Ministry of Education

Worksheets for Easter Term (Term 2) of 2020-2021

English Language

Grade 11

Week Lesson 1

1. Complex, compound-complex
sentences
2. Parallel Structure

3. Punctuation Marks

4. Verb Moods

5. Dangling Modifiers

6. Error Recognition

7. Homophones, homographs

8. Voices of Verb

9. Clauses

10. Synonyms

11. Subject and verb agreement

12. Phrases

13. Antonyms

14. Sentence completion

15. Spelling
 Week: One

Lesson: One

Topic: Complex, Compound- Complex Sentences

 A complex sentence is a sentence that contains an independent clause and one or more
dependent clauses. An independent clause can stand alone as a sentence, but a dependent
clause even though it has a subject and a verb cannot stand alone.
Example: Although he was absent from school often, he was on the honour roll.

The word used to link an independent clause to a dependent clause is called a subordinating
conjunction. The most common subordinating conjunctions are although, because, before, even
though, if, since, until, and when.
  A compound-complex sentence has at least two independent clauses and at least
one dependent clause. In simple terms, an independent clause can be a sentence on its
own while a dependent clause cannot.
 Example: Kate doesn’t like cartoons because they are loud, so she doesn’t watch them.
This sentence has two independent clauses and one dependent clause. The dependent clause
“because they are loud” cannot stand on its own as a complete sentence; it is dependent. As
you’ve probably figured out, the independent clauses “Kate doesn’t like cartoons” and “she
doesn’t watch them” can be complete sentences on their own.

Overall Review

Source: https://www.grammar-monster.com/glossary/complex_sentence.htm
Activity 1

Underline the independent clause in the complex sentence below.

1. Because my coffee was too cold, I heated it in the microwave.

2. Although he was wealthy, he was still unhappy.

3. She returned the computer after she noticed it was damaged.

4. Whenever prices goes up, customers buy less products.

5. As she was bright and ambitious, she became a manager in no time.

6. Wherever you go, you can always find beauty.

7. Evergreen trees are a symbol of fertility because they do not die in the winter.

8. Although it was very long, the movie was still enjoyable.

9. You should take your car in for a service because it's starting to make weird noises.

10. The actor was happy he got a part in a movie even though the part was small.

11. After the tornado hit, there was very little left standing.

12. The museum was very interesting, as I expected.

13. Now that he's rich and famous, people make allowances for his idiosyncrasies.
Activity 2

Identify whether the sentences are simple, complex, compound or compound-complex.

1. Vampires Dairies is my favorite television show, but I also love True Blood.

2. The student wiped the white board that was filthy with last week’s notes.

3. The trendy fashion designer released her new line on Wednesday.

4. Trina and Harem went to a bar in Hollywood to celebrate their anniversary.

5. Wicked Regina cast a spell on the entire city, so the citizens decided to rebel.

6. While waiting for the paint to dry, Angela went to Home Depot, and Martin organized the

kitchen appliances.

7. After listening to the Kanye West CD, I have new respect for his music.

8. After the teacher chose groups, John and Sara were selected as partners for a project, yet

Sarah did most of the work.

Activity 3

Combine the sentences to make one compound-complex sentence.

1. Susan teaches the kids who live in the neighborhood. They meet in the evenings after she
comes home from work.

2. The doctor wants to prescribe physical therapy, and he asked me to see a specialist. He
recommended Dr. Smith.

3. Anthony told us about the assembly of the products. Unfortunately, he didn't tell us about
where they were made.

4. We managed to finish the exercise on time and passed the exam. However, it was very
difficult.

5. The man spoke little English. Mary understood him, but couldn't help.

6. We didn't have much time, so we didn't read the final chapter. However, we still enjoyed
the book.

7. We will miss our father greatly. He taught us many lessons. Those lessons have helped us
succeed in life.
Week: One

Lesson: One

Topic: Complex, Compound- Complex Sentences - Answers

Activity 1

Underline the independent clause in the complex sentence below.

