DR R.S MOMPATI DISTRICT ENGLISH HL GRADE 12 REVISION …

NALEDI SUB-DISTRICT Page 1

REVISION GUIDE GRADE 12 TERM 1 2020

DR R.S MOMPATI DISTRICT

ENGLISH HL

GRADE 12

REVISION GUIDE

TERM 1

2020



INDEX

NO CONTENT PAGE NUMBER

Index

2

1 Instruction words

3

2 Answering a comprehension test 4

3 Writing a summary 6

4 Visual Literacy 7

5 Language structures and conventions 9

5.1 Parts of Speech 9

5.2 Synonyms and Antonyms 1 0

5.3 Contractions 10

5.4 Punctuation 11

5.5 Homonyms and Homophones 12

5.6 Malapropisms 12

5.7 Tautology and Redundancy 13

5.8 Formal and Informal Language 13

5.9 Active and Passive Voice 14

6 Informal Assessment Activities 15

7 Answers for Informal Assessment Activities 20



1. INSTRUCTION WORDS

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

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

required.

Key word Meaning

analyse Break up into separate parts and discuss, examine, interpret, explore and investigate each part. Say how each part is important. Explain how the parts are linked or related.

apply Use in practical way. When you apply you show in a practical way what your understanding is. Use your knowledge and understanding of the topic to make it relevant to a situation, issue or problem.

assess Judge or estimate the nature, quality or value of something. Make a value judgement that you justify by giving reasons.

calculate You need to get to an answer by using numbers. You will add, subtract, multiply or divide numbers to reach an answer.

comment Give your opinion on, explain or criticise. Make a judgement based upon the evidence.

compare Look at two or more things. Identify similarities and differences. See how they are the same, and how they are different. Focus more on similarities than differences.

complete Add the missing information.

consider Think about and give your opinion.

contrast Focus on the differences between two or more things. Show them in opposition to each other.

create Put together ideas or parts to develop an original idea; engage in creative thinking; offer a novel or new suggestion or item.

criticise You need to make judgements to show your own ideas and evaluation.

critically analyse

Show approval or disapproval, or find mistakes or faults, and merits or good aspects; give reasons.

define You need to give the exact meaning of the term or words. Definitions are short and exact. This is not a discussion.

describe Give an account of something where you recall what you have learned or state what you observed.

determine Find out the facts. For example, determine how many learners in Grade 11 do physical exercise more than four times a week.

discuss Write about something; compare a number of possible views about an issue or problem. Debate, consider, and argue the issues. Include comparisons and contrasts, look at pros and cons. Say what you think about the topic. Give a full answer in sentences, not just a list in point form. Always give a conclusion.

do you think

Give your OWN opinions about an issue or problem. Pay attention to the reason you give and arguments you offer; you will not be given marks just for an opinion. Provide well-reasoned or logical reasons for your opinions, based on facts.

enumerate This is the same as list. Give a number of points.

evaluate Give your own opinion and /or the opinions of others. Give evidence to support your evaluation. Give an indication of the amount, quality or value of something. Compare a number of possible views about an issue or problem. Make judgements based on facts.



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

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

give You supply, provide, present, or offer information.

Identify Recognise and name someone or something; to say who or what they are.

illustrate Give realistic examples. Explain very clearly. You can use examples and comparisons.

interpret Show your understanding of the topic, comment on it, give examples. Describe relationships, explain the meaning.

in your opinion

This asks you what you think about something or feel about something. For example, in your opinion do the youth do enough to celebrate Youth Day on the 16th of June?

list Give a short list of the points. State in the shortest way. Be brief. Do not discuss or write an essay. Usually you write items one below the other in a list.

match Find things that go together; find things that are similar or connected to each other.

measure Find the size, quantity, etc. of something. Judge the importance, value or effect of something.

mention Write about something without explaining. There should be no detail; keep it brief.

name Similar to mention; give a brief answer without long explanations.

outline Summarise, describe main ideas and core points, concepts or events. Give an overview.

prove Give the facts to support the issue.

state Explain exactly and clearly as it is.

suggest Give possible reasons or ideas. These must be believable; they do not necessarily have to be proven to work.

summarise Give a very short and brief account. Include a short conclusion. Do not give unnecessary details.



2. ANSWERING A COMPREHENSION TEST

NOTES

RULES FOR ANSWERING A COMPREHENSION TEST

1. Read through the passage.

2. Read through the questions based on the passage.

3. Read through the passage again, keeping the questions in mind to locate

possible answers.

