisions. The second digit in each three-
digit number indicates the division. For example, 500 is used for General Works on
the Sciences, 510 for Mathematics, 520 for Astronomy, 530 for Physics.

The third summary contains the thousand sections. The third digit in each three-digit
number indicates the section. Thus, 530 is used for General Works on Physics, 531
for Classical Mechanics, 532 for Fluid Mechanics, 533 for Gas Mechanic. A decimal
point follows the third digit in a class number, after which division by ten continues to
the specific degree of classification needed. A subject may appear in more than one
discipline. For example, clothing has aspects that fall under several disciplines.

The psychological influence of clothing falls within 155.95 as part of the discipline of
psychology, customs associated with clothing fall within 391 as part of the discipline
of customs and clothing in the sense of fashion design falls within 746.92 as part of
the discipline of the arts.

The Dewey Decimal Classification System is used in most Public School libraries. It
is essential for you to understand why books are numbered and how to find the
numbers on the shelves, so you can use the library effectively and in a friendly
manner.

Dewey is also used for other purposes, such as a browsing mechanism for resources
on the Web. One of Dewey's great strengths is that the system is developed and
maintained in a national bibliographic agency, the Library of Congress.

Here is a table of the main Dewey Decimal Classification System.

Numbers Categories

General References or Works (encyclopaedias, biographies,

000-099
periodicals and journalism)
100-199 Philosophy, psychology and logic

200-299 Religion (men‟s faith)

Social Sciences (how people live and work in society; law,

300-399
government and institutions)

400-499 Language (English, grammar and dictionaries)

GR7 ENG LANG S1 13 TOPIC 1 LESSON 1

Natural Science (Mathematics, astronomy, physics, chemistry,

500-599
geology, palaeontology, biology, zoology, and botany)

Technology and Applied Science (medicine, engineering,

600-699
agriculture, home economics, radio, TV, and aviation)

Fine Arts and Recreation (architecture, sculpture, painting, music,

700-799
photography and recreation)

800-899 Literature (plays, poems, essays, literature in foreign languages)

History and Biography (history, biography, geography and other

900-999
related disciplines)

Before you read on do Activity 1 below, it should take you 5 minutes to complete.

Activity 1: Describe the Dewey Decimal Classification Library system.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Who uses the DDC?

The Dewey Decimal Classification System is the most widely used classification
system in the world. Libraries in more than 135 countries use the DDC to organize
and provide access to their collections. The DDC has been translated into over thirty
languages.

Unlike the Dewey Decimal Classification System, the Library of Congress System
makes it possible to indicate specific aspects of a subject without long, cumbersome
numerical designations. For example, within the N (Fine Arts) classification, NA
indicates architecture, NB sculpture, ND painting, NK decorative arts and so on. ND
813 would be used for books on Spanish painting and ND 813 G7 would indicate a
book specifically about the Spanish painter Francisco José de Goya y Lucientes.
Because of its flexibility LC is particularly suited to the needs of research collections,
special libraries, and larger libraries in general.

Before you read on do Activity 2 on the next page, it should take you 5 minutes to
complete.
GR7 ENG LANG S1 14 TOPIC 1 LESSON 1

Activity 2:

1. Why is the DDC more widely used than the Library of Congress (LC)?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Identify the category and number of each book according to the Dewey
Decimal Classification.

1. Mathematics for High Schools

2. Economics
3. Mohammedanism
4. Encyclopaedia 2009
5. The English Grammar
6. The Art of Cooking Mumu
7. The World History
8. The Island of the Blue Dolphins

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Summary
You have come to the end of Lesson 1. In this lesson you learnt
about the two library systems, DDC and LCC. You also learnt how
to classify books according to the Dewey Decimal Classification.

NOW DO PRACTICE EXERCISE 1 ON THE NEXT PAGE.

GR7 ENG LANG S1 15 TOPIC 1 LESSON 1

Practice Exercise: 1

A. Refer to the information on pages 12 and 13 to answer the questions.

1. The book “Fishing with Dad” has the Dewey number 799. What does each
number represent? ____________________________________________

2. Using the Dewey numbers, arrange the following numbers in order: 796.1,
796.9, 796.4, 796.01, and 796.12. __________; __________; __________;
__________; __________

3. What would be the call number for the biography of Melvil Dewey?______

4. Books about trees have this call number ___________.

5. What class division would you check to locate a book on

occupations?____________.

B. Write a biography about Melvil Dewey.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

GR7 ENG LANG S1 16 TOPIC 1 LESSON 1

Answers to Activities
Activity 1
1. The Dewey Decimal Classification System is a method for classifying books in
the library. It is named after Melvil Dewey, an American Librarian who
developed it in 1876.

It classifies books into 10 main subject groups that are called categories. The
system uses numbers to mark and arrange mainly non-fiction books.

Activity 2

1. Libraries in more than 135 countries use the DDC to organise and provide
access to their collections. It has also been translated into over thirty
languages.

2. 1. 500 – 599 Natural Sciences

2. 300 – 399 Social Sciences
3. 200 – 299 Religion
4. 000 – 099 General References
5. 400 – 499 Language
6. 700 – 799 Fine Arts and Recreation
7. 900 – 999 History and Biography
8. 800 – 899 Literature
GR7 ENG LANG S1 17 TOPIC 1 LESSON 2

Lesson 2: Card Catalogue (Part 1)

Welcome to Lesson 2 of Strand 1. In the previous lesson you

learned about how fiction and non-fiction books are classified in
the library by using the Dewey Decimal Classification.
In this lesson we shall learn about how to locate books in the
library. But first, let us look at the aims for this lesson.

Your Aims:
 use your town or school library‟s card catalogue
to look up books by subject, author and title.

Library and Card Catalogues

Every library has a record of each book it has. Some libraries have put their records
on computer. Others have catalogue cards as a record of the books they hold.

The quantity of the card catalogues depends on the number of books. Bigger libraries
would contain more books compared to smaller libraries. The Card Catalogue
Cabinet comes in different sizes as well. Some libraries keep their catalogues in a
cabinet like the one below.

A Card Catalogue Cabinet.

Do you know what is inside this cabinet? Inside this cabinet are hundreds or even
thousands of cards called card catalogues.
GR7 ENG LANG S1 18 TOPIC 1 LESSON 2

Activity 1: Visit your local library and find out what the catalogue cabinet
looks like. Then draw what the cabinet in your local library
looks like so I will have an idea, too. Use the space below for
your drawing.

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

The Card Catalogue

A card catalogue is a physical listing of all the contents of a library organized with a
single card for each item in the library. A good catalogue enables people to know
which publications a library has and where to find them and many contain information
that could be useful to scholars.

This is how a card catalogue looks

like.
GR7 ENG LANG S1 19 TOPIC 1 LESSON 2

There are three kinds of card catalogue: the subject card, the title card and the
author card.

1. Subject Card
This is an example of a subject card. You will know that it is a subject card if
the subject is written in the middle of the card.

2. Title Card
Below you will find an example of a title card. Can you tell the difference
between the subject card and the title card? Yes, you are right. You can tell
the difference by looking at the centre of the card catalogue. If the card bears
the title of the book first, then it is a title card.
Title Place of
Dewey Decimal Publication
Number birds-general

598.29931

Birds of Papua New Guinea. Wellington Publisher

106p. illus., col. Plates, map.

Reed [1963]
BIRDS – PAPUA NEW GUINEA
WILLIAMS, Gordon R.

Idea of what’s
Author in the book Date of Publication
Subject
GR7 ENG LANG S1 20 TOPIC 1 LESSON 2

3. Author Card
An example of an author card is shown below.
Place of
Dewey Decimal Author Publication
Number birds-general

598.29931

Reed [1963]
Birds of Papua New Guinea. Wellington
BIRDS – PAPUA NEW GUINEA
WILLIAMS, Gordon R.

106p. illus., col. Plates, map.

Author Idea of Publisher

Subject what’s in the
book

You can see that this Author card gives you a lot of help to decide whether the book
is likely to have the information you are looking for.

Activity 2: Study the card catalogue below, and then name each of the
numbered items. Fill in your answers in the table below. The
first one was done for you as an example.

6 1 2

598.29931
3
BIRDS – NEW ZEALAND
RICHDALE, L.E.
Camera Studies of New Zealand Birds;
Series A, No. 4. Otago Daily Times,
1944

5 4

Number Item
1 Subject
2
GR7 ENG LANG S1 21 TOPIC 1 LESSON 2

3
4
5
6

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Summary
In this lesson, you learnt that by looking up the subject, you can
find all the books the library has on the subject. You may know of a
good author. By checking the catalogue cabinets you can find out
what else the author wrote.

The publication date can be helpful. A book that is twenty years old
will not have information on recent changes or problems. The
book‟s title should be your judge as to whether the book is likely to
be useful.
.

NOW DO PRACTICE EXERCISE 2 ON THE NEXT PAGE.

GR7 ENG LANG S1 22 TOPIC 1 LESSON 2

Practice Exercise: 2

Refer to the card catalogues below to answer Questions 1 to 5.

A.

B.

C.

1. What kind of card catalogue is each of the above?

A. __________________ B. ________________ C. ________________

2. What is the author‟s last name for each book?

A. __________________ B. ________________ C. ________________

3. What is the title for each book?

A. ___________________________________________________
B. ___________________________________________________
C. ___________________________________________________
4. What is the call letter for each book?
A. __________________ B. ________________ C. ________________

5. What is the name of the publisher for each book?

A.__________________ B. ________________ C. ________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

GR7 ENG LANG S1 23 TOPIC 1 LESSON 2

Answers to Activities
Activity 1

Your drawing should be similar to the examples on pages 19 and 20.

Activity 2

Number Item
1 Subject
2 Author
3 Publisher
4 Year of publication
5 Publication number
6 Call number
GR7 ENG LANG S1 24 TOPIC 1 LESSON 3

Lesson 3: Index

Welcome to Lesson 3 of Strand 1. In the previous lesson you

learnt how to locate books in the library.

In this lesson we shall learn how to use an index as our learning

tool and how it is different from the other parts of a book. But first,
let us look at the aims for this lesson.

Your Aims:
 identify the information to be found in the index
of a book
 locate specific information using the index

What is an Index?

An index is a very useful part of a book that tells you where to find the topics in an
informational book.

Here is one page of the Index from a science book.

Index

Adult frog, 24 Clouds 310-315

insect, 26-29 Craters, 345, 347

Animals, 20-46 Diet, 23, 47, 52

endangered, 31-32 Dogs 21, 23, 27
extinct, 32 Down, 46
lifecycles, 24, 26, 29

Birds, 47, 49, 52, 67 Earth, 376-398

Butterflies, 77-78 air, 382-384
earthquakes, 387

The Index is a listing of the all the topics in that book. The page numbers tell you
where you will find the information on each topic. The topics are listed alphabetically.
This can help you find information quickly.
GR7 ENG LANG S1 25 TOPIC 1 LESSON 3

Activity 1: Read the Index below and answer the quiz right after it.

Index

Larva, 91-101 Neptune, 240

Leopards, 44 Nutrition, 287-302
Lever, 26-30 food groups, 290

Machines, 212-239 Oil, 258

compound, 212-214 Oxygen, 341
simple, 217-225
pulleys, 214-215

Mammals, 43-46 Planets, 337-349

Matter, 150-164 Pollution, 257-261
chemical change,150 Precipitation, 321
states of, 159-163

1. On what pages would you find information about the planets?

_______________________________________________________

2. Would this be a good book to get information about simple machines?

_______________________________________________________

1. How are the topics arranged?

_______________________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Summary
In this lesson you learned that an index is a very important part of a
book. It is found at the end of the book and is arranged
alphabetically. You can find information about certain topics and
their corresponding pages. It is a very efficient study tool.

NOW DO PRACTICE EXERCISE 3 ON THE NEXT PAGE.

GR7 ENG LANG S1 26 TOPIC 1 LESSON 3

Practice Exercise: 3

You have a report to write on basketball. Part of the index in the back of the
reference book in the library is given below to help you answer the questions.

Basketball

 Basketball quiz 211-223

 College Teams 172-182
 Equipment 98-112
 Famous Players of the NBA 309-345
 History 1-26
 Rules of the Game 27-39
 Teams in Europe 114-171
 Teams in the US 184-208
 Women Players 224-266

1. What was the author‟s purpose of this writing?

A. inform B. persuade
C. entertain D. none of these

2. What information can you find on pages 27 – 39?

A. teams in Europe B. teams in the US

C. rules of the game D. equipment
3. What pages will you most likely find information about Michael Jordan?

A. 224-266 B. 309-345
C. 98-112 D. none of these

4. The history of basketball can be found on pages ______.

A. 224-266 B. 98-112
C. 172-182 D. 1-26

5. What pages will give you information about basketball teams in Europe?

A. 211-223 B. 114-171
C. 184-208 D. none of these
6. What pages will give you a basketball quiz to take?

A. 172-182 B. 309-345
C. 211-223 D. none of these
GR7 ENG LANG S1 27 TOPIC 1 LESSON 3

7. If you need information on the kind of equipment needed for basketball games,
you will find that information on pages

A. 211-223. B. 184-208.
C. 98-112. D. none of these.

8. What information can be found on pages 184-208?

A. teams in Europe B. rules of the game

C. teams in the US D. equipment

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

Answers to Activity
Activity 1
1. 337 – 349
2. Yes
3. The topics are arranged alphabetically
GR 7 ENG LANG S1 28 TOPIC 1 LESSON 4

Lesson 4: Reference Materials

Welcome to Lesson 4 of this Strand. In the last lesson you

learned about index. In this lesson you will learn the different
reference materials that can become our tools in our studies. But
first let us look at the aims for this lesson.

Your Aims:
 compare and contrast various reference
materials
 identify parts/sections of reference books.
 use vocabulary associated with reference books
 locate reference materials to answer one of the
Wh- Questions

What are Reference Materials?

Reference materials are materials which are useful for providing background
information and quick facts. One of the most popular reference materials is the
phone book. People consult it constantly to obtain so many quick facts such as
phone numbers, addresses, area codes, the names of government offices, seating
charts for concert venues, and more.

Other kinds of reference materials include, but are not limited to, dictionaries,
encyclopaedias, almanacs, handbook, atlases, statistical data, directories, and
bibliographies. These may be available in paper, on CD-ROMs, or on the internet.
These are the sources to consult to get answers to brief, factual and background
information.

Why Use Reference Materials?

Reference materials are a great starting place for exploring a topic. In reference
materials, you find definitions, overviews, chronologies, facts, and other information.
Science encyclopaedias and dictionaries describe the specialised language and
history of the sciences in greater detail than general encyclopaedias.

For example, entries in specialised science encyclopaedias can provide you with
more than just a quick definition of a topic. You find in such sources a thorough
history of a topic, explanations of basic scientific concepts with cross-references to
other related topics.

Activity 1: Complete the information by filling in the blank with the

correct answer.

1. _____________________ are the things to consult to get answers to brief,

factual kinds of questions and background information.
2. _____________________ is the most popular example of reference material
to use to consult constantly to obtain so many quick facts-- phone numbers,
GR 7 ENG LANG S1 29 TOPIC 1 LESSON 4

addresses, area codes, the names of government offices, seating charts for
concert venues, and more.

3. Name at least 5 other kinds of reference materials.

A. ____________________________________
B. ____________________________________
C. ____________________________________
D. ____________________________________
E. ____________________________________

4. These reference materials maybe available on ______________,

_______________ and _________________.

5. State a reason why we use reference materials.

______________________________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Types of Reference Sources

Let us first of all look at the basic reference books for use in library research and
know their purposes.

1. Almanac - Usually a one-volume work with statistics and a

compilation of specific facts. They contain information such as
the top news stories of the year, statistics on the latest World
series games, the world records, noteworthy achievements,
facts about famous persons, population figures for countries all
over the world.

2. Atlas - a book of maps and geographical information

GR 7 ENG LANG S1 30 TOPIC 1 LESSON 4

3. Bibliography - a compilation of sources of information; provides literature on a

specific subject or by a specific author. See an example of a bibliography on the
next page.

Author Vance, James E., Jr.

“San Francisco” Title
World Book
Encyclopedia Encyclopedia
1985 ed. Year of Publication

4. Dictionary - defines words and terms; confirms spelling,

definition, and pronunciation; used to find out how words are
used; helps to locate synonyms and antonyms and to trace the
origin of words.

5. Directory - lists of names and addresses of individuals,

companies, organizations, institutions, etc.

6. Encyclopedia - covers knowledge or branches of

knowledge in a comprehensive, but summary fashion;
useful for providing facts and a broad survey of a topic;
written by specialists

7. Handbook - treats one broad subject in brief, or gives a brief survey of a subject.
GR 7 ENG LANG S1 31 TOPIC 1 LESSON 4

8. Glossary - A glossary is an alphabetized collection of specialized terms with their

meanings. Glossary entries help the general reader to understand new or
uncommon vocabulary and specialized terms.

9. Table of Contents - A table of contents is a list of divisions (chapters or articles)

and the pages on which they start.

Points to Remember:
 Reference books have parts or sections that can also be used as
references themselves.
 These are: Table of Contents, Glossary and Index

Activity 2: Match the description in Column B with the kind of reference

in Column A by writing the letter of each description on the
space before each number.
A B
___1. Handbook a. A book of maps and geographical information
___2. A table of b. Usually a one-volume work with statistics and
contents a compilation of specific facts. They contain
information such as the top news stories of the
year, statistics on the latest World series
games, the world records, note-worthy
achievements, facts about famous persons,
population figures for countries all over the
world.
___3. Almanac c. A compilation of sources of information;
provides literature on a specific subject or by a
specific author
___4. Bibliography d. Treats one broad subject in brief, or gives a
brief survey of a subject
___5. Directory e. Is a list of divisions (chapters or articles) and
the pages on which they start
___6. Encyclopaedia f. Covers knowledge or branches of knowledge
in a comprehensive, but summary fashion;
useful for providing facts and a broad survey of
a topic; written by specialists
___7. Dictionary g. Lists of names and addresses of individuals,
companies, organizations, institutions, etc.
___8. Atlas h. Defines words and terms; confirms spelling,
definition, and pronunciation; used to find out
how words are used; helps to locate synonyms
and antonyms and to trace the origin of words.
___9. Glossary i. A book of prayers
j An alphabetized collection of specialized terms
with their meanings.

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.
GR 7 ENG LANG S1 32 TOPIC 1 LESSON 4

Summary
You have come to the end of Lesson 4. In this lesson you learned
the different kinds of references and when to use each of them. You
also learned that reference books have parts or sections that can
also be used as references themselves.

NOW DO PRACTICE EXERCISE 4 ON THE NEXT PAGE.