1. Because my coffee was too cold, I heated it in the microwave.

2. Although he was wealthy, he was still unhappy.

3. She returned the computer after she noticed it was damaged.

4. Whenever prices goes up, customers buy less products.

5. As she was bright and ambitious, she became a manager in no time.

6. Wherever you go, you can always find beauty.

7. Evergreen trees are a symbol of fertility because they do not die in the winter.

8. Although it was very long, the movie was still enjoyable.

9. You should take your car in for a service because it's starting to make weird noises.

10. The actor was happy he got a part in a movie even though the part was small.

11. After the tornado hit, there was very little left standing.

12. The museum was very interesting, as I expected.

13. Now that he's rich and famous, people make allowances for his idiosyncrasies.
Activity 2

Identify whether the sentences are simple, complex, compound or compound-complex.

1. Vampires Dairies is my favorite television show, but I also love True Blood. Compound

2. The student wiped the white board that was filthy with last week’s notes. Complex

3. The trendy fashion designer released her new line on Wednesday. Simple

4. Trina and Harem went to a bar in Hollywood to celebrate their anniversary. Simple

5. Wicked Regina cast a spell on the entire city, so the citizens decided to rebel. Compound

6. While waiting for the paint to dry, Angela went to Home Depot, and Martin organized the

kitchen appliances. Compound- complex

7. After listening to the Kanye West CD, I have new respect for his music. Complex

8. After the teacher chose groups, John and Sara were selected as partners for a project, yet

Sarah did most of the work. Compound- complex

Activity 3

Combine the sentences to make one compound-complex sentence.

There are other variations that are possible than those provided in the answers.

1. Susan teaches the kids who live in the neighborhood in the evenings after she comes
home from work.

2. The doctor wants to prescribe physical therapy, and he wants me to see Dr. Smith whom
he recommended.

3. Anthony instructed us on how the products are assembled, but he failed to tell us where
they were made.

4. Although the exercise was difficult, we managed to finish it on time, so we passed the
exam.

5. Mary understood the man who spoke little English, but she was unable to help him.

6. Because we had limited time, we didn't read the final chapter, yet we still enjoyed the
book.

7. Our father taught us many lessons which helped us succeed in life, and we will miss him
greatly.
Week: One
Lesson: One
Topic: Sentence Completion (CSEC English Language Paper One July 2020)
Content
Instructions: Each sentence has either one or two words missing. Choose from the four options
the word or pair of words which BEST completes the meaning of the sentence.
1. Despite his short temper, his willingness to give of his wealth to help others to succeed
led people to call him _______.
(A) hasty
(B) foolish
(C) benevolent
(D) old fashioned

2. The journalists were impressed by the __________ of the statesman whose speeches had
a profound _________ on all who heard him.
(A) eloquence…………effect
(B) presence…………. result
(C) emotion…………. sensation
(D) appearance…………reaction

3. The new owners will be asked to start the plan as soon as possible and will be expected
to__________ the policy of cost reduction approved by the board.
(A) state
(B) develop
(C) frustrate
(D) implement

4. Although it is possible to move the house, the cost of moving it makes the project
________.
(A) popular
(B) impractical
(C) worthwhile
(D) inconsiderate

5. To conceal his true activities, the spy quickly_________ a plausible excuse for his
presence there.
(A) divulged
(B) disguised
(C) explained
(D) fabricated
Topic: Short Story Writing (CSEC English Language Paper Two June 2018)
Either
1. Write a story based on the picture below.

Or
2. She held her son close by her side as she walked quickly along the narrow road. This was
the moment.
Write a story which includes these words.
WEEK ONE
LESSON TWO
TOPIC Understanding tone

IMPROVING COMPREHENSION SKILLS

A very common area tested for the CSEC comprehension section is the tone that writers use.
Understanding and being able to identify the tone of a writer is also useful when completing the
reflection 2 of the SBA component.
Tone is the writer’s or speaker’s attitude toward the subject of the passage. Tone may be
communicated through words and details that express particular emotions and that evoke an
emotional response in the reader.

