Free short notes and revision cards
Grade 10 English on Temari has 27 revision cards, arranged by the chapters of the Ethiopian national curriculum. Every card says when the rule applies, what each symbol in it stands for, and the mistake students most often make with it. They are free to read and need no account.
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When you use it
Use degrees of comparison to compare qualities of two or more people, objects, or situations.
Watch out
Do not use double comparatives such as more clearer. Words like prefer, senior, junior, and inferior take the preposition to instead of than.
Drafted from Grade 10 English, pages 1-37, then checked twice before it went up
| Phrasal Verb | Meaning |
|---|---|
| fall apart | break into pieces or collapse emotionally |
| fall back | retreat or move backwards |
| fall back on | use something as a backup source of help |
| fall behind | fail to keep up with an expected pace or schedule |
| fall for | be deceived by a trick or become attracted to someone |
| fall out | quarrel or stop being friendly with someone |
| fall through | fail to happen or be completed (such as a plan) |
When you use it
Use these phrasal verbs to express specific physical actions, relationships, or failing plans.
Watch out
Do not confuse fall out (to quarrel) with fall through (when a plan fails).
Drafted from Grade 10 English, pages 1-37, then checked twice before it went up
When you use it
Use relative pronouns to introduce an adjective clause that describes or defines a preceding noun.
Watch out
Use who as a subject pronoun for people, whom as an object pronoun, and whose to show possession. That is used for defining clauses without commas.
Drafted from Grade 10 English, pages 1-37, then checked twice before it went up
When you use it
Use these modal verbs to give advice, recommendations, and warnings of varying strength.
Watch out
Must and have to give strong warnings or advice, whereas should and ought to give weaker advice. The verb suggest is followed by a gerund (-ing) or a that-clause, never by an infinitive.
Drafted from Grade 10 English, pages 38-64, then checked twice before it went up
When you use it
Use this to identify or construct simple, compound, complex, and compound-complex sentences.
Watch out
A compound sentence connects two independent clauses with coordinating conjunctions like and, but, or yet. A complex sentence must have at least one dependent clause introduced by a subordinating conjunction like although, since, or when.
Drafted from Grade 10 English, pages 38-64, then checked twice before it went up
When you use it
Use this method to produce a short version of a reading text in your own words.
Watch out
Do not insert personal opinions, interpretations, or outside comments into the summary. Express only the essential points from the original passage.
Drafted from Grade 10 English, pages 38-64, then checked twice before it went up
When you use it
Choose between believe, think, and know to state personal convictions, opinions, or verified facts.
Watch out
Do not use know for personal opinions. Use think for subjective views and believe for convictions based on truth or principle.
Drafted from Grade 10 English, pages 65-91, then checked twice before it went up
| Phrasal Verb | Meaning |
|---|---|
| get by | manage or survive with limited resources |
| get away | escape or leave a place |
| get along | continue or manage progressing |
| get back at | take revenge on someone |
| get around to | find time to do something |
| get back to | reply or return to someone later |
| get down | write ideas on paper |
When you use it
Use these idiomatic expressions to convey specific actions involving the base verb get.
Watch out
Do not confuse get back at which means taking revenge with get back to which means replying later.
Drafted from Grade 10 English, pages 65-91, then checked twice before it went up
When you use it
Use so or neither followed by an auxiliary verb and a pronoun to agree with a previous statement.
Watch out
Do not use a negative verb after neither because neither already has a negative meaning.
Drafted from Grade 10 English, pages 65-91, then checked twice before it went up
When you use it
Use this rule to connect a cause or description to its result using so... that or such... that.
Watch out
Use so directly before an adjective or adverb alone (so + adjective + that). Use such when the adjective is followed by a noun (such + a/an + adjective + noun + that).
Drafted from Grade 10 English, pages 92-120, then checked twice before it went up
When you use it
Use this rule when deciding whether to use be going to or will to express future actions, plans, or predictions.
Watch out
Use be going to when a prediction is based on present evidence or prior planning. Use will for spontaneous decisions and general certainty without immediate evidence.
Drafted from Grade 10 English, pages 92-120, then checked twice before it went up
When you use it
Use this rule when choosing between some and any in sentences with countable or uncountable nouns.
Watch out
Do not use some in negative sentences or regular questions. Use any for negatives and questions, reserving some for positive statements and polite offers expecting a yes.
Drafted from Grade 10 English, pages 92-120, then checked twice before it went up
When you use it
Use this structure when describing processes or when the receiver of the action is the main focus rather than the doer.
Watch out
Always use the past participle form of the main verb after am, is, are, or modal plus be, never the base form or past simple.
Drafted from Grade 10 English, pages 121-145, then checked twice before it went up
When you use it
Use this when choosing the correct singular or plural verb for subjects followed by modifying phrases or expressions like one of.