GR 7 ENG LANG S1 33 TOPIC 1 LESSON 4

Practice Exercise: 4

A. Match the purposes in Column A with the reference materials listed

under Column B. Write your answers on the spaces before the number.

A B
____1. to find synonyms A. Bibliography
____2. to find maps B. Biography
____3. to find the page number for the information C. Dictionary
they need in their textbooks or other books D. Index
and magazines E. Encyclopaedia
____4. to find basic information about a subject F. Thesaurus
____5. to find information about a recent or local G. Atlas
event H. Newspapers
____6. to find detailed information about a person
____7. To find meaning or pronunciation of a word.
____8. A list of resources used or referred to by an
author. It usually includes the Source's
name, Date of publication or interview
Name of publication or resource and Place
of publication or interview

B. Write the best reference for each topic listed below.

1. All about Abraham Lincoln __________
2. The weather forecast for tomorrow __________
3. States that border the state of New Mexico. __________
4. The opposite of the word quickly. __________
5. The water cycle in your science book. __________
6. The tallest mountain in the world. __________
7. The most populous country in the world. __________
8. The correct pronunciation of echo. __________
9. The Ten Commandments. __________
10. How old is the earth? __________
11. What are the rivers that flow into the Mississippi? __________
12. How are pearls formed? __________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

GR 7 ENG LANG S1 34 TOPIC 1 LESSON 4

Answers to Activities
Activity 1
1. Reference materials
2. Phonebook
3. a. dictionaries
b. encyclopaedias
c. almanac
d. handbook
e. atlases
f. statistical data
g. directories
h. bibliographies
4. paper, CD rom or the internet
5. Reference materials are a great starting place for exploring a topic.
Activity 2
1. d
2. e
3. b
4. c
5. g
6. f
7. h
8. a
9. j
GR 7 ENG LANG S1 35 TOPIC 1 LESSON 5

Lesson 5: Fiction

Welcome to Lesson 5 of Strand 1. In the previous lesson you

learnt about the different kinds of reference materials that can aid
you in your studies. You also learnt how to locate information
from these references. But first, let us look at the aims for this
lesson.

Your Aims:
 differentiate the ways non-fiction books and
fiction books are classified in the library
 define fiction
 classify books as fiction

Fiction and Non-Fiction

Fiction (F) are books that are made up by the author or are not true. Non-fiction
(NF) is the opposite of fiction. Books that are non-fiction or true are about real things,
people, events and places. Another way to say it is: Fiction = Not True and
Non-fiction = True.

How are fiction and non-fiction books classified in the library?

Let us pretend that you wrote a book and your last name was Cleary. If kids liked
your book, they would want to read more of them, so by having your books in the
same place it would a lot easier finding them. Non-fiction books are shelved by their
subject‟s category. They are arranged according to their call numbers.

For example, if you wanted a book about cats you would want them to be in the same
area. You would not worry about the author you would just want the facts about cars.
Fiction and non-fiction books are shelved this way so you can easily find the book of
your choice.

Some bigger libraries break up fiction into multiple categories. And most public
libraries separate Fiction from Non-fiction. Fiction books are generally placed in
alphabetical order by the author's last name while non-fiction books are shelved
based on the Dewey Decimal Classification.

On the shelves, they are again organised by the author's last name. For example in
the Animal characters category, if the authors are Barry, Bartlet and Basil. Barry goes
before Bartlet which goes before Basil, and so on.

When there are several books by one author, find the correct place on the shelves
according to the author's name, then arrange all of that author's books alphabetically
by title. The articles "A", "An", and "The" are not considered. Study the arrangement
of the books below by the same author.

Example: The Arrow and the Lightning

Cycle of the Werewolf
A Walk in the Park
GR 7 ENG LANG S1 36 TOPIC 1 LESSON 5

Here is an example of Fiction Classification.

Activity 1: Refer to the picture above to answer this activity.

Arrange the books correctly according to the way fiction
books should be arranged.

1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
6. ________________________________________________________
7. ________________________________________________________
8. ________________________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Activity 2: Refer to the picture below to answer this activity.

GR 7 ENG LANG S1 37 TOPIC 1 LESSON 5

1. Find 2 fiction books in the picture on the previous page. Copy the information
written on the spines of the books.

Example: Title: Just My Type

a. ____________________________________________
b. ____________________________________________

2. Find 2 non-fiction books in the picture on the previous page. Copy the
information written on the spines of the books.

Example: Title: The Naturalist

a. ____________________________________________
b. ____________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Points to Remember:

 Fiction books are generally placed in alphabetical order by the

author's last name while non-fiction books are shelved based on the
Dewey Decimal Classification.
 Fiction books are organised by the author's last name.
 If the author has multiple books out, they are put in alphabetical
order by title. ie. "Cristine" before "Cujo" and then "Cycle of the
Werewolf". If it's a series, they are put in numerical order.

Summary
In this lesson you have learnt different ways in which non –fiction
and fiction books are classified in the library. You also identified
fiction and non-fiction books.

NOW DO PRACTICE EXERCISE 5 ON THE NEXT PAGE.

GR 7 ENG LANG S1 38 TOPIC 1 LESSON 5

Practice Exercise: 5

1. Fiction Books are not factual. Although they may be based on true event, they
are primarily the product of the author‟s imagination. True or False
______________________________________________________________

2. Books are arranged alphabetically according to the last name of the author.
Which author would be filed first?

Short
Sherwood
Answer: _______________________________________________________

3. When two authors have the same last name, alphabetise according to the first
names. Which author would be filed first?

Sherwood, Austin
Sherwood, Alice
Answer: _______________________________________________________

4. Which book would be filed first for one author who has several books?

Sherwood, Alice. Night Hawk

Sherwood, Alice. Open Window
Answer: _______________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

Answers to Activities

Activity 1
1. Animal characters
2. Fairy tales
3. Folktales and Legends
4. Historical Fiction
5. Sports Stories
6. Mixed-up Fairy Tales
7. Mystery
GR 7 ENG LANG S1 39 TOPIC 1 LESSON 5

Activity 2
1. (Any of two the following fiction books are correct answers.)
a. American Gods by Neil Gaiman
b. A Clash of Kings by George R.R. Martin
c. Brush Popper by Rex Dixon
d. Then We Came to the End
e. Dune by Frank Herbert
f. The White Woman on the Green Bicycle
g. The Suspicious Mr. Whicher
h. Our Tragic Universe
i. Stalker by J R Hartley
2. (Any of two the following non-fiction books are correct answers.)
a. Secret Waters
b. Seabirds
c. Wild Flowers of Britain
d. Capture the Beauty in Nature
e. Pool and Waterside Gardening by Peter Robinson
f. Wildlife through the Camera
g. Frogs and Toads of the World
GR 7 ENG LANG S1 40 TOPIC 1 ANSWERS

Answers to Topic 1 Practice Exercises

Practice Exercise 1
A. 1. Useful Arts - Recreation
2. 796.9, 796.4, 796.1, 796.12, 796.01
3. 900-999
4. 500-599
5. 300-399

B. Sample biography only

Mae Jemison: Star Child

Have you ever dreamed of flying freely through outer space surrounded by a
sea of stars? Mae Jemison fulfilled that dream. On September 12, 1992,
aboard the spaceship Endeavour, she became the first African-American
woman to blast into outer space. This wasn‟t the only time, however, that
Jemison had reached for the stars and realized her dreams.

Jemison was born on October 17, 1956, in Decatur, Alabama, but she grew up
in Chicago, Illinois. There weren‟t many African-American female role models
while
Jemison was growing up, but she didn‟t let that stop her from achieving her
goals. She was especially interested in anthropology, archaeology and
astronomy. Luckily, her parents encouraged those interests. That
encouragement drove her to excel. She graduated from high school at 16!
Then she earned degrees in chemical engineering and African-American
studies at Stanford University. Soon after, she graduated from Cornell
University‟s medical school.

No obstacle was too great for Jemison to overcome! Jemison‟s

accomplishments did not end there. In 1981, she joined NASA‟s space
program in Houston, Texas. In 1988, however, Jemison realized her biggest
dream: She finally became an astronaut! Just four years later, she was named
Science Mission Specialist (another NASA first on the Endeavour flight.

Today she encourages young people, especially women and girls, to study the
sciences. Her life example teaches us to follow our dreams, no matter how
great!

Practice Exercise 2

1. a. Author Card b. Title Card c. Subject Card

2. a. Grahame b. Munsch c. Trez
3. a. Reluctant Dragon b. Paper Bag Princess c. Little Knight‟s Dragon
GR 7 ENG LANG S1 41 TOPIC 1 ANSWERS

4. a. F PAR b. E MUN c. E TRE

5. a. Henry Holt b. Kids Can Press c. World Publishing

Practice Exercise 3
1. A 2. C 3. B 4. D
5. B 6. A 7. C 8. C

Practice Exercise 4
A. 1. A 2. B 3. C 4. D
5. E 6. F 7. G 8. H

B. 1. Biography 2. Newspapers 3. Atlas

4. Thesaurus 5. Encyclopaedia 6. Encyclopaedia
7. Encyclopaedia 8. Dictionary 9. Bible
10. Encyclopaedia 11. Atlas 12. Encyclopaedia

Practice Exercise 5

1. True

2. Sherwood

3. Sherwood, Alice

4. Sherwood, Alice. Night Hawk.

END OF TOPIC 1

NOW DO EXERCISE 1 IN THE ASSIGNMENT 1. THEN GO ON TO

TOPIC 2.
GR 7 ENG LANG S1 42 TOPIC 1 ANSWERS
GR 7 ENG LANG S1 43 TOPIC 2 TITLE

TOPIC 2

WAYS OF GETTING INFORMATION

In this topic you will learn about:

 Card Catalogues

 References And Signposts

 Taking Tests

 Most Commonly Misspelled Words

 Words With Multiple Meanings

GR 7 ENG LANG S2 44 TOPIC 2 INTRODUCTION

TOPIC 2: WAYS OF GETTING INFORMATION

In your FODE Grade 7 work you will be asked to find materials and references in the
library. But do you know how to get information from the library and make use of the
resources available?

In this topic you will:

 use the library‟s card catalogue to look up books by subject, author and title
 use references and sign posts to help you in taking down notes thereby
collecting information quickly
 identify tips in preparing for a test, taking a test and what to do after taking the
test
 familiarise yourself with the commonly misspelled words and memorise the
correct spelling of these words
 locate specific words and their meanings from the dictionary

You may now want to ask:

Are these skills useful in everyday work and conversation? You can answer that
question after you complete this topic.

I hope you make the most out of what you will learn in this topic.

All the best!

GR 7 ENG LANG S1 45 TOPIC 2 LESSON 6

Lesson 6: Card Catalogue (Part 2)

Welcome to Lesson 6 of Strand 1. In Lessons 1 to 5 of Topic 1

you learned how books are classified and how you can find more
information in the library. In this lesson you will learn about card
catalogues. First, let us look at your aims for this lesson.

Your Aims:
 use the library‟s card catalogue to look up books
by subject, author and title
 justify the use of a card catalogue
 answer questions using a card catalogue.

Let us start with an activity.

Activity 1: Define the following. Write your answers on the spaces

provided.

1. Catalogue
________________________________________________________
2. Title Card
________________________________________________________
3. Subject Card
________________________________________________________
4. Author Card
________________________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Card Catalogue

Today we will continue learning how to use the card catalogue. We used the card
catalogue to help us locate books by titles. Today we will learn how to look up books
if we have a subject or topic we want to read a book about.

Sometimes we want to read a book about something, like a season, but we do not
know the title. We can use the card catalogue to locate books by subject to help us
find materials to read.
GR 7 ENG LANG S1 46 TOPIC 2 LESSON 6

Example 1: Subject Card

Study the example below. This is a subject card. It states the subject, or topic, of the
book first. Then it lists the author and title. The subject card is used if you don‟t know
the author or the title of the book but you only know the subject of the book that you
are looking for.

Example 2: Title Card

This is a title card. It states the title of the book first. Then it lists the author and the
subject or topic of the book. You can use the title card if you do not know the author
and the subject of the book but you know the title of the book.

Example 3: Author Card

The author card states the author of the book first. Then it lists the title and the
subject or topic of the book. You can use the author card if you do not know the
subject and the title of the book but you know the author of the book.
GR 7 ENG LANG S1 47 TOPIC 2 LESSON 6

Activity 1:

1. If I want to know more about the subject thunderstorm, which drawer would I
look into?

A. Subject Card Drawer

B. Author Card Drawer
C. Title Card Drawer

2. Refer to the card below to answer the questions that follow.

i. What kind of card is this?

A. Author card
B. Subject card
C. Title card

ii. Who is the author? __________

iii. What is the call number or the Dewey Decimal Number? _________
GR 7 ENG LANG S1 48 TOPIC 2 LESSON 6

iv. Under what subject is the book? __________

v. What is the title of the book? __________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

In a Library:

 We can use the card catalogue to locate books to help us find materials
to read.
 The subject card is used if you don‟t know the author or the title of the
book but you only know the subject of the book that you are looking for.
 You can use the title card if you do not know the author and the subject
of the book but you know the title of the book.
 You can use the title card if you do not know the author and the subject
of the book but you know the title of the book.

Summary
In this lesson you have learnt to note the differences among the 3
card catalogues namely: subject card, title card and author
card. You also learnt to answer questions based on the card
catalogue

NOW DO PRACTICE EXERCISE 6 ON THE NEXT PAGE.

GR 7 ENG LANG S1 49 TOPIC 2 LESSON 6

Practice Exercise: 6

A. Refer to the card catalogue below to answer the questions that follow.

1. What kind of a card catalogue is this? _____________________________

2. Write the name of the author. _____________________________
3. What is the title of the book? _____________________________
4. What is the call number? _____________________________
5. What is the author number? _____________________________
6. What does C stand for? _____________________________
7. How many pages does the book have? _____________________________
8. What is the subject of the book? _____________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 2.

Answers to Activity

Activity 1
1. Subject Card Drawer
2. P.S. Rosteri
3. 458 R 735
4. Italian Language Grammar
5. New Italian Grammar
GR 7 ENG LANG S1 50 TOPIC 2 LESSON 7

Lesson 7: Signposts and References

Welcome to Lesson 7 of Strand 1. In the last lesson you learned

about card catalogue and its uses to look up books by subject,
author and title. You also learned how to find answers to
questions using card catalogue.
In this lesson you shall discuss how to use signposts and
references to help you with your reading. But first, look at our
aims for this lesson.

Your Aims:
 define and identify signposts and references
 use references and sign posts to help you in
taking down notes
 collect information quickly using signposts and
references

Imagine trying to find your way around a new place or city if there were no street
signs or traffic signs.

Attempt the following activity before you read on. It should take you about 15 minutes
to complete.

Activity 1: Answer the following questions.

1. What do you understand by the terms references and signposts?

_____________________________________________________________________
_____________________________________________________________________

2. Give at least two examples of signposts that you can find in the Introduction of
this lesson.
_____________________________________________________________________
_____________________________________________________________________

Check your answers as you read through the following discussion.

In writing, signposts are very important. In a longer essay, it is not

enough to simply outline the intended essay structure in the
introduction – you need 'signposts' throughout the essay to remind
the reader where he has come from and to tell him where you plan
to go next. Signposts can take the form of words signalling the order
in which ideas are presented or sentences explaining the transition
from one section of your writing to another. Signposts and
references are very important in reading.
GR 7 ENG LANG S1 51 TOPIC 2 LESSON 7

Read the paragraph below and take note of the underlined

words.

My first school talent show was an experience I will remember forever. First I
nervously waited backstage for my turn to go on stage. My knees rattled and
my hands shook. After hearing my name called, I hurried to the piano and
peeked at the audience, which looked like a blurry spot from the stage. Then
I took one deep breath and began to play, somehow managing to get
through the piece alive. Suddenly I heard a thunderous sound that startled
me, until I realized it was the audience applauding! Meanwhile I was still so
nervous that I forgot to take a bow before leaving the stage. Now that I‟ve
survived one talent show, I may even enter again next year.

Look at the underlined words in the paragraph. They are called transition words.
Transition words are used to help connect ideas in a paragraph.

In the lists below are some of the most commonly used transition words.

Transition Words That Show Time

First finally immediately later Soon

always after suddenly meanwhile Then
eventually following last now Until

Transition Words That Show Place and position

Above beneath horizontally opposite There

Ahead down inside outside Under
around Far near over vertically
Below Here next to parallel Within

Transition Words That Show Comparison and Contrast

But In the same way On the other hand Unlike

However Like Similarly Whereas

Activity 2: Read this short extract then identify the transition words
used. It should take you 5 minutes to complete.

Even though you are not Picasso, you can paint the walls of a room beautifully
by carefully following a few basic steps. First wash the walls with soap and
water to get rid of all dirt on the surface. Then stir the paint with a paddle to
ensure a uniform thickness. Next apply the paint on the wall with a roller, using
crisscross and up-and-down strokes to produce an even coat. Finally if the
wall needs a second coat, apply it after the first coat dries. By following each
step properly, you should end up with walls boasting a bright.
GR 7 ENG LANG S1 52 TOPIC 2 LESSON 7

Write your answers on the box below.

1.
2.
3.
4.
5.

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Let us learn some more references

The following are references that you will look for when you read depending on the
purpose of your reading. These are called references because they help us to locate
specific information easily from our readings.

Title and sub-title Jacket summary

Author Date of publication (current? timely?)
Contents page Foreword/preface
Index Illustrations, maps, charts, graphs, photos
(powerful visual clues)
Margin notes Bold type
Chapter headings Subheadings
Bold type Chapter summaries
Abstracts References/bibliography
Glossary Graphics

Activity 3: What are references? Give at least 5 examples

1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. _________________________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.
GR 7 ENG LANG S1 53 TOPIC 2 LESSON 7

Summary
You have come to the end of Lesson 7. In this lesson you learnt
the kinds of signposts. You also had some activities to find out the
kinds of signposts and the importance of references in surveying
your reading materials.

NOW DO PRACTICE EXERCISE 7 ON THE NEXT PAGE.

GR 7 ENG LANG S1 54 TOPIC 2 LESSON 7

Practice Exercise: 7

A. Identify what the underlined transition word indicates. You may refer
back to pages 51 to 52 for clues.

During [1] the early twentieth century, Australian society experienced a

transformation of the domestic ideal. At this time [2] families were subject to an
increasing array of government and 'professional' programs and advice aiming to
manage and regulate family life. Some of these programs were designed to
counter social changes, others were designed to engineer them; ultimately [3]
each heralded a growing expert violation into the private sphere.

