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W hat to remember:

The comparative and superlative are formed as follows:

  • When the word consists of one syllable, add –er (for comparative), -est (superlative) e.g. big, bigger, biggest.
  • When the adjective consists of two syllables that end in –y , -er , -ly ; add – er , -est . e.g. happ y , happi er , happi est ; clev er , clever er , clever est ; sill y , silli er , silli est .
  • When adverbs consist of more than one syllable, have more (comparative) and most (superlative) placed before the positive e.g. cleverly, more cleverly, most cleverly.
  • When adjectives consist of two syllables with the stress on the first e.g. caref ul, or more than two syllables e.g. con-ser-va-tive; place more (comparative) and most (superlative) before the positive degree.
  • There are some irregular adjectives: good, better / little, less / bad, worse / many/much, more.
  • There are some irregular adverbs: little, less, least / much, more, most / bad, worse, worst / well, better, best.

E xercises:

1. What is the difference between the following?

Add –er or more to each of the words below and use it in a sentence to describe the difference between the pairs.

exotic higher dangerous intelligent small
  • People and monkeys.
  • A lion and a cat.
  • An orchid and a daisy.
  • A rat and a mouse.
  • An eagle and a guinea-fowl.

Example: What is the difference between a twig and a branch.

A twig is smaller than a branch.

2. Look at the picture and then complete the sentence using a degree of comparison.

The Great White and the Zambezi shark are both feared, but the Great White is more feared than the Zambezi.

2.1 Our dog and cat eat very quickly, but our dog eats __________

2.2 The lion, cheetah and leopard all run fast, but the ___________

2.3 Lavender and cacti require little water, but cacti require _________________

2.4 All animals have good camouflage, but the chameleon has the __________

(4)

[20]

Assessment

LU 6
Language Structure and UseThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.
We know this when the learner:
6.3 understands and uses direct and indirect speech;
6.8 uses some language to talk about language (meta-language – terms such as “paragraph”);
6.9 expands vocabulary (e.g. uses prefixes to form new words: autobank, autobiography, automatic).

Memorandum

ACTIVITY 2:

To have green fingers: to have a knack with plants/gardening
To hear it through the grapevine: to hear news through a number of people and not directly from the source
To be a dog in a manger: Those who will not let others enjoy/ have something and yet derive no enjoyment / benefit from it themselves
To be mutton dressed up as lamb: an older person dolled up as a youngster
To be a wolf in sheep’s clothing: an enemy posing as a friend
To have goose flesh: the pimply reaction of the skin to cold / shock
To reap what one sows: to get out what one puts in e.g. effort
You can take a horse to water but you cannot make it drink: o ne can present opportunities but one cannot force action
To cast pearls before swine: to offer wisdom to an unappreciative audience
Not to count your chickens before they have hatched: make sure that a thing is actually yours before you speak and act as if it were
All his geese are swans: to overestimate; to see things in too rosy a light
To cook his goose: to ruin his chances
He can’t say 'Boo' to a goose: he is timid and cannot stand up for himself
To kill the goose that laid the golden egg: he sacrificed future reward for present gain
The old woman is plucking her goose: it is snowing
What’s sauce for the goose is sauce for the gander: what’s good for one is good for the other
To be in the doghouse: to be in disgrace
To be as sick as a dog: to be very ill
To go to the dogs: to go to ruin
To rain cats and dogs: to pour with rain
To let the cat out of the bag: to disclose a secret
To put a cat among the pigeons: to stir up trouble
To be a rose among the thorns: to be the only man among a group of women
To be a thorn in the flesh: to be a source of constant irritation

(24)

Lily (Fleur-de-Lis) France
Pomegranate Spain
Rose England
Shamrock Ireland
Thistle Scotland
Sugar Maple Canada

(6)

ACTIVITY 2:

COMMAS

“was responsible for sending plants , bulbs and seeds…”

“These include Nerine , G azanias , Ericas and Clivias…”(2)

Any acceptable example (1)

Any acceptable example (1)

Any acceptable example (1)

No (1)

“One of the governors of the Cape , Ryk Tulbagh , a lover of wild flowers…”

“… Carl Linnaeus , the Swedish botanical expert…”

“..Sir Joseph Banks , the acting director of Kew , before it …” (2)

“… he collected more than 400 species of plants , includ ing seventy-nine

different species of protea…” (1)

“…Ryk Tulbagh , a lover of wild flowers , was responsible…”

“…the acting director of Kew , before it became a public garden , sent Francis Masson…” (2)

DEGREES OF COMPARISON

(a) People are more intelligent than monkeys.

(b) A lion is more dangerous than a cat.

(c) An orchid is more exotic than a daisy.

(d) A mouse is smaller than a rat.

(e) An eagle flies higher than a guinea-fowl. (5)

2.1 …our dog eats more quickly than our cat does.

2.2 …cheetah runs the fastest.

2.3 … less water than lavender does.

2.4 … best camouflage of all. (4)

Questions & Answers

what does preconceived mean
sammie Reply
physiological Psychology
Nwosu Reply
How can I develope my cognitive domain
Amanyire Reply
why is communication effective
Dakolo Reply
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
Wekolamo Reply
please i need answer
Wekolamo
because it helps many people around the world to understand how to interact with other people and understand them well, for example at work (job).
Manix Reply
Agreed 👍 There are many parts of our brains and behaviors, we really need to get to know. Blessings for everyone and happy Sunday!
ARC
A child is a member of community not society elucidate ?
JESSY Reply
Isn't practices worldwide, be it psychology, be it science. isn't much just a false belief of control over something the mind cannot truly comprehend?
Simon Reply
compare and contrast skinner's perspective on personality development on freud
namakula Reply
Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
war
explain how nature and nurture affect the development and later the productivity of an individual.
Amesalu Reply
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
Zyryn Reply
good👍
Jonathan
and having a good philosophy of the world is like a sandwich and a peanut butter 👍
Jonathan
generally amnesi how long yrs memory loss
Kelu Reply
interpersonal relationships
Abdulfatai Reply
What would be the best educational aid(s) for gifted kids/savants?
Heidi Reply
treat them normal, if they want help then give them. that will make everyone happy
Saurabh
What are the treatment for autism?
Magret Reply
hello. autism is a umbrella term. autistic kids have different disorder overlapping. for example. a kid may show symptoms of ADHD and also learning disabilities. before treatment please make sure the kid doesn't have physical disabilities like hearing..vision..speech problem. sometimes these
Jharna
continue.. sometimes due to these physical problems..the diagnosis may be misdiagnosed. treatment for autism. well it depends on the severity. since autistic kids have problems in communicating and adopting to the environment.. it's best to expose the child in situations where the child
Jharna
child interact with other kids under doc supervision. play therapy. speech therapy. Engaging in different activities that activate most parts of the brain.. like drawing..painting. matching color board game. string and beads game. the more you interact with the child the more effective
Jharna
results you'll get.. please consult a therapist to know what suits best on your child. and last as a parent. I know sometimes it's overwhelming to guide a special kid. but trust the process and be strong and patient as a parent.
Jharna
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Source:  OpenStax, English first additional language grade 9. OpenStax CNX. Sep 14, 2009 Download for free at http://cnx.org/content/col11061/1.1
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