4. Read through each question again and do the following:

Underline/ highlight/ circle the instruction words as to be informed what each question

expects you to do.

Underline the key word/ key idea

5. Answer the questions and keep the following in mind:

Number your answers to correspond with the numbering system used in the question

paper.

Skip a line between each answer as to facilitate the marking process.

Write neatly and legibly.

The mark allocation will indicate the length of the required answer.

Determine if the answer needs a full sentence, a word or a phrase.

If answering in a full sentence, start the answer with a capital letter and end it with a full

stop.

If you have to quote from the text, enclose the quote with quotation marks/ inverted

commas.

Answer all the questions because a question that is left unanswered constitutes a zero

mark.

If time allows it, edit your work to check that you have answered correctly and followed the

instructions. Watch out for careless mistakes and proofread your essay and/or short answer

questions.

Only change an answer if you misread or misinterpreted the question because the first

answer that you put down is usually the correct one.

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



3. WRITING A SUMMARY

RULES FOR WRITING A SUMMARY

1. Read the instructions in the question paper carefully to determine what is

expected/ which seven facts are required.

2. Read the text or article to get a general idea of the subject matter.

3. Then read through it a second time to identify the main points.

You can do this paragraph by paragraph.

Identify the topic sentences and underline/ highlight it. These are usually the first sentences

of each paragraph. They give the main idea for the paragraph (with the following sentences

supporting this main idea).

Also look for the concluding sentence in the paragraph, as this often summarises the

paragraph.

4. Now write the main idea of each paragraph (or section) in one sentence.

Use your own words, rather than the author's words. This is important because if you

quoted verbatim what the author has written, you'll lose marks.

Your summary should be written in PARAGRAPH form.

Do not number or bullet your sentences.

You may write more than one point per sentence.

Always indicate the number of words at the end of your summary.

5. Edit what you wrote.

Check for grammar, spelling and punctuation mistakes as you will be penalised for

language errors




4. VISUAL LITERACY

4.1 ANALYSING A CARTOON

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

1. Setting

Where and when is the cartoon set?

What is the particular social context?

2. Characters:

What actions and emotions are communicated through body language?

What emotions are communicated through facial expressions?

What does the body language suggest about the relationships between characters?

3. Action

What is happening in the cartoon?

How is the action portrayed?

4. Language

What words have been used?

How has punctuation been used to suggest emotion?

5. Stereotypes / Symbols

Has the cartoonist made use of stereotypes?

Has the cartoonist used any symbols to represent something else?

6. Caricatures:

A caricature is a drawing of a public figure that shows exaggerated features for easy

identification and/or ridicule.

Caricatures can be insulting or complimentary and can serve a political purpose or be

drawn solely for entertainment.

Caricatures of politicians are commonly used in editorial cartoons, while caricatures of

movie stars are often found in entertainment magazines.

Most of us don't like to face ugly truths about ourselves or the society in which we live.

What satirists do is force us to confront these issues through humour.

They use wit, irony or sarcasm to mock or expose people, events or attitudes which they

feel we, as a society, need to think about.

What they hope to achieve is change. They hope that in viewing their work, we 1 will

realise how ridiculous we're being, and that these moments of insight will cause us to

change our attitudes and actions, or put pressure on others to do so.

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



4.2 ANALYSING AN ADVERTISEMENT

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

What is being advertised?

Who is likely to be interested in this product?

How do the designers try to make the product appealing?

Why do they use specific words in the advertisement?

What does the picture show and why was it chosen?

2. Know the meaning of the following terms:

Slogan: Words that are linked to a product and that are easy to remember (for example,

“Finger-licking good”).

Logo: A visual design, sometimes including letters, words or symbols, that is the official

sign of a company or organisation (for example, the Nike tick).

Font: The style and shape of printed letters, often especially chosen for emphasis in

advertisements or cartoons.

Target market: The type of people an advertisement wants to attract (for example,

fashionable young people; wealthy business people).

Layout: The way the advertisement is set out on the page so that certain words and

pictures attract attention.

Language use: The choice of words and ways of saying things (for example, the use of

slang to sell jeans to young buyers; formal language used to sell banking services to

business people; dramatic language used to sell adventure equipment; repetition used to

make the reader remember the message).

Figures of speech: The use of metaphor, simile, hyperbole (great exaggeration),

onomatopoeia, puns, personification and alliteration (for example, hyperbole and alliteration

used together: ‘Betty bakes the best buns

in the world’).

