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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)

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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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