EXAMPLE: Read the poem below and try to see if you can identify the speaker’s tone. Try to find
evidence from the poem to support your answer.
Noon
By Kendall Banning

The bees are humming, humming in the clover;

The bobolink1 is singing in the rye;
The brook is purling2, purling in the valley,
And the river's laughing, radiant, to the sky!

The buttercups are nodding in the sunlight; 1. bobolink: a songbird.

2. purling: when a stream flows with a
The winds are whispering, whispering to the pine; murmuring sound.
The joy of June has found me; as an aureole3 it's 3. aureole: a golden circle of light,
crowned me usually around the head of a god or a
Because, oh best belovèd, you are mine! saint.

The speaker is mostly ecstatic, joyful and happy. Note, the highlighted sections of the poem and notice
how these words work to convey this tone. It is clear that the persona is jubilant with being in love as
seen in the final line of the poem. In this poem the speaker uses imagery to convey the tone of the poem.

DIRECTIONS: Read the following excerpt from Gerald Durrell’s My Family and Other
Animals. Then answer the questions that follow it based on the writer’s tone
1. The author calls scorpions “pleasant, unassuming creatures with, on the whole, the most
charming habits.” Do you think he is being serious or joking? What does this phrase tell you
about the author’s tone?
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2. Look up the word impeccable, which appears at the end of paragraph 1. Why do you think the
author used this word to describe a scorpion? What does this suggest about the author’s tone?
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ANSWERS FOR COMPREHENSION WEEK 1
1. The author is probably joking when he says such complimentary things about scorpions.
While it is clear that he admires scorpions and finds them interesting, the terms are not meant to
be taken literally. Instead, they provide a humorous way of describing the scorpions’ behavior.
2. The definition of impeccable is “without flaw.” The author uses this word humorously, since
in the same sentence he mentions that the scorpions have the habit of eating each other.
THE SPEAKER TAKES ON A COMICAL TONE
Week: Two

Lesson: One

Topic: Parallel Structures

 Parallel structure, or parallelism, means using the same pattern of words to show that two
or more words or ideas are of equal importance. Words and phrases should not only match
in structure, but also in tense. Writers use parallel structure to add clarity to their writing
and to make it easier to understand. It also adds value to a writer's overall composition and
shows that their writing is structurally and grammatically correct.

Examples of Parallel Construction

"Between" and "And"

Incorrect: We debated the difference between the weather in Minnesota in the

winter and how hot it is in the summer.

Correct: We debated the difference between the weather in Minnesota in the winter and the
weather in Minnesota in the summer.

"Both" and "And"

Incorrect: The films were enjoyable both to watch and for discussing.

Correct: The films were enjoyable both to watch and to discuss.

"Neither" and "Nor"; "Either" and "Or"

Incorrect: Neither the responses to the questionnaire nor what we asked on the survey were
answered.

Correct: Neither the responses to the questionnaire nor the responses to the survey were
answered.
Parallel structure should be used when you connect clauses with a coordinating conjunction such
as: for, and, nor, or, but, so, or yet. Some examples of this include:

 Correct: Every morning, we make our bed, eat breakfast and feed the dog.
Incorrect: Every morning, we make our bed, eating breakfast and feed the dog.

 Correct: I will not sing a song, nor will I dance.

Incorrect: I will not sing a song, nor dance.

In addition to coordinating conjunctions, parallel structure is also used with correlative

conjunctions such as: either...or, neither...nor, not only...but also. Some examples of this use
include:

 Correct: They argued not only about the article, but also about the review.
Incorrect: They argued not only about the article, but they argued also about the review.

 Correct: Either she likes to see him or she doesn't like to see him.
Incorrect: Either she likes to see him or doesn't like seeing him.

The examples below show how to repair faulty parallelism.

Source: https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction
Activity

Directions: Each sentence below contains faulty parallelism with coordinate conjunctions.
Revise each sentence so that the elements joined by the coordinate conjunction are parallel to
one another.