Sound devices: Words chosen for the effect of their sounds (for example, onomatopoeia

and alliteration used together: ‘Shush, baby’s sleeping).

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

Understand what the words in the advertisement mean; and understand what is shown in

the advertisement drawings or pictures.

Pay attention to how the words and the pictures work together to persuade the reader to

buy a product or do what the advertisement suggests (for example, a road safety

advertisement may ask that drivers drive slowly).

Understand how the layout of the advertisement and the use of fonts attracts the reader’s

attention.

Pay attention to how punctuation has been used.

Notice the use of figures of speech.




5. LANGUAGE STRUCTURES AND CONVENTIONS 5.1 PARTS OF SPEECH

Name Function Clue Example

Nouns 1. Common Noun

Names of ordinary, everyday things.

A, the... There are desks and chairs in every classroom.

2. Proper Noun Names of People, places etc.

Capital letter My teacher, Mrs Jones, comes from England.

3. Collective Noun

Names a collection or group.

Replaces ‘lots of...’ A staff of teachers. A class of students. A bouquet of flowers. A swarm of bees.

4. Abstract Noun Something which is not visible or tangible.

You can give it to someone, but not in a box. You feel/ experience it.

John’s intelligence and perseverance won him a trophy. A mother’s love is never-ending.

Pronoun Stands in the place of a noun.

Can replace a noun. Mary is given homework every day and she does it diligently.

Adjective Describes a noun. The talented teacher motivated the enthusiastic students.

Verb Doing word. We work in the mornings and play in the afternoons.

Adverb Describes/ tells more about the verb.

Ask How? Where? When? etc.

He ran fast at school yesterday.

Conjunction Joining word. Joins two words; phrases or clauses.

She went to school although she was feeling ill.

Preposition Words which usually relate two words or phrases to one another.

The teacher sat on her chair behind the table in the classroom.

Article A; an; the Usually found in front of a noun.

John won a prize. (Indefinite) John ate an apple. (Indefinite) John opens the door. (Definite)

Interjection Expresses emotion. Usually followed by an exclamation mark.

Ouch! That hurt.



5.2. SYNONYMS AND ANTONYMS

5.3. CONTRACTIONS

A contraction is a word or phrase that has been shortened by dropping one or more letters.

In writing, an apostrophe is used to indicate the place of the missing letters.

Contractions are commonly used in speech (or written dialogue), informal forms of writing,

and where space is at a premium, such as in advertising.

[Source: emaze.com]



Informal contractions

Informal contractions are short forms of other words that people use when speaking

casually. They are not exactly slang, but they are a little like slang. For example, "gonna" is

a short form of "going to". If you say going to very fast, without carefully pronouncing each

word, it can sound like gonna.

5.4 PUNCTUATION



5.5 HOMOPHONES AND HOMONYMS

[Source: Pinterest]

5.6 MALAPROPISMS



5.7 TAUTOLOGY AND REDUNDANCY

Tautology is redundancies within phrases. Redundancy is any kind of repetition: phrases,

sentences, paragraphs, entire books, it's all the same; the scale isn't important.

A tautology refers to phrasing that repeats a single meaning in identical words: They

followed each other one after the other in succession

5.8 FORMAL AND INFORMAL LANGUAGE

Formal and informal language serve different purposes.

Formal language does not use colloquialisms, contractions or first person pronouns such as 'I' or 'We'.

Informal language is more casual and spontaneous. It is used when communicating with friends or family either in writing or in conversation.



5.9 ACTIVE AND PASSIVE VOICE



6. INFORMAL ASSESSMENT ACTIVITIES [Adapted from: English HL/FAL Teachers, Facebook]

AVTIVITY 1: ANALYSING ADVERTISING Study the advertisement (TEXT A) below and answer the set questions. TEXT A

1.1 The book in the advertisement is written by a well-known TV personality.

It can be classified as a …

A magazine

B self-help guide

C textbook

D study guide

(1)

1.2

Who is the author of the book?

(1)

1.3

What is the title of the book?

(1)

1.4

Quote the slogan of the advertisement and explain it in your OWN words.

(3)

1.5

Is this product available in bookstores countrywide? Provide a reason for your

answer.

(2)

1.6

Why did the advertiser include a hot beverage in the picture?

(2)

1.7

Comment on the inclusion of a butterfly on the mug in the advertisement.

(2)



1.8

Is this a biography or an autobiography? Provide a reason for your answer.