Intervention and influence took three forms. Firstly [4] , techniques designed to
maximise efficiency were introduced into the home and scientific principles were
applied to its design. In addition [5], housework and parenting methods were
analysed and subject to extraordinary standards. Secondly [6] , all aspects of
reproduction attracted increasing intervention from government and the medical
profession. Thirdly [7], state, professional and philanthropic groups began to usurp
the parental role within the family through instruction and policy. Consequently [8],
the development of 'modern' social ideals brought regulation, intervention and
ever-increasing unrealistic standards.

1. ______________________ 5. ______________________

2. ______________________ 6. ______________________

3. ______________________ 7. ______________________

4. ______________________ 8. ______________________

B. Match Column A with Column B. Write the letter of your answer on the
space provided before each number in Column A.

A B
___ 1. It is found at the back of some books. It a. Foreword/Preface
looks like a little dictionary b. Index

___ 2. Powerful visual clues c. Glossary

3. Reveals organization of a book d. Graphics, Illustrations,

___ 4. Reveals the purpose of the author maps, charts

___ 5. Summarizes the topic e. Topic summaries

CHECK YOUR WORK. ANSWERS ARE AT THE END OF THE TOPIC 2.

GR 7 ENG LANG S1 55 TOPIC 2 LESSON 7

Answers to Activities

Activity 2

1. Even though Comparison and Contrast

2. First Time

3. Then Time

4. Next Time

5. Finally Time

Activity 3

1. Date of publication
2. Foreword/preface
3. Illustrations, maps, charts, graphs, photos (powerful visual clues)
4. References/bibliography
5. Subheadings
GR 7 ENG LANG S1 56 TOPIC 2 LESSON 8

Lesson 8: Taking Tests

Welcome to Lesson 8 of Strand 1. In the last lesson you learnt

about the uses of references and signposts to help you take down
notes and collect information quickly. In this lesson you shall
discuss how to take tests. But first, look at the aims for this
lesson.

Your Aims:
 read the guidelines in preparing for a test,
taking a test and what to do after a test
 follow instructions carefully

Exam week can be difficult, dangerous, even overwhelming. You may feel helpless
and hopeless, as though there is nothing you can do. After a year or two of too much
work, you think you'll have to stay up all night studying to pass your final exams.

Read these familiar lines:

“I studied very hard for my last test but my mind went blank. What can I do to
reduce my anxiety and be more confident about taking tests?”

Help is on the way! Below are my handy hints for exam time, developed during ten
exam-filled years as a student and twenty-five more as a teacher.

Before you read on, try to do the activity below. It will take you about 15 minutes.

Activity 1: Write at least 5 of your own study tips before taking the test.

1. __________________________________________________________
2. ___________________________________________________________
3. __________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Test taking skills

Here are some tips to help you develop test taking skills.

Before the Exams

 Start preparing for your exams the first day of class. You can do this by
reading your syllabus carefully to find out when your exams will be, how many
there will be, and how much they are weighed into your grade.
GR 7 ENG LANG S1 57 TOPIC 2 LESSON 8

 Plan reviews as part of your regular weekly study schedule. As a result, you
review over the whole quarter rather than just at exam time.

 Reviews are much more than reading and rereading all assignments. You
need to read over your lesson notes and ask yourself questions on the
material you don't know well.

 Review for several short periods rather than one long period. You will find that
you retain information better and get less tired.
 Turn the main points of each topic or heading into questions and check to see
if the answers come to you quickly and correctly. Try to predict examination
questions; then outline your answers.
 It may seem "old-fashioned", but flashcards may be a helpful way to review in
courses that have many unfamiliar terms. Review the card in random order
using only those terms that you have difficulty remembering.

Two Weeks Before The Exam

o Make up a set of study sheets for each subject.

o Each set of study sheets should summarize the reading, your class
notes, and any handouts.
o Type the study sheets so they are easily readable. Use plenty of
bold type and white space to accentuate important ideas.
o For the next two weeks, read through your study sheets three times
each day. Do not try hard to memorize the information. Just read
the notes once, three times per day.

The Night Before the Exam

o Read your study sheets as usual.

o Go to bed early and get a good night's sleep.

The Day of the Exam

 Set your alarm and get up early. Allow plenty of time to get to the exam.
 Eat a good breakfast, lunch and dinner. This will help your blood sugar stay at
a stable level, and since your brain runs on sugar, you don't want to have it
dip too low or rise too high.
 Caffeine has been shown to increase alertness and performance. If you are a
habitual user of caffeine, be sure to get your accustomed dose.
 Take along a piece of fruit to eat during the exam. This will help keep your
blood sugar even, so you don't tire during the second half of the exam period.

During the Exam

 If you feel tensed, relax, take a deep breath and remember that you know the
material because you've been reviewing for two weeks.
GR 7 ENG LANG S1 58 TOPIC 2 LESSON 8

 Keep your eye on the clock while doing the exam. Allow enough time to finish
the entire test. Avoid focusing on one question and running out of time on
others.
 Read the entire exam before beginning to write. Know your enemy, in other
words.
 Be sure your name is on the test. This sounds silly, but sometimes if we feel
tense or pressured, we forget the little things.
 Read each question a second time, and then answer that question.
 Go on to the next question. Remember to look at the clock and keep moving
through the test.
 Use the entire exam period rather than rushing through the test. It's not about
finishing; it's about finishing well.

Before you read on, do Activity 2 below, it should take you 5 minutes to complete.

Activity 2: Give 5 helpful tips during the test..

1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers with mine. Make sure to do the necessary corrections before
moving on to the next part of this lesson.

Special Information for Students Taking Essay Exams

 Read the question carefully and analyse what the teacher wants in the
answer. If the question has several parts, use these parts to structure your
answer.
 Use the writing process: brainstorm, organize, outline, add supporting
information, write, revise, edit.
 Write a version of the classic five-paragraph essay. Answer the question in the
first paragraph of your essay. State and support one proof for your answer in
each of the following paragraphs. Answer the question in different words in
your concluding paragraph.
GR 7 ENG LANG S1 59 TOPIC 2 LESSON 8

After The Test

If a tutor reviews the exam in class, make sure you attend. Many students choose to
skip class of the day of the review because "nothing is happening" that day. On the
contrary, this is an important class to attend because it helps reinforce the
information one more time in long term memory. Even if you aren't interested in the
"learning" aspect of the class, it is an opportunity to hear what the instructor was
looking for in the answers. This can help you on the next examination.

Keep in mind that there are things you can do before, during, and after exams that
will help you succeed in your studies.

Before you read on do Activity 3 below.

Activity 3: Give a helpful tip that can be done after the test.

1. ______________________________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Summary
You have come to the end of Lesson 8. In this lesson you read the
guidelines to help you prepare for a test, to take a test and what to
do after a test.

NOW DO PRACTICE EXERCISE 8 ON THE NEXT PAGE.

GR 7 ENG LANG S1 60 TOPIC 2 LESSON 8

Practice Exercise: 8

Read the directions on this exercise carefully. Circle the words that indicate
what you are being asked to do, such as compare, contrast or solve.. There
may be more than one word to circle for each set of directions.
1. Place the following events in chronological order from first to last.
2. The passage below is followed by questions based on its content.
Answer the questions on the basis of what is stated in the passage.

3. Each question below consists of a related pair of words or phrases,

labelled A through to E. Now, raise your head and eyes from these
directions and make eye contact with your teacher for extra-credit.
Then, select the pair that best expresses a relationship similar to that
expressed in the original pair.
4. Over which of the following countries has this flag never flown?
5. Of the following statements, which would a historian be least able to
establish as true?
6. Which of the following was an immediate cause for the fall of the
Roman Empire?
7. Below you will read a series of statements about photosynthesis. Which
of the following statements are not true?
8. If the truck that was carrying a shipment of 10,000 apples got into an
accident and 25% of the shipment was lost, then how many of the
apples were lost in the accident?

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 2.

Answers to Activities
Activity 1
Student‟s own study tips.

Activity 2
 Relax
 Keep checking the time while doing the examination.
 Do not rush through the examination.
 Read the entire exam before you start.
 Read each question twice before answering the question.
 Do not waste time on questions that you are not too sure but move on and
attempt it later.
 Do not rush through the examination; finish it well.
GR 7 ENG LANG S1 61 TOPIC 2 LESSON 8

Activity 3

Attend exam review classes. It is an opportunity to hear what the instructor was
looking for in the answers. This can help me in the next examination.
GR 7 ENG LANG S1 62 TOPIC 2 LESSON 9

Lesson 9: Most Commonly Misspelled Words

Welcome to Lesson 9 of Strand 1. In the last lesson you read

some guidelines in preparing for a test, taking a test and what to
do after a test. You also learned how to follow instructions
carefully. In this lesson you shall discuss how to spell words
correctly. But first, look at your aims for this lesson.

Your Aims:
 familiarise yourself with commonly used words
with their correct spelling
 learn the techniques of spelling words correctly
 compare and contrast spelling with other
variations of English dictionaries
 correct your own spelling

What is a word wall?

A word wall is a list of words which are
displayed in large visible letters on a wall or
bulletin board for reference during writing, to
tie writing and reading together and to
reinforce vocabulary.
Often, word walls are put up by teachers when
you were in the formal school. Now, you can
do your own word wall by following the
example given below. So when you do your
writing or reading lesson, and you don‟t have a
teacher in front of you to ask, you can refer to A Word wall can look like this one.
your word wall.
Before you read on, do Activity 1 below.
Activity 1: Create your personal word wall by following the steps below.

Step 1: Make a word wall like the example above and post it on your wall or you
may create one in your exercise book as by copying one of the
examples provided below.
GR 7 ENG LANG S1 63 TOPIC 2 LESSON 9

Step 2: Arrange the words in alphabetical order, putting words that start with A
under letter A, and so on. Every time you learn a new word which you
come across in your reading add it to your word wall. After Grade 7, you
will have learnt a good number of words which you can use in your
reading and writing. Below is an example of how your word wall may
look like.

Following are some commonly misspelled words that you can use in making your
word wall.
1. too 26. didn't 51. like 76. About
2. a lot 27. people 52. whole 77. First
3. because 28. until 53. another 78. happened
4. there 29. with 54. believe 79. Mom
5. their 30. different 55. I'm 80. Especially
6. that's 31. outside 56. thought 81. School
7. they 32. we're 57. let's 82. Getting
8. it's 33. through 58. before 83. Started
9. when 34. upon 59. beautiful 84. Was
10. favourite 35. probably 60. everything 85. Which
11. went 36. don't 61. very 86. Stopped
12. Christmas 37. sometimes 62. into 87. Two
13. were 38. off 63. caught 88. Dad
14. out 39. everybody 64. one 89. Took
15. they're 40. heard 65. Easter 90. friend's
16. said 41. always 66. what 91. Presents
17. know 42. It‟s 67. there's 92. Are
 GR 7 ENG LANG S1 64 TOPIC 2 LESSON 9

18. you're 43. something 68. little 93. Morning

19. friend 44. would 69. doesn't 94. Could
20. friends 45. want 70. usually 95. Around
21. really 46. and 71. clothes 96. Buy
22. finally 47. Halloween 72. scared 97. Maybe
23. where 48. house 73. everyone 98. Family
24. again 49. once 74. have 99. Pretty
25. then 50. to 75. swimming 100. Before

Activity2 : Encircle the letter of the correct answer.

1. I sacrificed __________ for your education.

A. allot B. a lot C. alot

2. It took me the __________ day to write my letter.

A. whole B. hole C. hool

3. __________ it is difficult to convince someone to buy your idea.

A. Some time B. Sometime C. Sometimes

4. __________ is possible with God.

A. Everythings B. Everything C. Every thing

5. __________ are nine (9) planets in the solar system.

A. There B. Their C. They‟re

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Spelling Tips
The English language has many confusing spelling rules. Some of the more
commonly used spelling rules are presented in this lesson along with a list of some
commonly misspelled words.

Below are some spelling rules that can be of great help to your child. Keep in mind
that there are always exceptions to every rule.

1. I Before E

Perhaps the best known spelling rule is, I before E, except after C; or when
sounded like 'A' as in neighbor or weigh. Some exceptions to this rule are:
GR 7 ENG LANG S1 65 TOPIC 2 LESSON 9

either, foreign, height, and weird. Words with 'cien' as in science and ancient
are also exceptions.

-Able and -Ible

Knowing whether to end a word with -able or -ible can be hard to memorize.
Instead of having to memorize each individual word, the following rule usually
works: -able words are complete without this ending; -ible words are usually
incomplete when you remove the suffix.

For example is the word negligible; if you remove ible from the end, 'neglig' is
not a word!

The Silent E

Silent E helps vowels to say their names is another common saying. This
means that the words which have a long vowel sound, followed by a
consonant, usually end with a silent E. This will help you remember word
endings.

For example: rate and rat hate and hat

2. Walking Vowels

When two vowels go walking, the first one does the talking. Remember which
vowel goes first when there are two in a row.

For example: tea is not tae because the vowel sounds like 'eee.'

Summary
You have come to the end of Lesson 9. In this lesson you
familiarised yourself with commonly used words with their correct
spelling. You learned the techniques of spelling words correctly
and compared and contrasted spelling with other variations of the
English dictionary.

NOW DO PRACTICE EXERCISE 9 ON THE NEXT PAGE.

GR 7 ENG LANG S1 66 TOPIC 2 LESSON 9

Practice Exercise: 9

Circle the word which is correctly spelled

1. mileage mileaeg meleage miliege

2. abbrehviate abbreeviate abbriviate abbreviate

3. prairie prairi praerie praeirie

4. bahrgain bargaihn bargaen bargain

5. nuclear nooclear nucleer nuclier

6. categorey caetegory catgory category

7. irrelevanet irreelevant irrelevant irrelevatn

8. sanndwich sahndwich saendwich sandwich

9. decisin dicision decision dehcision

10. commpetitor competitore comepetitor competitor

11. courageous coeurageous couragous courageaus

12. admettance admittacne admitance admittance

13. guhard gueard guard gurd

14. particulalry particullarly particularley particularly

15. guidanece guedance guidance gueidance

16. questionnair qustionnaire questionnaire questionnare

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 2.

Answers to Activities

Activity 2
1. b 2. a 3. c
4. b 5. a
GR 7 ENG LANG S1 67 TOPIC 2 LESSON 10

Lesson 10: Words with Multiple Meanings

Welcome to Lesson 10 of Strand 1. In the last lesson you

familiarised yourself with commonly misspelled words by
designing a word wall. You also learned the techniques of spelling
words correctly and corrected your own spelling and those of
others by using a dictionary. But first, look at your aims for this
lesson.

Your Aims:
 scan the dictionary to check meaning of new
meaning of t new words
 use the dictionary to identify the most
appropriate meaning of words that has multiple
meanings
 identify words by usage labels ,using he
dictionary
You will need a dictionary in this lesson.

Uses of a Dictionary

The dictionary helps you to learn three important facts about words: how to spell it,
how to pronounce it and what it means.

To have a better understanding of words with many meanings, the following exercise
will help you. It should take you 5 minutes to complete.

Activity 1: Several meanings are given for each word below. Choose the
meaning which fits the word as used in the sentence. Place
the letter of that meaning on the line before the sentence.
Each different meaning is numbered. Do not use your
dictionary in answering this. I will tell you when to use your
dictionary. Just have it ready in front of you

A. believe
a. To take as true or real
b. To have faith or confidence
c. To think
1. I believe in God the Father Almighty. __________
2. Do you believe in ghosts? __________
3. If he says that, he believes wrongly. __________

B. block
a. A solid piece of material, such as stone, wood or metal, often with flat
sides
b. The length of one side of a space, bounded by four streets
c. To stand in the way of

4. The parade blocked traffic. __________

GR 7 ENG LANG S1 68 TOPIC 2 LESSON 10

5. We live two blocks from traffic. __________

C. fix
a. To fasten; to make stable
b. To set or establish
c. To repair
d. To prepare
6. Father is going to fix a day for the party. __________
7. The carpenter fixed a shelf to the wall. __________
D. pass
a. To go by
b. To hand from one to another
c. To get successfully through a requirement
d. To allow to go on or to enter
e. To move from one person or place or another
f. A permit

8. We passed the test with ease. __________

9. We have a season pass for the games. __________
10. Please pass the salt. __________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

What are Homographs?

Words with multiple meanings are also called homographs. A homograph is a word
with the same spelling as that of another word but with a different origin, meaning
and sometimes pronunciation.

Let us look at the homographs from Activity 1.

1. believe
a. to take as true or real
b. to have faith or confidence
c. to think

2. block
a. a solid piece of material, such as stone, wood or metal, often with flat
sides
b. the length of one side of a space, bounded by four streets
c. to stand in the way of

3. fix
a. to fasten; to make stable
b. to set or establish
c. to repair
d. to prepare

4. pass
a. to go by
GR 7 ENG LANG S1 69 TOPIC 2 LESSON 10

b. to hand from one to another

c. to get successfully through a requirement
d. to allow to go on or to enter
e. to move from one person or place or another
f. a permit

When you read a sentence with a homograph in it, study the sentence in order to
decide on the meaning of the word. Read the following sentence:

We have a season pass for the games.

Look at the definitions of the word pass given above (4). You can see that in the
sentence the word pass means “a permit.”

Check your dictionary and find out what part of speech is the word pass according to
that meaning. The correct answer is noun. I hope you got it correctly.

Before you read on, do Activity 2 below, it should take you 10 minutes to complete.

Activity 2

A. Write two sentences for each word below. Be sure to use the word as a
noun in one sentence and as a verb in the other sentence.

For example: farm

Your answers should be like these examples.

Noun: We bought a farm.

Verb: The farmer will farm 150 acres of kaukau.

1. post
Noun: ___________________________________________________
Verb: ___________________________________________________

2. smell
Noun: _____________________________________________________
Verb: _____________________________________________________

3. love
Noun: _____________________________________________________
Verb: _____________________________________________________

4. shape
Noun: _____________________________________________________
Verb: _____________________________________________________
GR 7 ENG LANG S1 70 TOPIC 2 LESSON 10

B. Now, check the meanings of the words from the dictionary. What do they
mean? Write your answers on the spaces below.

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

4. ___________________________________________________________

5. ___________________________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Points to Remember

 A homograph is a word with the same spelling as that of another word but
with a different origin, meaning, and sometimes pronunciation.
 When you read a sentence with a homograph in it, study the sentence in
order to decide on the meaning of the word.

Summary

You have come to the end of Lesson 10. In this lesson you learnt to
scan the dictionary to check meanings of new words, used the
dictionary to identify the most appropriate meaning of words that
has multiple meanings and identified words by usage labels, using
the dictionary.

NOW DO PRACTICE EXERCISE 10 ON THE NEXT PAGE.