1. What I said or my actions upset everyone in the room.

2. She suggested that I write a memoir and to send it to a good publisher.

3. The instructor advised me to use the rearview mirror often, and I should observe the speed
limit.

4. People are paying more now for health insurance but to get less coverage.

5. Doing strenuous exercise and poor nutrition habits can lead to illness.

6. We put the pictures and what our itinerary was into the album.

7. Many young people like to skateboard and watching the techniques of other skateboarders.

8. Joe wants to buy a vest that has buttons or closing with a zipper.

9. Her ideas are usually sound and of importance.

10. Good sense and being thoughtful are two valuable assets.
Week: Two

Lesson: One

Topic: Parallel Structures- Answers

1. What I said or my actions upset everyone in the room.

Correct: What I said or what I did upset everyone in the room.

Correct: My words or my actions upset everyone in the room.

2. She suggested that I write a memoir and to send it to a good publisher.

Correct: She suggested that I write a memoir andthat I send it to a good publisher.

Correct: She suggested that I write a memoir and send it to a good publisher.

3. The instructor advised me to use the rearview mirror often, and I should observe the speed
limit.

Correct: The instructor advised me to use the rearview mirror often and (to) observe the
speed limit.

4. People are paying more now for health insurance but to get less coverage.

Correct: People are paying more now for health insurance but getting less coverage.

5. Doing strenuous exercise and poor nutrition habits can lead to illness.

Correct: Strenuous exercise and poor nutrition habits can lead to illness.
Correct: Doing strenuous exercise and maintaining poor nutrition habits can lead to illness.

6. We put the pictures and what our itinerary was into the album.

Correct: We put the pictures and our itinerary into the album.

7. Many young people like to skateboard and watching the techniques of other skateboarders.

Correct: Many young people like to skateboard and (to) watch the techniques of other
skateboarders.

Correct: Many young people like skateboarding and watching the techniques of other
skateboarders.

8. Joe wants to buy a vest that has buttons or closing with a zipper.

Correct: Joe wants to buy a vest that has buttons or (that) closes with a zipper.

9. Her ideas are usually sound and of importance.

Correct: Her ideas are usually sound and important.

10. Good sense and being thoughtful are two valuable assets.

Correct: Good sense and thoughtfulness are two valuable assets.

Correct: Having good sense and being thoughtful are two valuable assets.
Week: Two
Lesson: One
Topic: Antonyms (CSEC English Language Paper One July 2020)
Content
Instructions: Choose the word or phrase that is most nearly OPPOSITE in meaning to the
underlined word or words.
1. She seems to be sensitive to the feelings of others.
(A) unaware of
(B) unsure about
(C) unaffected by
(D) appreciative of

2. Many teenagers and even some parents, do not agree with the level of restrictiveness in
today’s society.
(A) permissiveness
(B) unpleasantness
(C) longsightedness
(D) competitiveness

3. He was eager to share the news with his friends.

(A) worried
(B) reluctant
(C) displeased
(D) unavailable

4. The president of the students’ association never mentioned the treasurer’s integrity.
(A) skill
(B) loyalty
(C) inability
(D) dishonesty

5. While the employers approved of his work habits, they objected to his radical views.
(A) capitalist
(B) informed
(C) fashionable
(D) conventional
Topic: The Speech (CSEC English Language Paper Two June 2018)
1. You are the member of a school board that is considering reforms. One of the suggestions
is that all schools should make provisions for students who have disabilities of any kind.

Write the speech you would make to the board, giving your views on the statement.
WEEK TWO
LESSON TWO
TOPIC Understanding Mood