(3)

1.9

Do you AGREE or DISAGREE with the following statement. Substantiate your answer

with evidence from the advertisement.

The advertisement as a whole conveys a negative message to the consumer.

(2)

1.10

Comment on the three “catch phrases” on the cover of the book by briefly explaining

how each could be of help to the reader.

(They read: “How to Dance it Out, Stand in the Sun and Be Your Own Person.)

(3)

TOTAL QUESTION 1: [20]

ACTIVITY 2: ANALYSING A CARTOON

Study TEXT B and answer the questions that follow.

TEXT B

FRAME 1 FRAME 2 FRAME 3 FRAME 4

[Source: www.gocomics.com]

2.1 Refer to FRAME 1

What is the boy doing when the tiger enters the room?

(1)

2.2

Do you think it is strange that the boy is talking to an animal in this cartoon?

Provide a reason for your answer.

(2)

2.3

Refer to FRAME 1

How does the cartoonist depict that the tiger is interested in what the boy is doing?

Refer both to the written text and the character’s body language in your answer.

(4)

2.4

Refer to FRAME 2

Explain what your OWN understanding of an autobiography is.

(2)

2.5

Refer to FRAME 1 and FRAME 2

Why does the boy’s words in FRAME 2, “ I’m writing a fictional autobiography.”

contradict his words in FRAME 1, “Want to help me write a book?” ?

(2)



2.6 A question that does not necessarily warrant an answer like the one asked by the boy

in FRAME 2 is called a …

A developing question

B modal question

C rhetorical question

D paraphrasing question

(1)

2.7

Provide a synonym for “fictional” in FRAME 2 and use the synonym in a sentence of

your own to demonstrate its meaning.

(3)

2.8

Comment on the tiger’s body language in FRAME 3. Indicate how it emphasises his

question.

(2)

2.9

Come up with a possible reason why a boy would like a flame thrower (FRAME 4) and

show how that would change his life story.

(3)


ACTIVITY 3: LANGUAGE AND EDITING SKILLS Read TEXT C, which contains deliberate errors, and answer the set questions. TEXT C

1

2

3

4

HOW TO KNOW YOU'RE WATCHING A SHONDA RHIMES SHOW

Rhimes loves a strong, indipendent leading lady. Grey's Anatomy is ful of them, but

Dr. Meredith Grey is the best exampel. If it doesn't take place by a hospital, the White

House, or a law school, it's probably not a Shonda Rhimes show. Love triangles are so

Shonda Rhimes that I'm surprised she hasn't trademarked them. Grey's Anatomy is full

of them, including that Matthew/April/Jackson scandal.

In most of Rhimes’ dramas, infidelity is a main theme often coupled with a student-

teacher dynamic. Do not overlook the shocking deaths - If you wept a tear for every

tragic death on Grey's Anatomy, you'd have a whole bowel.

The actors signing in for a Shonda Rhimes show must have serious memorisation skills,

because the monologues are seemingly endless. Scandal's Fitz and Olivia practically

communicate solely via monologue while the other one remains silent on the other end

of the phone.

Eye Candy is Rhime’s secret recipe. Hot dudes are an absolute staple when

constructing a Rhimes show. Just think of Patrick Dempsey and Justin Chambers.

Rhimes loves using the same actors, and a handful of them have appeared in more then

one of her shows.

1

5

10

15

https://www.popsugar.com/Patrick-Dempsey



5 Not only has Grey's Anatomy released four accompanying sidetracks, but it had a

musical event in 2011 that featured the characters sing and dancing. Scandal excels at

funky soul music during its "getting down to business" sequences, and its Music For

Gladiators collection has the likes of KC and the Sunshine Band and Marvin Gaye.

[Source: www.popsugar.com, November 9, 2017]

20

3.1 Identify the THREE spelling mistakes in the first sentence. Write down the incorrect word

and next to it the correct spelling.

(3)

3.2

Write out the following contractions in full:

3.2.1 you’re (title)

3.2.2 you’d (line 8)

(2)

3.3

Explain the function of the apostrophe in the following word:

3.3.1 Grey’s (line 1)

(2)

3.4

What is the function of the italicised words in line 4 and 10?

(2)

3.5

Correct the prepositional errors in:

3.5.1 line 2

3.5.2 line 9

(2)

3.6

Identify and correct the malapropism in line 17.

(2)

3.7

Rewrite the following sentences in the passive voice:

3.7.1 Rhimes loves a strong leading lady.

3.7.2 The producer mostly casts men as doctors.

3.7.3 Actors, playing in TV series, make a lot of money.

(3)

(3)

(3)

3.8

Choose the correct answer from the options given. Only write down the correct letter

next to the corresponding number.