GR 7 ENG LANG S1 71 TOPIC 2 LESSON 10

Practice Exercise: 10

A. With the help of the dictionary fill in the table with the correct
information.

Definition 1/ Definition 2/
Homograph
Part of Speech (Noun) Part of Speech (Verb)

1. read
2. fly
3. plain
4. arm
5. hand
6. spread
7. flood
8. ball
9. pin
10. wear

B. Choose 2 homographs and use them in sentences. Write your answers

on the spaces provided.

______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF THE TOPIC 2.

GR 7 ENG LANG S1 72 TOPIC 2 LESSON 10

Answers to Activities
Activity 1

A. believe B. block C. fix D. pass

1. b 4. c 6. b 8. c
2. a 5. b 7. a 9. f
3. c 10. b
Activity 2
1. post
Noun: Gary pounded the post into the dirt.
Verb: The teacher will post the grades.

2. smell
Noun: Kids sweating have a smell.
Verb: Sue can smell a skunk.

3. love
Noun: My love for you grows every day.
Verb: Tom and Tam love each other.

4. shape
Noun: A diamond is a shape.
Verb: Try to shape the clay into an animal.
GR 7 ENG LANG S1 73 TOPIC 2 ANSWERS

Answers to Topic 2 Practice Exercises

Practice Exercise 6
1. Author card 2. Clark Frederick William
3. Influence of Sea-Power 4. 937 C 548
5. C 548 6. Clark
7. 112 pages 8. History

Practice Exercise 7
A 1. Time 2. Place and Position
3. Time 4. Comparison and contrast
5. Place and Position 6. Time
7. Time 8. Comparison and contrast

B. 1. c 2. d 3. b
4. a 5. e

Practice Exercise 8
1. Place 7. Which
2. Answer 8. how many
3. raise your head and -eyes, make eye contact, select
4. which
5. establish
6. which

Practice Exercise 9

1. mileage 2. abbreviate 3. prairie

4. bargain 5. nuclear 6. category

7. irrelevant 8. sandwich 9. decision

10 competitor 11. courageous 12. Admittance

13. gurd 14 particulalry 15. guidance

16. questionnaire
GR 7 ENG LANG S1 74 TOPIC 2 ANSWERS

Practice Exercise 10

A.
Definition 2/
Definition 1/
Homograph Part of Speech
Part of Speech (Noun)
(Verb/Adjective)

1. read Knowledgeable as a Understand the meaning of

result of reading widely written/printed word

2. fly Ascend a flying insect

3. plain A large area of flat land simple/ordinary

Supply with weapons Each of the two upper limbs

4. arm of the human body from the
shoulder to the hand

5. hand Fist, palm Surrender

6. spread Soft paste that can be Open out so as to increase

spread on the bread the work area

An overflow of a large Cover or become covered

7. flood amount of water over with water
land

8. ball A toy; a formal party for Squeeze or form into a ball

dancing

A thin piece of metal with Attach or fasten with pins

9. pin a sharp point at one end
and a round head at the
other used as a fastener

10. wear A dress To be dressed in, clothe

B. 1. The fly flew towards the food. 2. The birds fly high.

END OF TOPIC 2

NOW DO EXERCISE 2 IN THE ASSIGNMENT 1. THEN GO ON TO TOPIC 3.

GR 7 ENG LANG S1 75 TOPIC 3 TITLE

TOPIC 3

VOCABULARY BUILDING

In this topic you will learn about:

 Word Derivation

 Keeping A Word List

 Kinds Of Dictionaries

 Prefixes, Suffixes And Roots

 Synonyms And Antonyms

GR 7 ENG LANG S1 76 TOPIC 3 INTRODUCTION

TOPIC 3: VOCABULARY BUILDING

You are probably aware of how important a good vocabulary is to succeed at FODE.
At your present stage in life, a good vocabulary is an important asset outside school
as well, since job, college or vocational interviews are in your near future. With a
good vocabulary at your command, you can express yourself clearly and
communicate exactly the meaning you intend.

The techniques discussed in this topic should help you to expand your reading and
speaking vocabulary. Lesson 11 discusses the origin of words. Lessons 12 and 13
show in more details how to keep a word list and the use of two different types of
dictionaries. Lesson 14 discusses how to analyse parts of words to determine their
meaning and Lesson 15 discusses how to use context clues to determine the correct
meaning of the words.

Building vocabulary is not just a question of acquiring a collection of long, impressive-

sounding words. The keys to real vocabulary development are extensive reading and
use of proper reference sources plus whatever memory techniques suit you best.
This topic will present a variety of methods for making new words a part of your
regular vocabulary. You can increase your vocabulary through regular use of this
valuable resource.

It is a good idea to consult a dictionary any time you come across an unfamiliar word.
For convenience, you should always have a pocket dictionary close at hand, both at
home and at school.

Study the pronunciation of each word you look up. This is given in parentheses right
after the word. If you can pronounce a word you are more likely to make it a part of
your working vocabulary.

Study the information about the word‟s origins. This usually appears in brackets.

Note the different meanings a word can have, depending on how it is used in a
sentence or on its parts of speech. For example, the verb, secure means “defend.” It
can also mean “to obtain possession of.” When used as an adjective it can also
mean “safe or confident.”

All the best!

GR 7 ENG LANG S1 77 TOPIC 3 LESSON 11

Lesson 11: Word Derivation

Welcome to Lesson 11 of Strand 1. In the last lesson you used

the dictionary for different purposes. You scanned the dictionary
to check meaning of new words, used the dictionary to identify the
most appropriate meaning of words that has multiple meanings
and identified words by usage labels. In this lesson you shall look
at another use of a dictionary. But first, look at the aims for this
lesson.

Your Aims:
 identify the origin of given borrowed words.
 discover facts about word derivation.
 make a list of word derivation.

In this lesson, you will need a dictionary, a pen and a writing pad. Put them right in
front of you. Now you are ready to start.

Where do words come from?

Many words in the English language are derived from

words in other languages. Dictionaries (collegiate
dictionaries, not dictionaries published for use by
elementary-grade students) usually provide information
about the derivation of words. In this lesson, you will
thoroughly read through the dictionary, looking for words
that have their derivation in other languages.

I have included several scanned pages from the Oxford

dictionary in case you do not have a dictionary.

Before you read on, do Activity 1. It should take you 10

minutes to complete.

Activity 1: For the following English words you are to select the answer
that most closely reflects the meaning of the Greek or Latin
roots. This may be the first time you have come across these
words but just give it a try. You will not be penalized if you
get the wrong answer.

1. blare
A. fire B. water
C. Sound D. sudden light

2. circle
A. round B. three sided figure
C. Marriage D. godlike
GR 7 ENG LANG S1 78 TOPIC 3 LESSON 11

3. distant
A. remote B. close
C. Beside D. behind

4. espionage
A. spy B. friend
C. Relative D. classmate

5. force
A. Strong B. weak
C. Support D. enemy

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Study the table below. Take note of the meaning and the origin of the words.

English Word Origin Meaning

sound or utter loudly
1. blare blaren (Middle Dutch)
(The trumpet blared.)
Ring (He lost his
2. circle kirkos (Greek)
wedding ring)
Remote (He passed me
3. distant distant (Latin)
with a distant bow.)
4. espionage espion (French) Spy
5. force fortis (Latin) Strong

Facts About Word Derivation

Word derivation is a process by which the forms and

meanings of words change over centuries. For example, the
English nice derives from the Latin nescius.

Some dictionaries use abbreviations like the one on the right

for word derivation. Try to check if your dictionary uses
abbreviations like these examples.

Some dictionaries use the full words French, Greek, Latin, Middle Dutch, and so on.
GR 7 ENG LANG S1 79 TOPIC 3 LESSON 11

Tip: You will find the word derivation at the end of the last word meaning of a word
entry like this one below.

word derivation

Before you read on, do Activity 2. It should take you 20 minutes to complete.

Activity 2: Find six interesting words, each beginning with a different

letter of the alphabet. Fill in the table with your list.

You may share this activity with your friends and family members and exchange
words later on.

English Word Origin Meaning

1. art French Decoration

2. bounty Latin (bonus)

Something given generously
3. ceremony Middle French Formal act or series
(ceremonie)
4. egg Old Norse (egg) A hard shelled reproductive body produced
by a bird and esp. by domestic poultry
5.

6.

7.

8.

9.

10.

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.
 GR 7 ENG LANG S1 80 TOPIC 3 LESSON 11

Before you read on, do Activity 3. It should take you 20 minutes to complete.

Activity 3:

After sharing a list of words with your friends and family members, create a family
dictionary that includes all your friends and family members‟ contributions. Arrange
your entries in alphabetical order.
1

Summary
You have come to the end of Lesson 11. In this lesson you have
learnt to identify the origin of given borrowed words and discovered
facts about word derivation

NOW DO PRACTICE EXERCISE 11 ON THE NEXT PAGE.

GR 7 ENG LANG S1 81 TOPIC 3 LESSON 11

Practice Exercise: 11

A. Look up each word in the Webster’s dictionary and use the abbreviation
key to identify the language from which the word originates. Write the
letter of your answer on the space provided.

Origin Key 1. apprentice __________

a. Gk – Greek 2. beard __________
b. Port – Portuguese 3. beast __________
c. Fr – French 4. explosion __________
d. Ofr – Old French 5. filter __________
e. Lat – Latin 6. inquest __________
f. NI – Northern Ireland 7. loyalist __________
g. OE – Old English

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 3.

Answers to Activities
Activity 1
1. c 2. a 3. a 4. a 5.a

Activity 2
You may have filled your own words in the table.

Activity 3
You may have your own selection of words with their definitions.
GR 7 ENG LANG S1 82 TOPIC 3 LESSON 12

Lesson 12: Keeping a Word List

Welcome to Lesson 12 of Strand 1. In the last lesson you used

the dictionary to identify the origin of given borrowed words,
discovered facts about word derivation, and made a list of word
derivation as part of your family dictionary. In this lesson you will
learn how to keep a word list. First, let us look at your aims for
this lesson.

Your Aims:
 compile word derivation and vocabulary notes
from a reading passage
 suggest tips in remembering words.
In this lesson, you will use a dictionary.

Today, I‟m going to show you how to keep track of the words. But first let us read the
story below. The story is entitled Make Music, Not War.

Before we read the story, I want to introduce some new words that we will come
across. The words are harmony, ambitious, reluctant, soliciting, tangible,
slaughtered and posterity.

Let’s read the story. Make sure to look out for today’s
vocabulary words (in bold type) and to think about how they
are used in the story.

Make Music, Not War

from by Megan Vandergrift

Two years ago a boy in Indiana looked at pictures of

bombed buildings and people living in fear and felt
helpless and afraid. The war was in Bosnia.
. . .
Then he came across a story about a cello player
honouring the memory of friends who had been killed
Jason Crowe
by a bomb. The musician was playing his cello while
bombs dropped around him. He had decided not to fight back with guns, but to
express his anger and sorrow with music.

The boy in Indiana thought the story was too important to die. He‟s organizing
young people to build a statue to be placed in the square where the bomb
went off. He hopes his efforts will show warring nations that kids in the other
parts of the world are watching and that they care.

The Power of Music

The situation in Kosovo is complicated and it might seem like a completely
different world. What could we do about it, anyway? The boy in Indiana, Jason
Crowe, asked the same questions about Bosnia and then came up with some
answers.
GR 7 ENG LANG S1 83 TOPIC 3 LESSON 12

What Jason read in the newspaper

article his teacher gave him was the
story of Vedran Smailovic, a cellist
with the Sarajevo String Quartet.

On May 27, 1992, Smailovic

witnessed the massacre of his 22
neighbours who were hit by a bomb
as the stood in a breadline outside a
baker in Sarajevo. The next day,
Smailovic, dressed in a tuxedo, took
his cello to the bomb crater and
began to play. He played for 22 days,
one day for each person
slaughtered, despite the sniper fire
and the bombs rocking the city. One
day he got up from playing and a huge bomb fell right where he had been
sitting. Smailovic‟s actions attracted the world‟s attention and he became a
symbol of hope for Sarajevo.

The Absurdity of War

Jason was deeply moved by this story, “I thought how brave this guy was and
how absurd war is! To me his musical harmony represented social harmony,
and I knew right then, sitting on our couch in the family room, that I couldn‟t let
this story die.”

He decided to do three things to spread the message. First, he arranged a

cello concert at the local university. Twenty-one cellists played and one chair,
covered with 22 roses was left open to represent 22 people slain. Second,
Jason organized a memorial service called “Harmony in the Park” on the five
year anniversary of the massacre. By bringing together musicians, writers,
humanitarians, artists of different races, religious and ethnicities, Jason hoped
to “illustrate what the cellist‟s song represented – harmony as an answer to
war.”

The Spirit of The Statue of Liberty

But Jason‟s largest and most ambitious project is yet to come. He has
commissioned a statue of Vedran Smailovic to be presented to Bosnia as a
message of “peace and harmony” from the kids of the world – sort of like the
Statue of Liberty, which was a gift of peace from France to the US.

Jason contacted Smailovic to receive his permission for the statue. The cellist
was reluctant. He didn‟t think of himself as a hero. Jason explains: “Mr.
Smailovic will never be „pleased‟ about the statue because the statue‟s “life” is
based on the death of people he loved. He sees it as a useful reminder, a
symbolic teacher of sorts, but he will be „flattered‟ or „happy‟ about it. How
could he be?”

Smailovic approved the project and provided Jason with the names of other
musicians who might help the cause. At this point, Tommy Sands, Pete
Seeger,Joan Baez, Yo-Yo Ma and U2 have all offered their support.
GR 7 ENG LANG S1 84 TOPIC 3 LESSON 12

A Message from Young People around the World

Work has begun with the creation of a maquette, a 9-inch miniature that will be
offered to people donating large amounts of money. Jason estimates that he‟ll
need $100,000 to have the main statue completed, transported and installed
in Bosnia.

To date, the donations have come from individuals and through fundraising
efforts on the part of kids.

In order to help get larger donations, Jason and his parents have started a
not-for-profit corporation, The Cello Cries On, Inc. They are waiting for their
tax-exempt status so they can begin soliciting for corporate donations.

[For now] he continues to ask kids and schools for help, a few dollars at a
time. “The bottom line is that when kids raise money for the statue, which will
be a tangible symbol for our generation and for posterity of the message we
are sending, then they are investing a piece of themselves in peace.”

Defining Key Vocabulary Words

Let‟s think about our vocabulary words. The word harmony means
agreement. Do you remember how this word was used in the text?

Harmony means agreement. It is used as a noun and described by another word

musical which functions as an adjective.

The next vocabulary word is ambitious. It is an adjective in the superlative form

which is used to describe the noun project. It means having a strong desire to be
successful, to have power, etc.

Another word is reluctant. It means unwilling. It is used to describe the reaction

of Smailovic when Jason contacted him to receive his permission for the statue.

Now let‟s practice what we‟ve learned. Before you read on, do Activity 1. It should
take you 10 minutes to complete. My answers are found at the end of the lesson.

Activity 1: Now, I want you to do the rest of the new vocabulary words.
First, give the meaning of the word using your dictionary,
then refer to the text to show how the word was used in
context.

These are the remaining words:

Soliciting –
______________________________________________________________
Tangible –
______________________________________________________________
Posterity –
______________________________________________________________
GR 7 ENG LANG S1 85 TOPIC 3 LESSON 12

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Activity 2: I'm going to name some behaviours. If you think the

behaviour displays that somebody is not sure if it is the
right thing to do, write reluctant. Otherwise, write willing.
Ready?
1. Hide the face __________ Limp __________ Alert __________

Stiffness __________ Lacks enthusiasm __________

2. Fill in the boxes to explain what the given word means using the
vocabulary chart below.

Vocabulary Discovery Chart

SOLICITING

Can you find any smaller Write what the word

words inside the words? If means.
so, write them here. _____________________
_______________________
_____________________
_______________________

Write a word that means Write a word that means

about the same thing. the opposite, or
_____________________ something very different.
_____________________
_____________________
_____________________

When you think about the word, what images form in your minds?
What emotions does the word make you feel? Explain.
_______________________________________________________
_______________________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.
Tips in remembering words

Here are tips to help you remember:

GR 7 ENG LANG S1 86 TOPIC 3 LESSON 12

 Associate, or link, the word or thing you are trying to remember to something
else. For example, if Alex introduces you to Patty, you might remember them
as A and P.
 If you can't remember something at first, relax and try again.
 Make lists, either on paper or in your head.
 Read a lot if you have trouble remembering words. Keep a dictionary close by.
 Reduce the amount of alcohol you drink. Alcohol can make it hard to
remember things.
 Repeat what you want to remember.
 Take part in activities that stimulate the mind, such as crossword puzzles and
board games. This helps keep the nerve cells in the brain active, which is very
important as you get older.

Summary
You have come to the end of Lesson 12. What have you learned?
In this lesson you have learnt how to define key vocabulary words
from a vocabulary from a reading passage and suggest tips in
remembering words.

NOW DO PRACTICE EXERCISE 12 ON THE NEXT PAGE.

GR 7 ENG LANG S1 87 TOPIC 3 LESSON 12

Practice Exercise: 12

A. Write the answers to the following questions in complete sentences.

1. Where was Jason Crowe from? __________________________

2. Where was Vedran Smailovic from? ________________________

3. How did Jason Crowe come to know of Vedran Smailovic?

_____________________________________________________

4. Why was Jason deeply moved by Smailovic‟s story?

_____________________________________________________

5. What does musical harmony represent according to Jason?

_____________________________________________________

6. Why was Vedran Smailovic reluctant to receive his permission for the
statue? ____________________________________________

7. What was Jason‟s largest and most ambitious project

_______________________________________________________

B. Match Column A with Column B. Write your answers on the space before
the number.

A B

______1. slaughter A. agreement

______ 2. harmony B. meaninglessness
______ 3. ambitious C. ask for
______ 4. reluctant D. freedom
______ 5. solicit E. determined
______ 6. tangible F. a 9-inch miniature
______ 7. liberty G. real
______ 8. absurdity H. kill
______ 9. maquette I. unwilling
______ 10. flattered J. Godliness
K. Compliment

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 3.

GR 7 ENG LANG S1 88 TOPIC 3 LESSON 12

Answers to Activities
Activity 1
1. Soliciting – to ask for, or try to obtain something. It is used as a gerund to
name the project that Jason and his parents can begin to do in order to get
corporate donations.

2. Tangible – real or actual. It is used as an adjective to describe the word

symbol.

3. Posterity – future generation. It is used as a noun to refer to the next

generation.