Watch out
When subjects are joined by together with, along with, as well as, or including, the verb agrees only with the first subject, ignoring the intervening noun phrase.
Drafted from Grade 10 English, pages 121-145, then checked twice before it went up
When you use it
Use these clauses to show the intended purpose or goal of the action in the main clause, introduced by words such as so that, in order that, in order to, for fear that, or lest.
Watch out
Do not confuse clauses of purpose with clauses of cause or result. Remember that conjunctions like lest and for fear that express a negative purpose without needing extra negative words.
Drafted from Grade 10 English, pages 146-176, then checked twice before it went up
When you use it
Use the simple past for a finished event in the past, and use the past perfect for an earlier event that was completed before another past action occurred.
Watch out
Do not use the past perfect when only one isolated past action is mentioned without an earlier time frame.
Drafted from Grade 10 English, pages 146-176, then checked twice before it went up
When you use it
Use this method to rewrite the central message of a longer text in your own words as a single concise paragraph, usually about one third of the original length.
Watch out
Do not add your own opinions, interpretations, or background knowledge that were not stated in the original text.
Drafted from Grade 10 English, pages 146-176, then checked twice before it went up
| Type | If Clause | Main Clause |
|---|---|---|
| Zero | Present Simple | Present Simple |
| First | Present Simple | will + V1 |
| Second | Past Simple | would + V1 |
| Third | Past Perfect | would have + V3 |
When you use it
Use conditional sentences to express general truths, likely future outcomes, hypothetical situations, or impossible past conditions.
Watch out
The if clause and main clause can swap positions without changing meaning, but do not mix tenses between different conditional types.
Drafted from Grade 10 English, pages 177-212, then checked twice before it went up
When you use it
Use this rule when placing a pronoun object within a separable phrasal verb.
Watch out
Pronoun objects such as it, them, and us must go in the middle of separable phrasal verbs. Saying write them down is correct, but write down them is incorrect.
Drafted from Grade 10 English, pages 177-212, then checked twice before it went up
When you use it
Use when expressing regret and taking responsibility for an action, or when responding politely to someone who apologizes.
Watch out
Do not mix up expressions for making apologies with expressions used to accept apologies in dialogue questions.
Drafted from Grade 10 English, pages 213-239, then checked twice before it went up
| Phrasal Verb | Meaning |
|---|---|
| aim at | to target |
| big up | exaggerate the importance |
| care for | like |
| carry on | continue |
| back away | retreat or go backwards |
| add up | to make a mathematical total |
| come around | change one's mind |
| come away | become separated from |
| come along | accompany |
| come back | return |
When you use it
Use when matching multi word verbs with their specific contextual meanings.
Watch out
Phrasal verbs have distinct idiomatic meanings that cannot be guessed by looking only at the individual words.
Drafted from Grade 10 English, pages 213-239, then checked twice before it went up
When you use it
Use when identifying how new words are created through joining existing words or reducing longer words.
Watch out
Backformation removes an affix or shortens a word to form a new one, whereas compounding joins two existing words without shortening.
Drafted from Grade 10 English, pages 213-239, then checked twice before it went up
When you use it
Use the pattern 'if + subject + were ... , subject + would + base verb' to express imaginary conditions and wishes about the present.
Watch out
Use 'were' instead of 'was' for all subjects including I, he, she, and it when expressing imaginary wishes, such as 'If I were a teacher' or 'If she were here'.
Drafted from Grade 10 English, pages 240-266, then checked twice before it went up
When you use it
Use when formatting official letters such as job applications or complaints with standard elements like heading, inside address, salutation, body, closing, and signature.
Watch out
In full block format, align every single element against the left margin. In modified block format, keep the body and addresses on the left, but place the date line, complimentary closing, and signature on the right margin.
Drafted from Grade 10 English, pages 240-266, then checked twice before it went up
When you use it
Use 'a' before singular countable nouns beginning with a consonant sound, and 'an' before nouns beginning with a vowel sound.
Watch out
Base the choice on the spoken sound, not the written letter. Use 'a' before vowel letters pronounced with consonant sounds like 'a European', 'a uniform', 'a one-eyed person', and 'an' before silent letters like 'an hour', 'an honest person', 'an heir'.
Drafted from Grade 10 English, pages 240-266, then checked twice before it went up
When you use it
Use when constructing sentences with verbs that transfer an object to a receiver or beneficiary.
Watch out
Do not use prepositions like to or for when the indirect object is placed directly before the direct object.
Drafted from Grade 10 English, page 267 onwards, then checked twice before it went up
When you use it
Use should and ought to for giving advice, and must or have to for stating rules and obligations.
Watch out
Do not add s or to after must or should. They are always followed directly by the base infinitive of the main verb.
Drafted from Grade 10 English, page 267 onwards, then checked twice before it went up
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