3.8.1 The word ‘deaths’ in line 7 is an example of a/an …

A verb

B adjective

C noun

D adverb

3.8.2 The word ‘solely’ in line 11 is an example of a/an …

A verb

B adjective

C noun

D adverb

(1)

(1)

https://www.popsugar.com/buy?url=https%3A%2F%2Fapi.shopstyle.com%2Faction%2FapiVisitRetailer%3Furl%3Dhttp%253A%252F%252Fwww.amazon.com%252FSongs-From-Scandal-Music-Gladiators%252Fdp%252FB00E5N8EP6%26pid%3Dshopstyle&pdata=2387502

https://www.popsugar.com/buy?url=https%3A%2F%2Fapi.shopstyle.com%2Faction%2FapiVisitRetailer%3Furl%3Dhttp%253A%252F%252Fwww.amazon.com%252FSongs-From-Scandal-Music-Gladiators%252Fdp%252FB00E5N8EP6%26pid%3Dshopstyle&pdata=2387502

http://www.popsugar.com/



3.9 Provide synonyms for the following words and use each word in a sentence of its

own to demonstrate its meaning.

3.9.1 infidelity (line 6)

3.9.2 memorisation (line 9)

3.9.3 event (line 18)

(2)

(2)

(2)

3.10

Rewrite the following sentences in formal English:

3.10.1 Hot dudes are the main attraction.

3.10.2 The girl is eye candy, that’s why she is famous.

(2)

(2)

3.11

Rewrite the following sentences in the reported speech.

3.11.1 Rhimes said, “I only cast professional actors in my shows.”

3.11.3 The cast replied: “We like being stars.”

(4)

(4)

3.12

Remove the redundancy in the following sentences:

3.12.1 I liked his hairstyle and his perfectly flawless singing voice.

3.12.2 Beautiful women are Rhimes’ secret untold recipe.

(2)

(2)

3.13

Correct the single error in each of the following sentences:

3.13.1 Love triangles is Rhimes trademark. (Line 3-4)

3.13.2 If you wept a tear for every tragic death on Grey's Anatomy, you'd have a

whole bowel. (Line 7-8)

3.13.3 A handful of them have appeared in more then one of her shows.

(line 15-16)

3.13.4 It featured the actors sing and dancing. (Line 18)

(1)

(1)

(1)

(1)

3.14

Rewrite the following sentence, beginning with the underlined clause:

3.14.1 The ideal lead character is someone that you will never meet.

(3)

3.15

Choose the correct word between brackets. Only write down the word you have

chosen.

3.15.1 An actor has to (except/accept) that being famous has a price tag attached.

3.15.2 Not only do you have to know your words, your speech must be

(fluent/fluently).

3.15.3 A director gives many (instruction/instructions) to actors.

(1)

(1)

(1)

3.15

In the context of the passage above, the cast is all the actors in a show.

Use the word ‘cast’ in TWO different sentences to show TWO other meanings it may

have.

(4)


GRAND TOTAL: [100]



7. ANSWERS FOR ACTIVITIES

ACTIVITY 1: ANALYSING ADVERTISING 1.1 B self-help guide (1)

1.2

Shonda Rhimes

(1)

1.3

Year of Yes

(1)

1.4

“A book a day, keeps ignorance away.”

If you read regularly you will be well informed on a number of topics.

(3)

1.5

No, it is available at Amazon.com, an online shop.

(2)

1.6

It gives the impression that the book is a relaxed read.

The book may be enjoyed at a person’s own pace.

The book is suitable reading material if one would like to take a break.

[Credit any ONE of the answers with TWO marks.]

(2)

1.7

The butterfly enhances the title and subtitles of the book that a person needs to

spread their wings and live.

As the butterfly is a product of metamorphosis, so should a person reinvent

themselves by saying yes to life to become their own person.

[Credit any ONE of the answers with TWO marks.]

(2)

1.8

It is an autobiography as it has been written by Shonda Rhimes herself as indicated

on the cover page of the book and there is no indication of a co-author/ person writing

her life story on her behalf.

(3)

1.9 Disagree.

The slogan, title and subtitles all convey positive messages.

(2)

1.10

How to dance it out: It implies that one should stay strong and positive in difficult

situations.

Stand in the sun: One should not be afraid to be heard and seen/ one should not be

afraid of the limelight/ one should step forward and present oneself to the world.