Activity 2
1. Hide the face reluctant
Limp reluctant
Stiffness reluctant
Alert willing
Lacks enthusiasm reluctant

2. Solicit
ask or get
acquire, beg, request, urge, invite, seek, appeal, excite, etc
refuse, ignore, decline, stop, etc
Your own explanation.
GR 7 ENG LANG S1 89 TOPIC 3 LESSON 13

Lesson 13: Kinds of Dictionaries

Welcome to Lesson 13 of Strand 1. In the last lesson you

collected word derivation and vocabulary notes from a reading
passage. You also suggested tips in remembering words.

In this lesson we will study the features of two most commonly

used dictionaries. But first, let us look at the aims for this lesson.

Your Aims:
 identify reasons in using a dictionary
 familiarize yourself to the different types of
dictionaries available for language learners
 will compare their main features
 compare information within the two different
kinds of dictionaries
You will need a Merriam Webster dictionary and an Oxford dictionary, a pen and a
writing pad. Put them right in front of you. Now you are ready to start.

Reasons for using a dictionary

Most people think that you only use a dictionary to find out the meaning of words. But
you can use it in other ways. You can use it to help you speak and to help you write.

Does your dictionary have…?

 definitions/word meaning
 synonyms
 pronunciation of words
 origin of words
 grammatical information
 English spelling
 parts of speech
 Plurals of nouns
 Capitalization
 Prepositional rules
 Word usage (eg. slang)

A dictionary may help you to find the following:

 Words of similar meanings
 The population of different countries like Mexico
 Where expressions like “last straw” were first used
 Information for more research in encyclopaedia
GR 7 ENG LANG S1 90 TOPIC 3 LESSON 13

Most dictionaries include special sections at the front or back. These might include:
maps, information about geographical places, famous people, pictures of state or
national flags, other lists of facts, and illustrations (such as how disc brakes work).

Different Kinds of Dictionaries

There are different kinds of dictionaries and you may find them in your library.

Examples:
 The Australian Slang dictionary
 Maths dictionaries
 Illustrated dictionaries
 Non-English language dictionaries
 Special subject dictionaries (e.g. horticulture, biology, etc.)
 Australian English (e.g. Macquarie Dictionary)
 American English (e.g. Webster‟s Dictionary)

Finding your way around your Dictionary

How do you find all these information? Look in the introduction section of your
dictionary. Make sure your edition is no more than ten years old. The introduction
section gives the explanation of the meanings of any special marks, how to say
(pronounce) words, abbreviations and symbols, details on how to use that dictionary.

1. Word Meanings
Many people use a dictionary to find the meaning of words. Each word that is
explained in the dictionary is usually in bold type. Entry words may be shown
divided into syllables. (e.g. cal-am-ity). Some words may have only one
meaning. It might be necessary to scan all meanings to find one that suits the
context.

Sentences that show how a word is used are sometimes included in

dictionaries. The following sentence for example, might be used to
demonstrate the meaning of “sarcasm”.

“How unselfish you are,” said the girl with sarcasm, as her brother took
the biggest piece of cake.

2. Checking Your Spelling in the Dictionary

Sometimes there are two or more correct spellings of a single word. They are
usually in bold type and may be treated in two ways. If the different spelling is
used as frequently – e.g. ax or axe. If the main entry spelling is preferred.

Example: medieval also mediaeval.

3. Different Spellings of a Word

Be aware of the English and American spelling. In Australia usually English is
used.

Example: colour (English) color (American)

4. Parts of Speech and Plurals

Dictionary entries show the part of speech.
GR 7 ENG LANG S1 91 TOPIC 3 LESSON 13

Example:
 adj. adjective  conj. conjunction
Can you
recognize the  prep. preposition  interj. interjection
abbreviations?
 adv. adverb  pt. past tense

 pro. pronoun  pp. past participle

 n. noun  sing. singular

 v. verb  pl. plural

An entry may show how to spell the plural form of a noun. If this is formed by
adding -s or -es, it is not usually shown.

If the plural is formed in a different way, the spelling is shown.

Example: radium n. pl. radii

sheep n. pl. sheep

5. Head Words and Guide Words

These are usually at the top of each page. They help you to locate a word on
a dictionary page. If there are two guide words on the page, they show the
first and last words on that page. Sometimes there is a guide word at the top
of the left-hand page and one at the top of the right-hand page.

The left guide word shows the first word on the left page, and the right guide word
shows the last word on the right page words.
GR 7 ENG LANG S1 92 TOPIC 3 LESSON 13

You decide whether the word you want falls alphabetically between these two
guide words.
On page 94 you will see a sample page from the Webster‟s Dictionary. On
page 95, you will find a sample page from the Oxford Dictionary. Try to see
the difference between the two.

You don‟t always have to look at the top and bottom of the page to find the first and
last words. Some dictionaries give you the first and last word on each page. Like this:

Here is a sample page from the Oxford Dictionary.

Before you read on, do Activity 1. It should take you 10 minutes to complete. Don‟t
worry if you find this test difficult. You have plenty of time to improve. My answers are
found at the end of the lesson.

The words in the dictionary are listed in alphabetical order. Here is the first page from
the dictionary. The main words are in dark letters and are always to the left of the
other words. We call the main words the headwords.
GR 7 ENG LANG S1 93 TOPIC 3 LESSON 13

Activity 1: Now answer the following questions below.

1. What headword is next to „abroad‟? _______________

2. What is the last headword on the page? _______________
3. Put the following words into alphabetical order.

discuss discriminate discretion discursive discreet

a. __________
b. __________
c. __________
d. __________
e. __________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.
GR 7 ENG LANG S1 94 TOPIC 3 LESSON 13

Summary
You have come to the end of Lesson 13. In this lesson you have
learnt to identify reasons in using a dictionary. You familiarized
yourself to the different types of dictionaries available for language
learners and compared the main features of an Oxford dictionary
with that of a Webster‟s dictionary. You also compared information
within the two different kinds of dictionaries found answers in a
dictionary.

NOW DO THE PRACTICE EXERCISE 13 ON THE NEXT PAGE.

GR 7 ENG LANG S1 95 TOPIC 3 LESSON 13

Practice Exercise: 13

a. What’s the Right Page?

Below is a list of words from three different pages of a dictionary. In the box on
the left side there are head words (guide words) from these pages.
On which page (A, B or C) would the words on the right be found? Write the
letter of your choice on the space provided before each number.

A. HILT/HOLD
B. HOLDER/HOOKY
C. HOOLIGAN/HOUSEBOAT

______1. History ______6. Homage

______2. Homework ______7. Homework

______3. Hoax ______8. Horoscope

______4. Hives ______9. Hint

______5. Hogwash ______10. Honey

a. Read the entries below then answer the questions that follow.

1. What part of speech is spunky? _______________

Notice that two more adjective endings are shown: spunkier and
spunkiest
2. What form of spunky would you use in this sentence?
My sister is the _______________ person I know.

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 3.

GR 7 ENG LANG S1 96 TOPIC 3 LESSON 13

Answers to Activities
Activity 1
1. abrupt
2. absorbing
3. a. discreet
b. discretion
c. discriminate
d. discursive
e. discuss
GR 7 ENG LANG S1 97 TOPIC 3 LESSON 14

Lesson 14: Prefixes, Suffixes and Roots

Welcome to Lesson 14 of Strand 1. In the previous lesson you

learnt about the different kinds of dictionaries. In this lesson you
will learn prefixes, suffixes and roots to develop your vocabulary
skill. But first, look at the aims for this lesson.

Your Aims:
 define some common prefixes, suffixes and
word roots
 use prefixes, suffixes and word roots to build
new words
You will need a dictionary, a pen and paper. Put them in front of you. Now you are
ready to start.

Prefixes

As you know, many words came into English through French, and French derived
from Latin. Latin, in turn, acquired many words from Greek. Often English words, or
parts of them, come almost unchanged directly from Greek or Latin.

The term prefix derives from Latin prae-, meaning “before,” and figere, meaning “to
fix.” Here are some common prefixes which will give you keys to the meaning of
many English words.

Prefix Meaning Example

ab- Away Abduct

ad- to, toward Advance

anti- against, not antitrust, antisocial

bi- two, twice bicycle, biyearly

co-, com- with, together coexist, compress

dis- undoing of or revere of disconnect, discontent

ex- out of, formerly export, exurbanite

fore- Before Foreground

im-, in- into, not impress, imperfect,

inactive, insight

inter- together, between intermingle, interfere

intra- Within Intramural

mis- bad, wrong misfortune, miscount

GR 7 ENG LANG S1 98 TOPIC 3 LESSON 14

non- Not Nonresident

post- After Postscript

See how many prefixes you can write on a piece of paper. If you are not sure of any
word‟s meaning, look up the word in the dictionary.

For example:

1. absent
2. adventure
3. antifungal
4. composition
5. discoloration

Prefixes are found at the beginning of a word. For example, bicycle means two
wheels and tricycle means three wheels. How many wheels does a unicycle
have? One!
Activity 1: Write the prefix for each words below.

Tricycle Bicycle
Prefix - Prefix -

Underwater Overhead
Prefix - Prefix -

Precook Recall
Prefix - Prefix -

Imperfect Unlock
Prefix - Prefix -

Nonfiction - Prolong -
Prefix - Prefix -

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.
GR 7 ENG LANG S1 99 TOPIC 3 LESSON 14

Spelling Note: When a prefix is added to a word root, the spelling of the beginning
of the word root does not change.
For example:
in + spec = inspect, mis + spell = mispell

Word Roots

A word root is a word or word part from which other words grew. The following
English words are from the Latin root fin, which is part of the Latin words for “end” or
“limit”:

For example:

Finite Definite finish confine

Infinite Indefinite define final

Below are some common roots from parts of Latin and Greek words. A knowledge of
these roots will help you to make intelligent guesses about word meanings.

Word root Meaning Example

Act Act Reaction

Auto Self Autobiography

Cide Killer, killing Insecticide

Cise Cut Concise

Geo Earth Geocentric

Graph Write Telegraph

Logy Study, science Zoology

Man Hand Manipulate

Meter Measure Speedometer

Ped Foot Pedal

Phone Sound Telephone

See how many words you can name which use the roots. Check your guesses in a
dictionary. Give the meaning of each root and word.
GR 7 ENG LANG S1 100 TOPIC 3 LESSON 14

Activity 2: Cross out the root word in each of the underlined words. The
first one is done for you as an example.

1. The underground was very wet and muddy after the rain.
2. I felt underprivileged to have not known such a great man.
3. We hung on every word of his suspenseful story.
4. We enjoy your delightful company so please, come again soon.
5. You may find it advantageous to listen to an elder's advice.
6. The exhibition at the art museum looked very interesting.
7. In some countries a family may prearrange a daughter's marriage.
8. The dinosaur is a prehistoric animal.
9. It is hard to wait a long time without growing impatient.
10. The imbalance was overcome when the teams were equally matched.
Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Suffixes
Suffix is an attachment that means after. It is the little bit of a word at the end of a
word that often gives a clue about what the rest of the word will mean.

Here are a few examples:

Suffix Meaning Example

-ant servant

-ent president

-er one who joiner

-ist humorist

-or actor

-eer one who deals in or is auctioneer, electioneer

concerned with
-ful full of, characterized by Cupful
-ize to cause to become; to standardize, criticize
make into; to subject to the
action of
-less Without Hopeless
GR 7 ENG LANG S1 101 TOPIC 3 LESSON 14

Suffix Meaning Example

-ward Toward Backward

-ance annoyance

-ence insistence

-hood childhood

-ism skepticism

-ment establishment
state of being, condition of
-ness rudeness

-sion tension

-tion preparation
-ic comic

-ish babyish

-like having the nature or quality childlike

of

Activity 3: Draw a line between matching items in each column. The

first one has been done for you.

B
A
1. ar (having the quality of) Servant
2. ant (performing) Mortar
3. ed (having the quality of) Penance
4. ance (state of) Removal
5. ate (to make) Painted
6. age (collections of) Pilgrimage
7. cy (state of) Loveable
8. able (capable of) Pirate
9. al (having the quality of) Stable
Fancy
10. ble (capable of)

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.
GR 7 ENG LANG S1 102 TOPIC 3 LESSON 14

Summary
You have come to the end of Lesson 14. In this lesson you learnt that
prefixes are derived from the Latin term prae-, meaning “before,” and
figere, meaning “to fix.” You learnt that a word root is a word or word
part from which other words grew. The following English words are
from the Latin root fin, which is part of the Latin words for “end” or
“limit”. You also learnt that the suffix is an attachment--that means
after. A suffix is a little bit of a word at the end of a word that often
gives a clue about what the rest of the word will mean.

NOW DO PRACTICE EXERCISE 14 ON THE NEXT PAGE.

GR 7 ENG LANG S1 103 TOPIC 3 LESSON 14

Practice Exercise: 14

Using a dictionary, find and write the required information for the underlined words in
the sentences below.
1. Oxygen is an invisible gas.

Definition: ___________________________________________

Prefix: ___________________________________________

Root: ___________________________________________

Suffix: ___________________________________________

Part of speech: ____________________________________________

2. There are laws against indecent behavior.

Definition: ___________________________________________

Prefix: ___________________________________________

Root: ___________________________________________

Suffix: ___________________________________________

Part of speech: ____________________________________________

3. Ever since he was sick, Vicente's hair has looked flat and lusterless.

Definition: ___________________________________________

Prefix: ___________________________________________

Root: ___________________________________________

Suffix: ___________________________________________

Part of speech: ___________________________________________

4. Yoko is reading a non-fiction book.

Definition: ________________________________________________
GR 7 ENG LANG S1 104 TOPIC 3 LESSON 14

Prefix: ________________________________________________

Root: ________________________________________________

Suffix: ________________________________________________

Part of speech: ______________________________________________

5. The principal approved the petition to readmit Kat to school after a suspension

Definition: ________________________________________________

Prefix: ________________________________________________

Root: ________________________________________________

Suffix: ________________________________________________

Part of speech: ______________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 3.

Answers to Activities
Activity 1

Tricycle Bicycle
Prefix - tri Prefix - bi

Underwater Overhead
under over
Prefix - Prefix -

Precook Recall
Prefix - pre Prefix - re

Imperfect Unlock
Prefix - im Prefix - un

Nonfiction Prolong
pro
Prefix - non Prefix -
GR 7 ENG LANG S1 105 TOPIC 3 LESSON 14

Activity 2
1. The underground was very wet and muddy after the rain.
2. I felt underprivileged to have not known such a great man.
3. We hung on every word of his suspenseful story.
4. We enjoy your delightful company so please, come again soon.
5. You may find it advantageous to listen to an elder's advice.
6. The exhibition at the art museum looked very interesting.
7. In some countries a family may prearrange a daughter's marriage.
8. The dinosaur is a prehistoric animal.
9. It is hard to wait a long time without growing impatient.
10. The imbalance was overcome when the teams were equally matched.

Activity 3
A B
1. ar (having the quality of) Servant
2. ant (performing) Mortar
3. ed (having the quality of) Penance
4. ance (state of) Removal
5. ate (to make) Painted
6. age (collections of) Pilgrimage
7. cy (state of) Loveable
8. able (capable of) Pirate
9. al (having the quality of) Stable
10. ble (capable of) Fancy
GR 7 ENG LANG S1 106 TOPIC 3 LESSON 15

Lesson 15: Synonyms and Antonyms

Welcome to Lesson 15 of this Strand. In the previous lesson you

learnt some common prefixes, suffixes and roots and built new
words from them.

In this lesson you will learn synonyms and antonyms and their
differences. But first, look at the aims for this lesson.

Your Aims:
 define the words synonym and antonym and
point out their differences
 locate synonyms and antonyms with the use of a
dictionary
 give the synonym and antonym of words using
contextual clues and the dictionary

You will need a dictionary, a pen and paper. Put them in front of you. Now you are
ready to start.

What are synonyms?

The English language has thousands of words for you to choose from as you write.
Choosing the most exact and colourful words can make your writing more interesting.

Synonyms are words that have similar meanings, such as the words rabbit and
bunny, or the words draw and sketch. Read each pair of sentences below. Notice the
underlined word. In each pair of sentences, the first sentence uses a word that has a
more general meaning. The second sentence uses a more precise synonym. Notice
how the second sentence gives you a clearer picture of what the writer means to say.

The marches of Martin Luther King, The marches of Martin Luther King, Jr., in
Jr., in the 1950s and „60s, were often the 1950s and „60s, were often peaceful.
quiet
.
His early speeches always received a His early speeches always received a
good response from civil rights enthusiastic response from civil rights
activists. activists.

Dr. King was an interesting speaker. Dr. King was an inspiring speaker.

His marches and speeches helped His marches and speeches helped
tell people throughout the country convince people throughout the country
that his cause was right. that his cause was right.
GR 7 ENG LANG S1 107 TOPIC 3 LESSON 15

Activity 1: Give the synonym of the underlined word in each of the

following sentences. Choose from the list in the block and
write the letter of your answer in the space provided.

a. select f. allowed
b. seashore g. bucket
c. guests h. polite
d. sure i. big
e. clean j. last

____1. The visitors arrived for the party.

____2. We fetched the pail of water for Mother.
____3. We had our final examination yesterday.
____4. I am certain that Grandfather will come this Sunday.
____5. The teacher praised the courteous pupil.
____6. Father permitted me to attend the barrio fiesta.
____7. We often stroll along the coast in summer.
____8. The dam is a huge project.
____9. His book is neat and tidy.
____10. Choose the right answer.

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

What are antonyms?

You can also make your words express your meaning more clearly by using
antonyms.

Antonyms are words that have opposite meaning, such as day and night or often
and rarely.

Read the sentences below. The pairs of words in dark type in each sentence are
antonyms.

The most memorable speakers can be funny at times and serious at

other times.

Dr. King‟s words were so powerful that they appealed to both young
and old listeners.

People did not want to stop listening to Dr. King‟s speeches because
they were exciting from start to finish.

Some of the places where he spoke were not safe for him; some of
them were quite dangerous.

However, Dr. King always seemed brave; if he was fearful, he did not
show it.
GR 7 ENG LANG S1 108 TOPIC 3 LESSON 15

Activity 2: Match the items in Column A with their antonyms in

Column B. Write the letters in the appropriate spaces.

A B

___1. poverty a. vain

___2. stale b. shallowness
___3. depth c. awkward
___4. humility d. democratic
___5. modern e. ancient
___6. relaxed f. wealth
___7. graceful g. dwarf
___8. giant h. nervous
___9. modest i. fresh
___10. dictatorial j. pride

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Summary
You have come to the end of Lesson 14. In this lesson you learnt
that Synonyms are words that have similar meanings and
Antonyms are words that have opposite meaning.

NOW DO PRACTICE EXERCISE 15 ON THE NEXT PAGE.

GR 7 ENG LANG S1 109 TOPIC 3 LESSON 15

Practice Exercise: 15

A. Give a synonym for each word in bold.

Example: She is a lovely girl./She is a beautiful girl.