IMPROVING COMPREHENSION SKILLS

Students often confuse TONE with MOOD. These are very similar reading skills, but they are
not the same.
Tone is the author’s attitude toward his or her subject. Mood is the feeling that the author
is trying to create in the mind of readers. Both tone and mood deal with feelings and
attitudes. Tone is concerned with the narrator’s feelings. Mood is about how the reader is
supposed to be feeling.
Look at these examples:
Directions: Read the passages and underline words and phrases that help set the mood.
Write down the mood of the passage.
1. Trey looked out the window. The rain was still pouring down. He threw his baseball glove
on the couch with a sigh. The thunder cracked and his phone dinged. Trey picked up the phone.
It was a message from his cousin: The game is cancelled because of the weather. Trey didn't
reply to the message. He threw the phone back on his bed and rubbed his temples. The rain
pattered on the roof. MOOD: gloomy, sad, disappointing, melancholic
2. Brett sweated in his chair. The clock in the classroom ticked loudly. Brett looked at the test
question again. He had no clue what the answer was. His teacher paced around the room. Brett
felt like the teacher was circling him, specifically him, not the rest of the class. "Remember,
this test determines your future," the teacher said. Brett read the choices again but they all
blurred into a meaningless word soup. He could not concentrate. The clock kept ticking, and
the second hand sounded like a butcher's knife slamming down on a cutting board. "Time is
running out," said the teacher. Brett's heart pounded. MOOD: nervous, anxious
NOW TRY THESE TWO ON YOUR OWN:
Directions: Read the passages and underline words and phrases that help set the mood.
Write down the mood of the passage.
3. Kiki the Cat licked her lips and stared at Bitty the Bird, who was singing a silly bird song in
her cage. Cartoon noises played in the background as the children watched TV. Kiki tiptoed to
the edge of the kitchen counter. Bitty kept singing, unaware of the creeping cat, but aware that
she was protected by the metal birdcage. Kiki went for it. She sprang toward the birdcage, but as
she did she slipped on some milk on the counter that the children had spilled. Kiki fell off the
counter and landed in the trashcan. The lid closed on the milk-covered kitty. Laughter played on
the television. Bitty kept whistling.
MOOD: _______________________________________________________
4. We thought the game was over. The buzzer rang and we thought that we had lost, but then the
referee blew the whistle. A foul was called and now Derrick had a chance to win the game for us.
He stepped up to the free-throw line. The stadium, though filled with people, was completely
silent. Everyone was still. Derrick dribbled the ball a couple times. He squared up on the line.
Sweat beaded on his forehead. All eyes were on Derrick.
MOOD: _______________________________________________________

ANSWERS FOR COMPREHENSION WEEK 2

Week: Three

Lesson: One

Topic: Punctuation- Capitalization & Comma

Capital Letters:

We must use Capital letters in the following situations:

1. The first word of every sentence

2. The first word of every direct quotation

He said, “We’ve jogged two miles.”

“We’ve jogged two miles,” he said, “and I feel great.” (The and is not capitalized because it does
not begin a new sentence.).

“We’ve jogged two miles,” he said. “It makes me feel great.”

(It is capitalized because it begins a new sentence.)

3. The first, last, and very important word/s in a title

I’ve been reading Bulfinch’s The Age of Fable.

4. Proper names of people, places, languages, races and nationalities

Grandfather Brown Japan Oriental

Uganda English Indian

5. A title of relationship if it takes the place of the person’s name, but not otherwise

If my (or similar word) is in front of the word, a capital is not used.

I think Mother wrote to her.

I think my mother wrote to her.

6. Names of particular people or things, but not general ones

I spoke to Professor Smith.

I spoke to the professor.

7. Names of months, days of the week, and special days, but not the seasons

February First of July but spring

Wednesday Thanksgiving summer

Commas

1. Use a comma before these joining words when you are constructing a compound sentence.

(Hint: Remember the word formed downward by the first letters of each joining word.)

For

And

Nor

But

Or

Yet

So

In the examples following, underlined spaces indicate that a comma is needed.

E.g. I want to go _,_ but you want to stay.

He died before she was born _,_ so she never knew him.

2. Put a comma between items in a series.

a. The sting of a bee, wasp, or hornet can cause a severe reaction.

b. Soon the students will return, the halls will be buzzing, and the studying will begin.
3. A comma goes after an introductory expression or before an expression that follows the
sentence but is somewhat separated from the rest of the sentence (doesn’t flow easily into the
sentence).

a. Well, I haven’t seen anyone yet.

b. When the time comes, we will be ready.

c. It’s tiring to go to school all day, isn’t it?

4. Put commas around the name of a person spoken to or addressed.

a. Rick, bring that into the classroom.

b. I know, Jan, that you are missing your family.