Be your own person: One should not life according to other people’s rules for or

perceptions about yourself; you should determine your own self-worth.

(3)




ACTIVITY 2: ANALYSING A CARTOON

2.1 The boy is sitting at a desk, writing a book. (1)

2.2

Yes, the boy talks to the tiger and expect an answer, but we know that animals cannot

talk.

OR

No, the tiger is the boy’s imaginary friend and therefor it is not strange for the boy to

have a conversation with him.

(2)

2.3

The tiger says, “Sure…” indicating he is willing to help and he even want to know what

the book is about.

The tiger is smiling and walking towards the boy, showing that he is willing to help.

(4)

2.4

An autobiography is a book that is written by a person about his/her life/experiences.

(2)

2.5

An autobiography is usually a true reflection of a person’s life, so by saying it is fictional,

indicates that it is not the boy’s own life he his writing about.

OR

The boy asks the tiger to help him write his autobiography, thus including someone else

in the writing process, defying the idea of the book being written by the author about the

author’s life.

(2)

2.6 A question that does not necessarily warrant an answer like the one asked by the boy

in FRAME 2 is called a …

C rhetorical question

(1)

2.7

imaginary/ make-believe/ fabricated/ devised/ invented/ imagined

The sentence should indicate that fictional means something that is not real/ that is was

made up.

(3)

2.8

Comment on the tiger’s body language in FRAME 3. Indicate how it emphasises his

question.

The tiger looks puzzled.

He is frowning.

He is scratching his head.

[Accept ant TWO answers for ONE mark each.]

(2)

2.9

Credit the learner’s response as follows:

Credit the reason for having a flame thrower with ONE mark.

Credit the explanation why it would change his life story with TWO marks.

The learner’s response should be well formulated and be feasible.

(3)




ACTIVITY 3: LANGUAGE AND EDITING SKILLS 3.1 indipendent : independent

ful: full

example: example

(3)

3.2

3.2.1 you are

3.2.2 you would

(2)

3.3

3.3.1 It shows possession./ It indicates that the Anatomy belongs to Grey.

(2)

3.4

It is the titles/ names of TV series and when used in a text it should be italicised.

(2)

3.5

3.5.1 line 2 : in (a hospital)

3.5.2 line 9 :(signing) on

(2)

3.6

sidetracks should be soundtracks

(2)

3.7

3.7.1 A strong leading lady is loved by Rhimes.

3.7.2 Men are mostly cast (as doctors) by the producer.

3.7.3 A lot of money is made by actors playing in TV series.

(3)

(3)

(3)

3.8

3.8.1 C noun

3.8.2 D adverb

(1)

(1)

3.9

3.9.1 infidelity: unfaithfulness/ adultery

The sentence should indicate that infidelity means partners are cheating on

each other.

3.9.2 memorisation: recollection/ recall/ retention/ recapture

The sentence should indicate that memorisation means that an actor should be

able to remember a lot of lines/ words.

3.9.3 event: occasion/ proceeding

The sentence should indicate that an event is a planned occasion.

(2)

(2)

(2)

3.10

3.10.1 Good looking men/ attractive men are the main attraction.

3.10.2 The girl is beautiful/ good to look at , that’s why she is famous.

(2)

(2)

3.11

3.11.1 Rhimes said that she only casts professional actors in her shows.

3.11.3 The cast replied that they like being stars.

(4)

(4)

3.12

3.12.1 I liked his hairstyle and his perfectly flawless singing voice.

Remove either perfectly or flawless

(2)



3.12.2 Beautiful women are Rhimes’ secret untold recipe.

Remove either secret or untold

(2)

3.13

3.13.1 Love triangles are Rhimes’ trademark.

3.13.2 If you wept a tear for every tragic death on Grey's Anatomy, you'd have a

whole bowl.

3.13.3 A handful of them have appeared in more than one of her shows.

3.13.4 It featured the actors singing and dancing.

(1)

(1)

(1)

(1)

3.14

3.14.1 You will never meet someone that is the ideal lead character.

(3)

3.15

3.15.1 accept

3.15.2 fluent

3.15.3 instructions

(1)

(1)

(1)

3.15

cast: to throw something/ put something on. Cast a line in the water./ Cast a spell.

cast: a protective shell: Put a cast on a broken arm.

(2)

(2)


GRAND TOTAL: [100]

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DR R.S MOMPATI DISTRICT ENGLISH HL GRADE 12 REVISION …