1. That is a difficult question.

________________________________
2. She gave a rude answer.
________________________________
3. They celebrated it as a victory.
________________________________
4. The merchant is a rich man.
________________________________
5. The boxer has strong muscles.
________________________________
6. She has a gay disposition.
________________________________
7. The old man has great wisdom.
________________________________
8. The baby has small hands.
________________________________
9. She is a brave girl.
________________________________

B. Fill in each blank with the antonym of the adjective italicised in the first
part of the sentence.
This pencil is long; that one is ______./This pencil is long, that one is short.
1. The story is interesting; that one is
____________________________.
2. This rose is small; that one is
________________________________.
3. This cloth is expensive; that one is
______________________________.
4. This chair is comfortable; that one is
____________________________.
GR 7 ENG LANG S1 110 TOPIC 3 LESSON 15

5. This answer is clear; that one is

_______________________________.
6. This fruit is juicy; that one is
___________________________________.
7. This tree has many branches; that one has ________________
branches.
8. This board is smooth; that one is
_______________________________.
9. This stick is hard; that one is
__________________________________.

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 3.

Answers to Activities

Activity 1 Activity 2
1. c 1. F
2. g 2. I
3. j 3. B
4. d 4. J
5. h 5. E
6. f 6. H
7. b 7. C
8. i 8. G
9. e 9. A
10. a 10. D
GR 7 ENG LANG S1 111 TOPIC 3 ANSWERS

Answers to Practice Exercises in Topic 3

Practice Exercise 11
1. apprentice - Fr (French) 2. beard - OE (Old English)
3. beast - Lat (Latin) 4. explosion – Lat (Latin)
5. filter - Lat (Latin) 6. inquest – Ofr (Old French)
7. loyalist – NI (Northern Ireland

Practice Exercise 12

1.
1. Indiana
2. Sarejevo
3. through a newspaper story
4. Smailovic played in the bomb crater for 22 days in honour of his 22
friends who perished in the bombings
5. It represented social harmony
6. He didn‟t think of himself as a hero.
7. statue of Vedran Samailovic to be presented to Bosnia as a message of
“peace and harmony”

2. Vocabulary Review
1. H 2. A 3. E 4. I
5. C 6. G 7. D 8. B
9. F 10. K

Practice Exercise 13
A. 1. A 2. C 3. A 4. A
5. A 6. B 7. B 8. C
9. A 10. B

B. 1. Adjective 2. superlative - spunkiest

Practice Exercise 14

1. Oxygen is an invisible gas.

Definition: Cannot be seen
Prefix: in
GR 7 ENG LANG S1 112 TOPIC 3 ANSWERS

Root: vis
Suffix ible
Part of speech: adjective

2. There are laws against indecent behavior.

Definition: not appropriate
Prefix: in
Root: decent
Suffix: none
Part of speech: adjective

3. Ever since he was sick, Vincent‟s hair has looked flat and lusterless.
Definition: not shiny
Prefix: none
Root: luster
Suffix: less
Part of speech: adjective

4. Yoko is reading a non-fiction book.

Definition: not fiction
Prefix: non
Root: fiction
Suffix: non
Part of speech: noun

5. The principal approved the petition to readmit Kat to school after a

suspension
Definition: admit again
Prefix: re
Root: admit
Suffix: none
Part of speech: verb

Practice Exercise 15
A 1. hard 4. wealthy
2. impolite 5. tough
3. triumph/win 6. happy
GR 7 ENG LANG S1 113 TOPIC 3 ANSWERS

7. knowledge/insight 8. tiny
9. courageous

B. 1. boring 6. dry
2. big 7. few
3. cheap 8. rough
4. uncomfortable 9. soft
5. unclear

END OF TOPIC 3

REVISE LESSONS 10-15. THEN, DO EXERCISE 3 IN ASSIGNMENT

BOOK 1.
GR 7 ENG LANG S1 114 TOPIC 3 ANSWERS
GR 7 ENG LANG S1 115 TOPIC 3 ANSWERS

TOPIC 4

USING INFORMATION

In this topic you will learn about:

 Summarising

 Graphics

 Reading Newspapers

 Taking Notes And Finding information

Quickly

 Memorisation
GR 7 ENG LANG S1 116 INTRODUCTION TO TOPIC 4

TOPIC 4: USING INFORMATION

This is the last Topic in Stand 1. You have already covered lessons on how to use
the library to help you carry out research and to read for enjoyment.

Apart from developing your reading skills, you need to know how to use the
information you collect. For you to be a good writer, a speaker or orator you must
know how to present information you find so that others will understand you.

Studying on your own can be difficult but if you are able to take notes, summarise
information and memorise some, you will definitely succeed. The lessons in this topic
will help you to do just that.

You may begin now.

Good Luck and make the most out of what you will learn in this topic.
GR 7 ENG LANG S1 117 TOPIC 4 LESSON 16

Lesson 16: Summarising

Welcome to Lesson 16 of Strand 1. In the last lesson you learnt

about synonyms and antonyms and their differences.

In this lesson we shall read about strange but true events from
the world of nature and learn how to write like a reporter for a
newspaper. But first, look at the aims for this lesson.

Your Aims:
 read and take note of important and main points
of the material
 use notes to retell what was read according to
purpose and audience

Some of the skills we will need to use are:

 summarising - information and putting it into our own words

 using words powerfully to capture the reader‟s interest
 making notes and using them well

You will need a dictionary, a pen and some paper in this lesson. Now you are ready
to start.

In this lesson, we are going to read about strange but true events from the world of
nature.

But first let us get the meaning of summarising. Get your dictionary and find out if
your definition agrees with mine.

Summarising

Summary is a general term which refers to a brief account giving the main points of
something. It is also an important skill called by names such as the preface, abstract,
digest and synopsis.

Importance of writing a summary

1. It contributes to faster and more effective communication. So many important
events happen every day. We get such information from books that we read,
movies that we see, conversations or speeches that we listen to and so on. It
is impossible to recount them in full detail. So we record only the most
important points in them.

2. It trains a reader to be critical. To understand a material very well, one must

be trained to distinguish the essential from the unimportant details.

3. Since the reader is expected to recount the ideas he gathered from the
material, summary helps us separate the important from the unimportant
GR 7 ENG LANG S1 118 TOPIC 4 LESSON 16

4. It trains us to choose the words wisely. Since we are expected to share ideas
we gathered with others, we must choose the right words that will convey our
bright ideas briefly.

5. It trains the reader or listener in note-taking. We will learn to write down our
own notes in the most economical way.

To write a good summary one must remember its characteristics.

A good summary is

a. an accurate record of only the essential ideas in the selection.

b. retains the original arrangement of ideas.
c. offers no additional comments or information.
d. much shorter than the original material.
c. maintains the point of view of the original.
d. a rephrased version.
e is grammatically correct.

Activity 1: Refer to the passage below then answer the questions that
follow. Circle also the letter of the appropriate heading or
topic for the following paragraph.
Nowadays recycling is everybody‟s business. To recycle means to pass
through a cycle by changes and treatment. It involves finding new uses for
things that are no longer useable in their old forms. Things that do not
serve their original purposes can be made to undergo treatment that will
make them useful again.

1. What is the whole paragraph about?

A. Changes B. New forms
C. Recycling D. Everybody‟s business

2. What is the most appropriate topic or title?

A. Why We Recycle Things
B. What Recycling Means
C. How We Recycle things
D. Ways of Recycling Things

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.
GR 7 ENG LANG S1 119 TOPIC 4 LESSON 16

Read the following passage and do a summary by following

the guidelines given

Silent Hunters of The Deep

Rodney Fox is a diver who has lived to tell the tale of a terrifying encounter with one
of the deadliest predators known to humans – the great white shark.
On 8 December 1992, Rodney Fox was competing in the South Australian
Spearfishing Championships, having won the title the previous year.

Fox was in superb form, drifting, gliding, spearing his quick elusive targets with
practised ease. With an hour left, he looked likely to win the title again. He was one
kilometre offshore, his finger tensing on the trigger, when something huge hit his left
side - “it was like being hit by a train” – knocking the gun from his hand and tearing
the mask from his face. His next impression was of speed, surging through the water
faster than he had ever done, a gurgling roar in his ears, and of the easy, rhythmical
power of the shark, holding him as a dog does a bone.

With his right arm, he clawed for the shark‟s eyes. It released its grip and Fox
instinctively thrust out his right arm to ward it off. The arm disappeared into the
shark‟s mouth, lacerating the underside on the bottom row of teeth. As the horrified
Fox jerked it out, the arm caught the upper jaw. Terrified of the open jaw, Fox tried to
bear-hug the shark, to wrap his arms and legs around the rough skin and to lever
himself away from the teeth. It did not work – the shark was too big for him to hug.

He suddenly realised another need even more urgent than fending off the shark – air.
He pushed away, kicked for the surface, gulped one breath and looked down on a
scene that burnt itself into his memory. His mask gone, his vision blurred, he floated
in a pink sea. A few metres away was a pointed nose and a mouth lined with razor
sharp teeth, coming at him.

In desperation, Fox kicked with all his force at the shark. It was a pointless, useless
gesture – but it worked, the shark turned from Fox, lunged for the buoy tied to his
belt, swallowed it whole, then plunged for the deep. Fox, his ears roaring, reached for
the quick-release clip on his belt. He could not find it. He realised the shark must
have wrenched the belt around his body: the clip must be at his back. His lungs
drained of air, his mind becoming fuzzy, he thought, that‟s it.

Then the impossible happened, the buoy rope snapped. Fox realised later that the
shark must have bitten the rope when it attacked him. He floated to the surface,
where his friend Bruce Farley and another man who had seen blood in the water
pulled alongside in a boat. Fox‟s arms were so lacerated he could not raise them, so
his friends gripped his wet suit and rolled him into the boat. Blood was pouring from
his wet suit.

Farley ran the boat onto the horseshoe reef. As they lifted Fox from the boat, loops of
his intestines emerged from the hole in his belly; a bystander who had studied first
aid pushed them back with his fingers. Fox was bundled into a car, straining to
breathe – his left lung had collapsed. As the car sped for Adelaide, his most vivid
sensation was of swaying in the back of the car as it reached 150 km/h (95 mph). An
GR 7 ENG LANG S1 120 TOPIC 4 LESSON 16

ambulance dashed to meet them, and Fox was in hospital in Adelaide within an hour
of leaving the water.

He recovered completely, and in 1993, Fox and Farley won the Australian Spear
fishing Championship‟s team‟s event.

You are a reporter for the Post Courier and you have been
Activity 2: tasked to write an article about a shark attack. Your job is to
rewrite the article in about 20 words. You‟ll need to keep all the
important facts and make it sound exciting and interesting for
your readers.

Now answer the questions that follow.

On 8 December 1992, Rodney Fox was Who? _________________________

competing in the South Australian Spear When? ________________________
fishing Championships, having won the title Where? _______________________
the previous year. What? ________________________
Why? _________________________

Fox was in superb form, drifting, gliding, Check 5 W questions? Any more to
spearing his quick elusive targets with add?
practised ease. With an hour left, he looked
likely to win the title again. He was one Summary:
kilometre offshore, his finger tensing on the ______________________________
trigger, when something huge hit his left ______________________________
side – “it was like being hit by a train” – ______________________________
knocking the gun from his hand and tearing ______________________________
the mask from his face. His next impression
was of speed, surging through the water Underline the bits of text to keep.
faster than he had ever done, a gurgling
roar in his ears, and of the easy rhythmical
power of the shark, holding him as a dog
does a bone.

With his right arm, he clawed for the shark‟s Check 5 Ws

eyes. It released its grip and Fox
instinctively thrust out his right arm to ward Summary:
it off. The arm disappeared into the shark‟s ______________________________
mouth, lacerating the underside on the ______________________________
bottom row of teeth. As the horrified Fox
______________________________
jerked it out, the arm caught the upper jaw.
Terrified of the open jaw, Fox tried to bear- ______________________________
hug the shark, to wrap his arms and legs
______________________________
around the rough skin and to lever himself
away from the teeth. It did not work – the ______________________________
shark was too big for him to hug.
______________________________
______________________________
______________________________
______________________________
GR 7 ENG LANG S1 121 TOPIC 4 LESSON 16

______________________________
Underline bits to keep if there are any.

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Summary

In this lesson we learnt that a summary is a short version of a

longer piece of writing. A summary contains all the main parts of
the original, but puts them more briefly. Summarising is a very
useful skill when gathering information or doing research. The final
summary should capture the main point of the original story the
summary should be in your own words.

NOW DO PRACTICE EXERCISE 16 ON THE NEXT PAGE.

GR 7 ENG LANG S1 122 TOPIC 4 LESSON 16

Practice Exercise: 16

Read each selection given below. Write a summary of each selection in not
more than 15 words, keeping in mind the characteristics of a good summary as
discussed in the earlier and later parts of this lesson.

Selection A

The fear of growing old has been common to every race and every age and has led
men on strange quests. Florida, for instance, was explored by Ponce de Leon, a
Spanish adventurer searching for the Fountain of Eternal Youth. In recent times
scientists have been busy in laboratories searching for the magic that will arrest, if not
totally banish, the spectre of old age. Many deny the value of such a discovery,
maintaining that it would be wiser to teach the young how to grow old gracefully.

Summary:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Selection B

There is no royal road to leadership. There is one thing which seems to be an essential to
developing leadership; however, this requires lots of experiences in dealing with people. In
one study, it was found that high school leaders had seven times as many social contacts
as non leaders. This proves that you are more likely to become a leader if you make lots
of friends, are active in school, and exercise every opportunity for working with people in
your village. Leadership is a skill, and like any other skill, it requires practice.

Summary:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 4.

GR 7 ENG LANG S1 123 TOPIC 4 LESSON 16

Answer to Activities

Activity 1
1. C
2. B

Nowadays recycling is everybody‟s business.

Activity 2

On 8 December 1992, Rodney Fox was Who? Rodney Fox

competing in the South Australian When? December 8 1992
Spearfishing Championships, having won the Where? South Australian
title the previous year. Spearfishing Championships
What? He was competing in the
South Australian Spearfishing
Championships
Why? Having won the title the
previous year
Fox was in superb form, drifting, gliding, Check 5 W questions? Any more to
spearing his quick elusive targets with add?
practised ease. With an hour left, he looked
likely to win the title again. He was one Summary:
kilometre offshore, his finger tensing on the Fox grabbed by shark while taking
trigger, when something huge hit his left side part in spear fishing competition.
– “it was like being hit by a train” – knocking
the gun from his hand and tearing the mask Underline bits to keep.
from his face. His next impression was of
speed, surging through the water faster than
he had ever done, a gurgling roar in his ears,
and of the easy rhythmical power of the
shark, holding him as a dog does a bone.

With his right arm, he clawed for the shark‟s Check 5 Ws

eyes. It released its grip and Fox instinctively
thrust out his right arm to ward it off. The arm Summary:
disappeared into the shark‟s mouth, Fox‟s right arm was bitten by the
lacerating the underside on the bottom row of shark.
teeth. As the horrified Fox jerked it out, the
arm caught the upper jaw. Terrified of the Underline bits to keep if there are
open jaw, Fox tried to bear-hug the shark, to any.
wrap his arms and legs around the rough
skin and to lever himself away from the teeth.
It did not work – the shark was too big for him
to hug.

Here is my summary.

On December 8, 1992, Rodney Fox was grabbed by a shark while competing for the
South Australian Spearfishing Championships, having won the title the previous year.
GR 7 ENG LANG S1 124 TOPIC 4 LESSON 16

Can you count how many words I used to summarise the paragraph. I used only 20
or more words.

How did I do that? I just followed the guide questions in Activity 1 and Activity 2.

Remember to ask the most important questions: Who?, Where?, What?, Why? and
How?
GR 7 ENG LANG S1 125 TOPIC 4 LESSON 17

Lesson 17 : Graphics (Diagrams)

Welcome to Lesson 17 of Strand 4. In the last lesson you read

and take note of important and main points of the material use
notes to retell what was read according to purpose and audience
In this lesson you shall look at diagram as a way of organizing
information. But first, look at the aims for this lesson.

Your Aims:
 look at how a diagram can be used as a
factual text
 use special ways to find information quickly
 organize information using a diagram

What is a diagram?

A diagram is a sketch, outline, or a plan demonstrating the form or working of

something. It may also be a pictorial representation of a quantity or relationship.
Diagrams are information that can help you research about different topics. They can
also help us in finding information quickly.

Now let’s find out how we interpret diagrams

Mostly these diagrams are an attempt to help us visualize the steps of processes and
see how the steps are related to one another.

In order to understand the diagram, you first must understand the content that the
diagram represents from the text.

Next you have to relate the written description under the diagram to the diagram
itself.

Sometimes this can take a long time to interpret and digest. If you do this step you
can draw your own version of the diagram in understandable steps and write
what is going on in each step on your diagram.

After you have pieced apart the diagram into steps and written a description of each
step on your diagram you might try to create your own written description of the
diagram. Make reference to your own figure and use your own words.

Let us talk about what you learnt.

Activity 1: Answer the following questions.

1. In your own words explain what a diagram is.

______________________________________________________________
GR 7 ENG LANG S1 126 TOPIC 4 LESSON 17

______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Write the steps that you must do in order to understand what a diagram is?

Step 1
______________________________________________________________

Step 2
______________________________________________________________

Step 3
______________________________________________________________

Step 4
______________________________________________________________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Now, let us organise some information using the diagram of a life cycle of a frog.

The life cycle of a frog.

GR 7 ENG LANG S1 127 TOPIC 4 LESSON 17

The Egg
Frogs lay their eggs in water or wet places. A floating clump of eggs is called frog
spawn.

TheTadpole
After hatching from the eggs, the tadpoles swim and breathe through their gills. They
have long taisl and live in the water. They are extremely vulnerable, and must rely on
their camouflage to protect them. The tadpoles also face danger by being eaten by
other water animals. Sometimes the pond dries up. As a result the tadpoles die.

The Tadpole begins to Change

After about six weeks, the tadpole begins to change. It starts to grow hind legs,
which are soon followed with forelegs. Behind their heads bulges appear where their
front legs are growing. Their tails become smaller. Lungs begin to develop, preparing
the frog for its life on land. Now and then, they wiggle to the surface to breathe in
air. The tail becomes larger and makes it now possible for the tadpole to swim
around and catch food. They eat plants and decaying animal matter. Some tadpoles
eat frog‟s eggs and other tadpoles.

Almost there . . .
Over time, the tadpole becomes even more froglike. They have shed their skin and
lips. Its mouth widens, and it loses its horny jaws. The tail becomes much smaller,
and the legs grow. The lungs are almost functioning at this point.