5. Put commas around an expression that interrupts the flow of the sentence.

a. The facts, therefore, do not support your argument.

b. I wish, however, that I could go south for the weekend.

6. Put commas around non-essential material.

a. The students, who passed with flying colours, headed to La Cantina.

b. Cannery Row, a novel by John Steinbeck, is a favourite among English instructors.

Source: https://services.viu.ca/sites/default/files/viu-grammar-and-punctuation-study-guide-3-
capitalization-and-punctuation.pdf

Instructions: Add capital letters where necessary.

Exercise 1

1. I discussed the matter with my professor.

2. We were studying Robert Frost’s poem “The death of the hired man”.

3. All grade 12 students take history and english.

4. Usually college classes begin the day after labour day.

5. You know, dad, I haven’t had the car all week.

6. He shouted, “what’s happening?”

7. The doctor sent her to the hospital last wednesday.

8. After graduating from high school, he went to Vancouver island university.

9. My aunt is president of her club this fall.

10. My cousin plays hockey for simon fraser university.

Exercise 2

1. The sugar maple and the hemlock are both native to canada.

2. She graduated from vancouver island university and now is attending ubc

3. My mother likes plane travel, but dad would rather drive.

4. Last spring we took a trip through the rocky mountains.

5. His mother bakes the best cookies, but aunt angela makes the best pies.

6. We’re studying about world war II in history now.

7. I’ve always liked literature and have decided to make it my major.

8. Next semester I’m going to take psychology 112, history 112, and English 200; then the
following semester I’ll take math and physics.

9. The team from pearson college was on our campus last weekend.

10. “I’d rather be a big duck in a little pond,” she said, “than a little duck in a big pond.
Exercise 3

Insert commas where they belong:

1. Although I liked what you wrote about caring for your pet rat I have a suggestion you might
want to consider.

2. Ever since you asked my opinion about the soccer field battle I’ve been mulling the situation
over trying to determine a logical consequence.

3. I don’t usually give unsolicited advice but this seems to me to be a special case.

4. I wouldn’t ordinarily presume to tell you how to behave but I’m concerned.

5. Check for accuracy spelling and punctuation before sending your e-mail.

6. It was Coach Tom who came up with the idea of recruiting players from other schools.

7. When returning items that don’t fit please remember to return them within 20 days of your
purchase.

8. My teacher who was talking to all of us said, “If everyone passes this test we’ll all get a free
period.”

9. “I didn’t see the falling star” Jane said “but I sure wish I had.”

10. Melissa bought a new graduation dress and she wore it to the graduation ceremony.
Week: Three

Lesson: One

Topic: Punctuation- Capitalization & Comma - Answers

Exercise 1

1. Correct

2. “The Death of the Hired Man”

3. English

4. Labour Day

5. Dad

6. What’s

7. Wednesday

8. Vancouver Island University

9. Correct

10. Simon Fraser University

Exercise 2

1. Canada

2. Vancouver Island University, UBC

3. Dad

4. Rocky Mountains

5. Aunt Angela

6. World War

7. Correct
8. Psychology, History

9. Pearson College

10. Correct
Answers:

1. Although I liked what you wrote about caring for your pet rat, I have a suggestion you might
want to consider.

2. Ever since you asked my opinion about the soccer field battle, I’ve been mulling the situation
over, trying to determine a logical consequence.

3. I don’t usually give unsolicited advice, but this seems to me to be a special case.

4. I wouldn’t ordinarily presume to tell you how to behave, but I’m concerned.

5. Check for accuracy, spelling, and punctuation before sending your e-mail.

6. It was Coach Tom who came up with the idea of recruiting players from other schools.

7. When returning items that don’t fit, please remember to return them within 20 days of your
purchase.

8. My teacher, who was talking to all of us, said, “If everyone passes this test, we’ll all get a free
period.”

9. “I didn’t see the falling star,” Jane said, “but I sure wish I had.”