The Frog
More than 12 weeks after the egg was laid, a fully developed frog with lungs, legs,
and no tail emerges from the water. This frog will live mostly on land, with occasional
swims. The tiny frogs begin to eat insects and worms. Eventually, it will find a mate.

Now, let us organise each of the above descriptions by writing them into an
essay.

The Life Cycle of Frog

Frogs lay their eggs in water or wet places. A floating clump of eggs is called frog
spawn.

After hatching from the eggs, the tadpoles swim and breathe through their gills. They
have long taisl and live in the water. They are extremely vulnerable, and must rely on
their camouflage to protect them. The tadpoles also face danger by being eaten by
other water animals. Sometimes the pond dries up. As a result the tadpoles die.

After about six weeks, the tadpole begins to change. It starts to grow hind legs, which
are soon followed with forelegs. Behind their heads bulges appear where their front
legs are growing. Their tails become smaller. Lungs begin to develop, preparing the
frog for its life on land. Now and then, they wiggle to the surface to breathe in
air. The tail becomes larger and makes it now possible for the tadpole to swim
around and catch food. They eat plants and decaying animal matter. Some tadpoles
eat frog‟s eggs and other tadpoles.

Over time, the tadpole becomes even more froglike. They have shed their skin and
lips. Its mouth widens, and it loses its horny jaws. The tail becomes much smaller,
and the legs grow. The lungs are almost functioning at this point.
GR 7 ENG LANG S1 128 TOPIC 4 LESSON 17

More than 12 weeks after the egg was laid, a fully developed frog with lungs, legs,
and no tail emerges from the water. This frog will live mostly on land, with occasional
swims. The tiny frogs begin to eat insects and worms. Eventually, it will find a mate.

Points to Remember:

 A diagram is a sketch, outline, or a plan demonstrating the form or

working of something.
 It may also be a pictorial representation of a quantity or relationship.
 Diagrams are information that can help you research about different
topics.
 Diagrams can also help us in finding information quickly.

Summary
You have come to the end of Lesson 17. In this lesson you learned
to look at how a diagram can be used as a factual text and used
special ways to find information quickly and organized information
using a diagram.

NOW DO PRACTICE EXERCISE 17 ON THE NEXT PAGE.

GR 7 ENG LANG S1 129 TOPIC 4 LESSON 17

Practice Exercise: 17

Interpret the life cycle of a chicken based on the diagram given below.

The Life Cycle of Chicken

1. Write the description of each step of the cycle.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
GR 7 ENG LANG S1 130 TOPIC 4 LESSON 17

______________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Organise the descriptions into an essay.

__________________________________
(Title)

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
GR 7 ENG LANG S1 131 TOPIC 4 LESSON 17

______________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 4.

Answers to Activities
Activity 1
1. A diagram is a sketch, outline, or a plan demonstrating the form or working of
something. It may also be a pictorial representation of a quantity or
relationship. Diagrams are information that can help you research about
different topics. They can also help us in finding information quickly.

2. Step1. Understand the content that the diagram represents from the text.

Step 2. Relate the written description under the diagram to the diagram itself.

Step 3. Draw your own version of the diagram in understandable steps and
write what is going on in each step on your diagram.

Step 4. Create own written description of a diagram.

GR 7 ENG LANG S1 132 TOPIC 4 LESSON 18

Lesson 18: Reading Newspapers

Welcome to Lesson 18 of this unit. In this lesson you will read

some newspaper articles and learn how to differentiate facts from
opinions as a study tool. But first, look at the aims for this lesson.

Your Aims:
 differentiate facts from opinion in newspaper
articles.
 pick up clues in the sentence to determine if it is
factual and be able to give reasons for your
feelings.
 explain the difference between statements of
hard fact as found on the front page of a
newspaper from that of the editorial page.

You will need a dictionary, a newspaper (Post Courier or The National) a pen and
some paper. Put them in front of you. Now, you are ready to start.

What can you get from reading newspapers?

You know that a newspaper gives you facts and opinions about events. When you
watch TV or listen to people discuss ideas, you usually hear both facts and opinions.
You often form your own ideas about things by listening to or reading other people‟s
ideas. If you can recognize the difference between fact and opinion, you will be better
able to judge the ideas you hear and read.

A fact is something that has actually happened or that people know to be true. You
can prove that a fact is true or correct. These facts are taken from the front page of a
newspaper.

Papua New Guinea gained its The population of Port Moresby

independence on September 16, 1975. is 255,000.

An opinion is something that a person believes to be true. It can tell what someone
thinks has already happened or that people know to be true. An opinion can also tell
what someone thinks about an event, a person, or a thing. These sentences express
opinions:

I think it will rain all day. Rainy days are boring.

Sometimes people state opinions with words like I think, I bet, I believe, it seems to
me, or in my opinion. At other times these words are missing. Then you must ask
yourself whether the statement can be proven.

Read each statement. Is each statement fact or opinion?

1. It has rained for two days.
2. Cold weather is the best.
GR 7 ENG LANG S1 133 TOPIC 4 LESSON 18

3. I think school will be called off.

4. Last year we had two days off for strong winds.

Activity 1: Answer the following questions.

1. What do we get from reading newspapers?

a. ____________________________________
b. ____________________________________

2. ___________________________is something that has actually happened or

that people know to be true.

3. An _______________________ is something that a person believes to be

true.

4. Read this extract from a section of the Post Courier on the 26 th of August
2008. Identify the facts and opinions and state in the table that follows.

Mike Manning’s Death A Big Loss To PNG

Mike Manning‟s death is the biggest loss to the six million people of Papua New
Guinea. The late Manning has contributed immeasurably to fighting and exposing
corruption in the country and is held in very high regard by both Papua New
Guineans and the international community.
He has unselfishly and vigorously given his life to promote transparency and
accountability in the governance of public institutions in Papua New Guinea without
fear and favour. Irrespective of both political and institutional changes in the
Government the late Manning was never swayed from his principal stand that the
Government must always in all and any manners of governance exercise prudent
management, accountability and transparency in handling the country affairs.
The country will definitely miss this great man who has contributed immensely to our
nation‟s development. Papua New Guinea needs people of Manning‟s charisma,
intelligence and courage to speak out for the ordinary Papua New Guineans.
Unfortunately we are aware that most knowledgeable Papua New Guineans in
responsible positions cease to exist in exposing corruption because they are either
party to it or are afraid to risk losing their jobs if they come forward. In most cases we
are aware that it may not be easy to reveal institutional corruption because of the
repercussions. Nevertheless institutions like Transparency International, the
Ombudsman Commission and the media have stood against the tyranny of
corruption in Papua New Guinea and have gained significant recognition and respect
from Papua New Guineans and the international community. Behind these
organisations and their achievements in protecting and preserving democracy and
good governance are incredible characters like the late Michael Manning who in my
understanding has exceptionally represented the six million people of this nation by
standing up “tall” for us.
His intellectual prowess to understand, define and integrate complex economical,
political, and social issues and appropriately advise the Government will be greatly
missed. As an ordinary Papua New Guinean who believes in transparency and
GR 7 ENG LANG S1 134 TOPIC 4 LESSON 18

accountability I am at a loss to comprehend why such a great man has left only his
legacy behind. On behalf of my family in Kerowagi, Kundiawa Gembogl, Chuave,
Lae, Madang, Tabubil, Wabag, Kokopo, Minj, Goroka, Port Moresby and Mendi I
extend our heartfelt condolences to the family and loved ones of the late Mike
Manning. May God be with you all during this time as we remember this great man.
Facts Opinions
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Words Used in Finding Facts

Who? What? When? Where? How? These are the question words you use when
you are looking for facts about a topic. When you find the answers to these
questions, you can write a factual paragraph using facts in the main idea and detail
sentences. You will use this type of paragraph when you write reports, business
letters, and newspaper articles.

Sometimes you want to persuade your reader to agree with your opinion or point of
view on a topic. You want to give reasons that support your point of view. In this type
of persuasive paragraph, you use a topic sentence that expresses a point of view, or
opinion. The detail sentences state reasons to support the point of view. Reasons
should be based on facts. Sometimes reasons are based on what you believe or feel
to be true about the facts. You would find this type of persuasive paragraph in
newspaper editorials, advertisements, and television commercials.

Summary
In this lesson we learnt that a fact is something that has actually
happened or that people know is true. You also learned that an
opinion is something that a person believes to be true. It can tell
what someone thinks has already happened or that people know to
be true. An opinion can also tell what someone thinks about an
event, a person, or a thing. Sometimes opinions are stated with
words like I think, I bet, I believe, it seems to me, or in my opinion.
At times they are not.
.

NOW DO PRACTICE EXERCISE 18 ON THE NEXT PAGE.

GR 7 ENG LANG S1 135 TOPIC 4 LESSON 18

Practice Exercise: 18

A. Read each sentence. Write fact if the sentence states a fact. Write
opinion if the sentence states an opinion.

1. Barrow, Alaska, is the coldest place in the United States.

__________
2. Tina beat Paul in the race. __________
3. Girls run faster than boys. __________
4. The Sepik River is the longest river on the island of New Guinea.
__________
5. Sir Michael Somare is the first Prime Minister of Papua New Guinea.
__________
6. Crops need sunshine and rain. __________
7. Port Moresby is the capital of Papua New Guinea. __________
8. Liver tastes terrible. __________
9. I think tornadoes cause more damage than hurricane.
__________
10. Mount Waialeale, Hawaii, is the rainiest place in the world.
__________

B. Explain the difference between statements of hard fact as found on the

front page of a newspaper from that of the editorial page.
______________________________________________________________
______________________________________________________________
______________________________________________________________

C. 1. Read these two topic sentences.

a. Our town needs a new gym.
b. The new gym is opened today.

Notice that the first topic sentence states an opinion. The second topic
sentence states a fact.

2. Look at these detail sentences. Tick the facts and underline the
reasons.
a. The gym seats 10,000 people.
b. The old gym is in bad condition.
c. The larger gym will bring bigger crowds to the game.
d. There is a large parking lot next to the gym.
GR 7 ENG LANG S1 136 TOPIC 4 LESSON 18

e. It was built on land near the river.

f. Our basketball team needs a new home.

3. Write the first topic sentence. Complete the paragraph by writing the
detail sentences above that best fit this paragraph.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 4.

Answer to Activities

Activity 1
1. a. Facts b. Opinions
2. Facts
3. Opinion
4.

Facts Opinions

1. Mike Manning‟s death is the biggest 1. He has unselfishly and vigorously

loss to the six million people of given his life to promote
Papua New Guinea transparency and accountability in
the governance of public institutions
in Papua New Guinea without fear
and favour.

2. The late Manning has contributed 2. Irrespective of both political and

immeasurably to fighting and institutional changes in the
exposing corruption in the country Government the late Manning was
and is held in very high regard by never swayed from his principal
both Papua New Guineans and the stand that the Government must
international community. always in all and any manners of
GR 7 ENG LANG S1 137 TOPIC 4 LESSON 18

governance exercise prudent

management, accountability and
transparency in handling the
country‟s affairs.

3. Behind these organisations and their 3. His intellectual prowess to

achievements in protecting and understand, define and integrate
preserving democracy and good complex economical, political and
governance are incredible social issues and appropriately
characters like the late Michael advise the Government will be
Manning who in my understanding greatly missed.
has exceptionally represented the
six million people of this nation by
standing up “tall” for us.

5. On behalf of my family in Kerowagi, 4. As an ordinary Papua New Guinean

Kundiawa Gembogl, Chuave, Lae, who believes in transparency and
Madang, Tabubil, Wabag, Kokopo, accountability I am at a loss to
Minj, Goroka, Port Moresby and comprehend why such a great man
Mendi I extend our heartfelt has left only his legacy behind. May
condolences to the family and loved God be with you all during this time
ones of the late Mike Manning. as we remember this great man.

5. Nevertheless institutions like 5. The country will definitely miss this

Transparency International, the great man who has contributed
Ombudsman Commission and the immensely to our nation‟s
media have stood against the development.
tyranny of corruption in Papua New
Guinea and have gained significant
recognition and respect from Papua
New Guineans and the international
community.
GR 7 ENG LANG S1 138 TOPIC 4 LESSON 19

Lesson 19: Taking Notes and Finding Information Quickly

Welcome to Lesson 19 of this Unit. In the previous lesson we

read some newspaper articles and learnt how to differentiate facts
from opinion. In this lesson we will learn how to take notes and
find information quickly as a study aid. But first let us look at the
aims for this lesson.

Your Aims:
 follow the steps to skim and scan
 take notes on an article using a grid
 scan information from other source
 differentiate skim from scan
 use abbreviations in taking down notes
 give sources of information

Read the article below and answer the questions that

follow.

Malaria Fight To Get K61m

AUSTRALIA has committed $A25 million (K61 million) to tackle malaria in the Pacific,
including Papua New Guinea. The money will be channeled through its aid agency,
AusAID, and will be used to fund a Pacific Malaria Initiative to provide further support
for health systems in countries most affected by malaria. The four-year project which
was included in the 2007-08 budget, will also fund research into malaria prevention
and control.
Every year, between 350 and 500 million people are infected with malaria worldwide,
and more than one million of those die. Not only does malaria cause enormous
human suffering, it also has a devastating impact on both social and economic
development.
Over the next four years, Australia will commit up to $A14 million (K34 million) to
Solomon Islands and up to $A6 million (K15 million) to Vanuatu. The initiative will
later be expanded to include PNG. Solomon Islands has the highest incidence of
malaria in the Pacific. Malaria is also one of the leading causes of illness and death
in PNG.
The funding will involve training medical staff in malaria prevention and detection,
and provide essential equipment for malaria diagnosis such as rapid diagnosis
testing kits; improve accuracy of statistical recording and tracking of the incidence of
malaria by training health officials in better use of information technology and
statistical methodologies; and support malaria educational programs in schools,
particularly in rural and remote regions, to teach young people about the dangers of
malaria and how to prevent it. A further $A5 million (K12 million) will also be set aside
for malaria research.
A Malaria Reference Group (MRG) has been set up to provide advice on the
development and effectiveness of the initiative. The Group is chaired by Professor Sir
Richard Feachem, former executive director of the Global Fund to Fight AIDS,
Tuberculosis and Malaria. The group will hold its first meeting on May 17-18. Over
GR 7 ENG LANG S1 139 TOPIC 4 LESSON 19

the past four years, Australia pledged $A75 million (K184 million) to the Global Fund
to fight AIDS, Tuberculosis and Malaria. Since its inception in 2002, the fund has
provided 23 million treatments to people suffering with malaria and distributed 18
million insecticide treated bed nets to prevent its spread.
The Australian Government also supports the World Health Organisation‟s Roll Back
Malaria partnership, having contributed $A7.7 million (K19 million) since 1995.
Post-Courier 15 May 2007.

Activity 1: Refer to the passage above to answer this activity.

Fill in this table for the article, Malaria fight to get K61m.

Paragraph Main Topic of Paragraph

1
2
3
4
5

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Finding information quickly

Sometimes we need to find information quickly. We can do this by skimming and

scanning. Skimming and scanning your eyes are like stone skipping over the water or
a dragonfly looking for food.

Skimming and scanning are Skimming is a method of rapid reading to

methods of reading which are absorb the overall theme, tone or general
used for finding information from meaning of a text. It is often used as a
non-fiction texts. They are, foundation to a more detailed search for
therefore, extremely useful study specific information and is therefore mostly
skills right across the curriculum. used for non-fiction texts. Skimming means
Students who can skim and scan allowing the eye to move rapidly across each
a text are already well equipped to line of text, ignoring punctuation and small
face a range of reading tasks, up words, such as in, the etc, but allowing the
to and including exams. eye to linger over, and take in the larger
words and phrases which are related to the
theme of the text.

You are a good skimmer if you:

 speak keywords and phrases aloud as you encounter them in the text;
 develop a feel for the tone or atmosphere of a piece of writing;
 recognise keywords when they are repeated in the text.
GR 7 ENG LANG S1 140 TOPIC 4 LESSON 19

Scanning is going over a reading matter quickly to get specific information like a
date, a name or a place.

You will only become a good scanner if you have frequent practice. A good ten
minute exercise for the start of your study might give you a text of approximately 250
words containing a mixture of statistics, facts and opinions based on a given theme
(it could be the theme of the lesson). Practice doing it every day. Highlight or
underline in colour:
 all the statistics (e.g. dates);

 all the keywords related to your chosen theme, for example, Victorian London;

 the answer to one specific question, for example, what is photosynthesis?

Steps to scan

Read these steps and do them.

Step 1: What are you looking for? You will find something quickly if you have a
picture in your mind. For example, you want to know the year
volcanoes in Rabaul erupted. You will have a picture in your mind of
numbers that are a date.

Step 2: Ask yourself: Is it the right number? You could find a lot of numbers.
You need to check by reading some words around the number.

Read the passage below.

“United Nations Day”

The League of Nations, formed after World War I,

had sought the same goal of peace. But it had
failed. Statesmen studied their mistakes. The
United States, not a member of the League
entered negotiations. After much planning and
many meeting, the United Nations was officially
born on October 24, 1945, with fifty-one member
nations. Nations throughout the world annually
observe this day as United Nations Day. With the
birth of the United Nations came new hope for a
better world.
United Nations Day, October 24.
Membership is open to all “peace-loving states” 1945
that will enable to carry out the obligations stated in the United Nations Charter. New
members admitted since 1945 include newly formed nations as well as older nations
able to meet these standards.

At the close of World War II, it was clear to all who had witnessed the devastation
and cruelty of all the great conflict that lasting peace must be established.
GR 7 ENG LANG S1 141 TOPIC 4 LESSON 19

Activity 2: Now answer the following questions based on the reading

passage by carefully following the instructions a to e.

a. Cover the passage “United Nations Day” with a book or piece of paper.
b. Read Question 1 below.
c. Do not read the passage.
d. Let your eyes move quickly over the lines of words.
e. Stop when your eyes fall on something that could answer the question.

1. In what year was the United Nations born? __________

2. How many illustrations are there on the page? __________

3. Is there a title for the passage? __________

4. How many member nations formed the United Nations? __________

5. After what war was the League of Nations organized? __________

6. How many paragraphs are there in the passage? __________

7. On what date is United Nations Day celebrated? __________

8. Was the United States a member of the League of Nations? __________

Thank you for completing this activity. Go to the end of this lesson to check your
answers. Make sure to do the necessary corrections before moving on to the next
part of the lesson.

Summary
In this lesson we learnt that skimming is a method of rapid reading
to absorb the overall theme, tone or general meaning of a text. It is
often used as a foundation to a more detailed search for specific
information and is therefore mostly used for non-fiction texts.
Skimming means allowing the eye to move rapidly across each line
of text, ignoring punctuation and small words, such as „in‟, „the‟
etc., but allowing the eye to linger over, and take in the larger
words and phrases which are related to the theme of the text.
You are a good skimmer if you speak keywords and phrases aloud
as you encounter them in the text and develop a feel for the tone
or atmosphere of a piece of writing, and also if you recognised
keywords when they are repeated in the text.

.
NOW DO PRACTICE EXERCISE 19 ON THE NEXT PAGE.
GR 7 ENG LANG S1 142 TOPIC 4 LESSON 19

Practice Exercise: 19

A. Skim the paragraphs below and write the answers to the questions that
follow.

Hawaii, History

Early Days. The first people to live in what is now Hawaii were the
Polynesians. They sailed there in giant canoes from other Pacific islands
about 2,000 years ago. Hawaiian legends describe these settlers as dwarfish,
playful, and shy. Another Polynesian people moved to the islands from Tahiti
about A.D. 1200. This group won control over the earlier settlers.

European Exploration. Spanish, Dutch or Japanese The explorers may have

stopped at the Hawaiian islands as early as the 1500s. the rest of the world
did not know about the islands until after Captain James Cook of the British
Navy landed there on January 18, 1778.
Phoenix English for Secondary Schools p. 11.

1. Would this passage be useful on a report about chief exports of Hawaii?

State the reason for your answer.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. Would this passage be useful in a report on Liliuokalani, who became queen

of Hawaii in 1891? State the reason for your answer.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. Does this passage contain information about the year 1959 when Hawaii
became a state of the United States? How do you know?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

4. What is the main idea of the first passage?

_____________________________________________________________
GR 7 ENG LANG S1 143 TOPIC 4 LESSON 19

5. What is the main idea of the second passage?

_____________________________________________________________

B. Scan the same passage and answer these questions.

1. Explorers from which countries visited Hawaii before 1800? _____________

2. How did the first settlers reach Hawaii? _____________________________
3. Which groups of people first lived in Hawaii? _________________________
4. Which words were used to describe the first settlers? __________________
5. People from which island reached Hawaii by the year 1200? _____________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 4.

Answers to Activities
Activity 1

Paragraph Main Topic of Paragraph

1 AUSTRALIA has committed $A25 million (K61 million) to tackle
malaria in the Pacific, including Papua New Guinea.
2 Every year, between 350 and 500 million people are infected
with malaria worldwide, and more than one million of those die.
3 Over the next four years, Australia will commit up to $A14 million
(K34 million) to Solomon Islands and up to $A6 million (K15
million) to Vanuatu.
4 A further $A5 million (K12 million) will also be set aside for
malaria research.
5 A Malaria Reference Group (MRG) has been set up to provide
advice on the development and effectiveness of the initiative.

Activity 2
1. October 24, 1945
2. 1
3. Yes
4. 51
5. World War 1
6. 3
7. October 24
8. No
GR 7 ENG LANG S1 144 TOPIC 4 LESSON 20

Lesson 20: Memorisation

Welcome to the last lesson of this unit. In the previous lesson you
learned the skill of skimming and scanning. In this lesson we will
learn another skill as a study aid, memorisation. But first let us
look at the aims for this lesson.

Your Aims:
 identify some tips in memorising.
 memorise a short poem or bible verse using
these identified tips

Study Skills

Good study skills are essential for good students. Since you are all good students, it
is assumed you have good study skills. Memorisation is one of these habits.

The word memory refers to people, places, things or events that are remembered
from the past. To memorize means the ability of the mind to store and remember
information.

The Importance of Memorisation

Much of your school work calls for memorisation of facts or other material. The skill of
memorisation is a useful and pleasant one to develop. Although no single method
works best for everyone, the following suggestions may be helpful.

1. Close your eyes and see what you can remember.

2. Now memorise a few lines at a time, reading the lines aloud and then
closing your eyes and reciting them. Try saying the entire passage
with a book open before you to glance as it if you need prompting. If
you can, have a partner to prompt you.
3. Memorise in five-to-ten minute sessions.
4. Concentrate on trouble spots. Figure out a memory device, such as
learning a key word, to carry you over the parts that give you difficulty.
5. Repeat the passage before you go to sleep.
6. After you have mastered the passage, say it over every day or so to
fix it in your mind.
7. If you have a part in a play, memorise your cues (the words that come
just before your lines).

How do we remember?
Memory itself probably cannot be developed; however, improvement in remembering
comes from correcting certain habits or thoughts so that we use our memory to its
fullest potential. Remembering is like seeing; improvement in either function does not
depend upon how much we use it but, rather, how we use it.
GR 7 ENG LANG S1 145 TOPIC 4 LESSON 20

The first and most important rule for remembering is: cultivate the habit of close
attention to the thing you wish to remember. Be sure you have a clear, sharp
impression of the face, name, date, or facts, which you will need to know at a future
time. If you wish to remember a fact, make it meaningful to you.

When we are learning, we should try not only to get a strong impression but to obtain
as many different kinds of impressions as possible. Some people can remember
colours distinctly, but have a poor memory for shapes. But anyone, by putting
together and using all of the impressions our sense organs bring us about a thing, we
can remember it much more clearly than if we rely on sight or sound alone. For
example, try reading your lesson aloud. In doing this, your eye takes in the
appearance of the printed word, your ear passes the sound of the words to your
brain, and even the tension of the muscle of your throat add their bit to the total
impression which your mind is expected to store away.

Try to visualise it. Either remember a diagram or a picture of the material to be

remembered, or take short notes about it, which you can visualise.

Intend to remember. The mere intention to remember puts the mind in a condition to
remember, and if you will make use of this fact in studying you will be able to recall
between 20 and 60 per cent more of what you read and hear than you would if you
were not actively trying to remember.

Think about it. A fact doesn't belong to you until you have used it. In making use of
this principle, plan to spend not more than one-half of your study period in reading
your lesson. Use the other half in doing something with what you learn. Think about
what you have studied, write down notes on it, and explain it to somebody else.

1. Logical memory. One of the most important of all aids to the remembering
process is the habit of associating a new idea immediately with facts or ideas that
are already firmly lodged in the mind. This association revives and strengthens
the old memories and prevents the new one form slipping away by anchoring it to
the well-established framework of your mental world.

2. Remembering by brute (physical) force. We will forget more, on the average,

during the first hour after learning that during the next 24 hours; and we will forget
more, on the average, during the first day than we will during the next thirty days.
Whatever is left after thirty days‟ time, we will probably be able to hold on to
without much further loss for years to come.

3. Reviewing is much more effective if carried out before memories have entirely
escaped than it is after considerable time has elapsed. Repetitions should be
strung out over as long a time as is available. We remember better if we pause a
little between periods of study.

4. How much study? You should study more than enough to learn your assignment.
Experiments have proven that 50% more resulted in 50% better retention. After a
week had passed, it was found that extra work had salvaged six times as much
of the material as in the case when it was barely learned.
GR 7 ENG LANG S1 146 TOPIC 4 LESSON 20

Activity 1: Try the method of memorisation described above to

memorise the poem below.

To Remember
From “Ars Poetica”
A poem should be equal to Not true.
For all the history of grief
An empty doorway and a maple leaf.
For love
The leaning grasses and two lights above
The sea –
A poem should not mean
But be.
By Archibald Macleish

The image of an empty doorway might be a poet‟s symbol for grief, but it does not
mean grief. What other images might a poet use to express the idea of grief? Of
love?

The last two lines of “Ars Poetica” have become quite famous. They are often quoted
in discussions of poetry. Would it make a difference in the way you thought about a
poem if you agreed with these lines? In what way?

Summary
In this lesson we learnt the techniques in memorisation. They are:
closing your eyes and see what you can remember, memorising a
few lines at a time, reading the lines aloud and then closing your
eyes and reciting them, memorising in five-to-ten minute sessions;
concentrating on trouble spots, figuring out a memory device, such
as learning a key word, to carry you over the parts that give you
difficulty. Repeat the passage before you go to sleep. After you
have mastered the passage, say it over every day or so to fix it in
your mind. If you have a part in a play, memorise the cues, that is,
the words that come just before your lines.

NOW DO PRACTICE EXERCISE 20 ON THE NEXT PAGE.

GR 7 ENG LANG S1 147 TOPIC 4 LESSON 20

Practice Exercise: 20

1. Memorise one verse from the Bible and write it down from
memory.
______________________________________________________________

______________________________________________________________

2. Explain what it means.

______________________________________________________________
______________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 4.

Answers to Activities

Activity 1
a. An empty chair, a climb downhill
b. No as poetry must be free to allow the free expression of a poet or
writer.
GR 7 ENG LANG S1 148 TOPIC 4 ANSWERS

Answers to Topic 4 Practice Exercises

Practice Exercises 16

Selection A

The fear of growing old is common to all people but there is no Fountain of Eternal
___________________________________________________________________________
youth but teach the young to grow old gracefully.
___________________________________________________________________________

Selection B

Leadership is a skill that can be developed through constant practice.

___________________________________________________________________________
___________________________________________________________________________

Practice Exercise 17

Once the egg has been laid, the hen sits on it for some weeks until the embryo is
developed. Then after a few more weeks, the chick is hatched. After some months, it
grows to an adult chicken and then the cycle is repeated.

Practice Exercise 18
A. 1. fact 6. fact
2. fact 7. fact
3. opinion. 8. opinion
4. fact 9. opinion
5. fact 10. fact

B. Statements of hard facts are true facts that really happened while the editorial
page is the opinion of the editor and readers of the paper.

C. 1. Read these two topic sentences.

a. Our town needs a new gym.
b. The new gym is opened today.
2. a. The gym seats 10,000 people.√
b. The old gym is in bad condition.
c. The larger gym will bring bigger crowds to the game. √
d. There is a large parking lot next to the gym. √
e. It was built on land near the river.
f. Our basketball team needs a new home.

3. Our town needs a new gym. The old gym is in bad condition. It was built
on land near the river.
GR 7 ENG LANG S1 149 TOPIC 4 ANSWERS

Practice Exercise 19

A.
1. No, because it does not talk about the chiefs of Hawaii in detail.
2. Yes, because history covered from A.D. 120
3. Yes, because explorers started coming to Hawaii islands as early as
1500‟s.
4. The first settlers of Hawaii.
5. The early explorers of Hawaii.

B. Scan the same passage and answer these questions.

1. Spain, Denmark and or Japan
2. They sailed in giant canoes.
3. Polynesians
4. They were dwarfish, playful and shy.
5. Tahiti.

Practice Exercise 20

(This are example answers for you to compare with your own.)

1. Psalm 23: Verse 1

The Lord is my shepherd, I lack nothing.
2. The psalmist, David, here claims relation to God, as his shepherd. Hence, he
infers that he does not need or want anything.

END OF TOPIC 4

NOW DO EXERCISE 4 IN YOUR ASSIGNMENT BOOK. THEN DO

THE STRAND TEST. WHEN YOU COMPLETE YOUR ASSIGNMENT
CHECK THROUGH YOUR ANSWERS AGAIN CAREFULLY THEN
SEND IT TO YOUR PROVINCIAL CENTRE FOR MARKING.
GR 7 ENG LANG S1 150 GLOSSARY

GLOSSARY

Almanac - Usually a one-volume work with statistics and a compilation of specific

facts.
Ambitious is having a strong desire to be successful, to have power, etc. The
opposite of ambitious is unmotivated. What's the word?
Antonyms are words that have opposite meaning, such as day and night or often
and rarely.
Atlas - a book of maps and geographical information
Bibliography - a compilation of sources of information; provides literature on a
specific subject or by a specific author
Camouflage – mask; disguise
Card catalogue - is a physical listing of all the contents of a library organized with
a single card for each item in the library.
Dictionary - defines words and terms; confirms spelling, definition, and pronunciation
Directory - lists of names and addresses of individuals, companies, organizations,
institutions, etc.
Encyclopaedia covers knowledge or branches of knowledge in a comprehensive,
but summary fashion; useful for providing facts and a broad survey of a topic; written
by specialists
Glossary - an alphabetized collection of specialized terms with their meanings.
Glossary entries help the general reader to understand new or uncommon
vocabulary and specialized terms
Handbook treats one broad subject in brief, or gives a brief survey of a subject
Homographs – a word with the same spelling as that of another word but with a
different origin, meaning and sometimes pronunciation.
Indecent - not appropriate behaviour
Invisible - Cannot be seen
Memorisation – retaining knowledge
Phone book. You consult it constantly to obtain so many quick facts-- phone
numbers, addresses, area codes, the names of government offices, seating charts
for concert venues, and more.
Readmit - admit again
Reference Materials - are materials which are useful for providing background
information and quick facts.
Reluctance - not wanting to do something because you are not sure it is the right
thing to do. The opposite of reluctant is willing. What's the word?
Scanning is going over a reading matter quickly to get specific information like a
date, a name or a place.
Skimming is a method of rapid reading
Subject card - the subject is written in the middle of the card.
GR 7 ENG LANG S1 151 GLOSSARY

Synonyms are words that have similar meanings

Table of contents - A table of contents is a list of divisions (chapters or articles) and
the pages on which they start.
Vast – of very great quantity.
Word derivation is a process by which the forms and meanings of words change
over centuries.
GR 7 ENG LANG S1 152 REFERENCES

REFERENCES

Jim Burke Writing Reminders EOU printing 2007

Post Courier Newspaper
Skill Builders for Efficient Reading
Susan Baing, English for Melanesia Book 1
The Concise Thesaurus An A-Z Dictionary of Synonyms David Dale House 1996
The National Newspaper
Wiki educator
GR 7 ENG LANG S1 FODE PROVINCIAL CENTRES

FODE PROVINCIAL CENTRES CONTACTS

PC FODE PROVINCIAL
ADDRESS PHONE/FAX CUG PHONES CONTACT PERSON CUG PHONE
NO. CENTRE

1 DARU P. O. Box 68, Daru 6459033 72228146 The Coordinator Senior Clerk 72229047

2 KEREMA P. O. Box 86, Kerema 6481303 72228124 The Coordinator Senior Clerk 72229049

3 CENTRAL C/- FODE HQ 3419228 72228110 The Coordinator Senior Clerk 72229050

4 ALOTAU P. O. Box 822, Alotau 6411343 / 6419195 72228130 The Coordinator Senior Clerk 72229051

5 POPONDETTA P. O. Box 71, Popondetta 6297160 / 6297678 72228138 The Coordinator Senior Clerk 72229052

6 MENDI P. O. Box 237, Mendi 5491264 / 72895095 72228142 The Coordinator Senior Clerk 72229053

7 GOROKA P. O. Box 990, Goroka 5322085 / 5322321 72228116 The Coordinator Senior Clerk 72229054

8 KUNDIAWA P. O. Box 95, Kundiawa 5351612 72228144 The Coordinator Senior Clerk 72229056

9 MT HAGEN P. O. Box 418, Mt. Hagen 5421194 / 5423332 72228148 The Coordinator Senior Clerk 72229057

10 VANIMO P. O. Box 38, Vanimo 4571175 / 4571438 72228140 The Coordinator Senior Clerk 72229060

11 WEWAK P. O. Box 583, Wewak 4562231/ 4561114 72228122 The Coordinator Senior Clerk 72229062

12 MADANG P. O. Box 2071, Madang 4222418 72228126 The Coordinator Senior Clerk 72229063

13 LAE P. O. Box 4969, Lae 4725508 / 4721162 72228132 The Coordinator Senior Clerk 72229064

14 KIMBE P. O. Box 328, Kimbe 9835110 72228150 The Coordinator Senior Clerk 72229065

15 RABAUL P. O. Box 83, Kokopo 9400314 72228118 The Coordinator Senior Clerk 72229067

16 KAVIENG P. O. Box 284, Kavieng 9842183 72228136 The Coordinator Senior Clerk 72229069

17 BUKA P. O. Box 154, Buka 9739838 72228108 The Coordinator Senior Clerk 72229073

18 MANUS P. O. Box 41, Lorengau 9709251 72228128 The Coordinator Senior Clerk 72229080

19 NCD C/- FODE HQ 3230299 Ext 26 72228134 The Coordinator Senior Clerk 72229081

20 WABAG P. O. Box 259, Wabag 5471114 72228120 The Coordinator Senior Clerk 72229082

21 HELA P. O. Box 63, Tari 73197115 72228141 The Coordinator Senior Clerk 72229083

22 JIWAKA c/- FODE Hagen 72228143 The Coordinator Senior Clerk 72229085
GR 7 ENG LANG S1 FODE COURSE PROGRAMMES

FODE SUBJECTS AND COURSE PROGRAMMES

GRADE LEVELS SUBJECTS/COURSES
1. English
2. Mathematics
3. Personal Development
Grades 7 and 8
4. Social Science
5. Science
6. Making a Living
1. English
2. Mathematics
3. Personal Development
Grades 9 and 10 4. Science
5. Social Science
6. Business Studies
7. Design and Technology- Computing
1. English – Applied English/Language& Literature
2. Mathematics – Advance/General
3. Science – Biology/Chemistry/Physics
Grades 11 and 12 4. Social Science – History/Geography/Economics
5. Personal Development
6. Business Studies
7. Information & Communication Technology

REMEMBER:

 For Grades 7 and 8, you are required to do all six (6) subjects.
 For Grades 9 and 10, you must complete five (5) subjects and one (1) optional to be certified. Business Studies and Design &
Technology – Computing are optional.
 For Grades 11 and 12, you are required to complete seven (7) out of thirteen (13) subjects to be certified.
Your Provincial Coordinator or Supervisor will give you more information regarding each subject and course.

GRADES 11 & 12 COURSE PROGRAMMES

No Science Humanities Business

1 Applied English Language & Literature Language & Literature/Applied English
2 Mathematics – Advance/General Mathematics – Advance/General Mathematics – Advance/General
3 Personal Development Personal Development Personal Development
4 Biology Biology/Physics/Chemistry Biology/Physics/Chemistry
5 Chemistry/ Physics Geography Economics/Geography/History
6 Geography/History/Economics History / Economics Business Studies
7 ICT ICT ICT
Notes: You must seek advice from your Provincial Coordinator regarding the recommended courses in each stream. Options
should be discussed carefully before choosing the stream when enrolling into Grade 11. FODE will certify for the successful
completion of seven subjects in Grade 12.

CERTIFICATE IN MATRICULATION STUDIES

No Compulsory Courses Optional Courses
1 English 1 Science Stream: Biology, Chemistry, Physics
2 English 2 Social Science Stream: Geography, Intro to Economics and Asia and the
Modern World
3 Mathematics 1
4 Mathematics 2
5 History of Science & Technology

REMEMBER:

You must successfully complete 8 courses: 5 compulsory and 3 optional.