10. Melissa bought a new graduation dress, and she wore it to the graduation ceremony.
Week: Three
Lesson: One
Topic: Construction Shift (CSEC English Language Paper One July 2020)
Content
Instructions: Revise each of the following sentences according to the directions that follow it. Do
not change the meaning of the original sentence. Look at the options, A to D, for the word or
phrase that BEST suits the revised sentence.
1. People from crowded nations cannot get over the accessibility of Canada’s natural
environment, in all its magnificence.

Begin the sentence with

It is impossible for

(A) to be over
(B) to get over
(C) to have got over
(D) to getting over

2. On learning of the impending hurricane, many persons rushed to the supermarket.

Begin the sentence with

Many persons rushed to the supermarket.

(A) as they learned

(B) while they learnt
(C) when they learnt
(D) for they were learning

3. More is experienced in one day of the life of a learned man than an ignorant man
experiences in his whole lifetime.

Begin the sentence with

A learned man

(A) experiences more in one day

(B) more experienced in one day
(C) experienced more in one day
 (D) has more experience in one day

4. During my time at school, I was involved in extracurricular activities.

Begin the sentence with

I was involved in

(A) on staying
(B) while I was
(C) for my stay
(D) when staying

5. “It’s going to be alright,” Mum assured me.

Begin the sentence with

Mom assured me that

(A) it was
(B) there
(C) simply
(D) only just
WEEK THREE
LESSON TWO
TOPIC Answering multiple choice comprehension questions

IMPROVING COMPREHENSION SKILLS

Paper one of the CSEC English A examination is strictly multiple choice in nature.
All OF THE COMPREHENSION QUESTIONS ARE IN PAPER ONE AND
THEREFORE IT IS IMPORTANT TO BE ABLE TO KNOW AND EMPLOY A
STRATEGY WHEN ANSWERING THESE QUESTIONS

Below are some tips you can use when attempting these questions:

TIPS FOR ANSWERING MULTIPLE CHOICE QUESTIONS

Directions: Read the nonfiction passage. Circle the correct answer for each question
Do you know the difference between a submarine and a submersible? A submarine is a
watercraft that is capable of independent operation under the sea. Submarines do not require
support ships because submarines can renew their air and power supplies independently.
Submersibles also submerge and operate underwater, but they need the support of a larger vessel.
Submersibles cannot renew their air and power supplies without support. For this reason
submersibles are usually smaller and cannot spend as much time underwater as submarines.
The first documented submersible was constructed in 1620 by Cornelius Drebbel. It was
powered by rowing oars underwater. Though this craft was originally designed for underwater
exploration, it did not take long for inventors and makers of war to recognize the military
potential of the submersible. In 1648 Bishop John Wilkins wrote, “It may be of great advantages
against a Navy of enemies, who by this may be undermined in the water and blown up.” Over
one-hundred years later, the first military submarine was ready to be deployed.
The Turtle was the world’s first submarine used in combat. Designed by David Bushnell in 1775,
it was deployed by the Continental Army during the American Revolutionary War. Though the
Turtle did utilize a support ship in combat, it was fully capable of renewing its air and power
supplies independently; therefore, the Turtle is considered to have been a submarine and not a
submersible. The Turtle was powered by hand-cranked propellers and was named as such
because it resembled a turtle. It held a single person, moved about three miles per hour in calm
water, and contained enough air to stay submerged for about thirty minutes. General Washington
authorized an attack using the Turtle on a British flagship blockading New York Harbor. Sgt.
Ezra Lee operated the Turtle and attempted to affix underwater explosives to the British ship, but
he failed. The Turtle was later destroyed by the British. Despite this failure, the Turtle is still
remembered as the first submarine used offensively during war.
Another notable submarine originally designed for war was Julius H. Kroehl’s Sub Marine
Explorer. Built between 1863 and 1866, this submarine was created for the North during the
American Civil War but the war ended before it went into use. After the war it was used
commercially to harvest pearls in Panamanian waters during the late 1860s. Unfortunately, the
dangers of decompression sickness (a condition that occurs when divers rise to the water’s
surface too quickly) were not understood. While experimenting with the Sub Marine Explorer in
1867, Kroehl himself perished from decompression sickness. In 1869 a new engineer put the Sub
Marine Explorer back to the task of harvesting pearls. Tragically, use of the Sub Marine Explorer
was discontinued after the entire crew died from decompression sickness.
Submarine use increased greatly during World War I. Due to innovations in engineering, such as
a dual power system using both diesel and electric sources, submarines had finally developed
into effective war machines. One watercraft called the U-Boat was put to great effect by the
Germans. Some argue that the U-Boat was more of a submersible, since U-Boats operated
primarily on the surface using diesel engines and submerged only occasionally to attack using
battery power, but the effectiveness of the U-Boat in combat is certain. During World War I
more than 5,000 Allied ships were sunk by U-Boats, including the Lusitania, which is often cited
as a reason why America entered the war.
U-Boats were again utilized extensively by the Germans during World War II. Though the U-
Boats were devastating to British fleets, advances in technology such as radar and sonar reduced
their overall effectiveness. Additionally, the U.S. had also developed and deployed a fleet of
submarines to great effect. Though the Japanese attack on Pearl Harbor destroyed or severely
damaged many of the U.S. Navy’s front-line Pacific Fleet ships, U.S. submarines survived the
attack and went on to cause great damage. Submarines, though only about 2 percent of the U.S.
Navy, destroyed over 30 percent of the Japanese Navy. This made U.S. submarines the most
effective anti-ship and anti-submarine weapon in the entire American arsenal.
Modern submarines are now powered by a nuclear reactor. The nuclear reactor generates
a tremendous amount of power and frees the submarine from the need to occasionally surface.
The large amount of power generated by these reactors allows submarines to operate at high
speeds for long durations. Current nuclear submarines never need to be refueled throughout their
25-year life-spans. The only factor limiting the amount of time that an advanced submarine can
remain submerged is the amount of food and water that the submarine can carry. Even the
Bishop John Wilkins, when he imagined the military capabilities of future submarines from
1648, could not have envisioned such an amazingly powerful watercraft.
1. For what purpose were submersibles originally designed?
a. Transporting passengers underwater without the threat of storms
b. Exploring under the sea
c. Smuggling weapons and outlawed materials
d. Attacking ships on the surface of the water
2. Why was the Sub Marine Explorer originally created?
a. To assist the North in the Civil War
b. To harvest pearls
c. To explore undersea
d. To experiment with decompression sickness
3. Which is most likely to limit the how long a modern submarine can remain submerged?
a. The amount of fuel in the submarine
b. The air supply in the submarine
c. The amount of food and water aboard the submarine
d. There is no limit to the amount of time a modern submarine can remain submerged
4. How were U-Boats powered?
a. Hand crank b. Diesel
c. Battery d. Both B & C
e. None of these f. All of these
5. Which of the following statements best describes the Turtle according to the text?
a. The Turtle was the first submarine used during war to destroy another ship.
b. The Turtle was the first submersible used during war to attack another ship.
c. The Turtle was the first submersible used during war to destroy another ship.
d. The Turtle was the first submarine used during war to attack another ship.
e. The Turtle is the biggest and fastest watercraft in all of human history.
6. Which of the following best describes why the author most likely wrote this text?
a. To entertain his audience with stories about submarines
b. To educate his readers about how submarines work
c. To inform his readers about the evolution of submarines
d. To convince his audience to purchase a submarine
7. Which is the most likely reason why the author wrote the first paragraph?
a. To explain a concept that would be referenced throughout the text
b. To introduce the main idea of the text
c. To get the reader’s attention with startling information
d. To amuse the reader with an interesting historical anecdote.
ANSWERS FOR COMPREHENSION WEEK 3
1. B
2. A
3. C
4. D
5. D
6. C
7. A
Week: Four

Lesson: One

Topic: Verb Moods

 In grammar, mood is used to refer to a verb category or form which indicates whether
the verb expresses a fact (the indicative mood), a command (the imperative mood), a
question (the interrogative mood), a condition (the conditional mood), or a wish or
possibility (the subjunctive mood).

1. The indicative mood

The form of a verb that is used to express statements of fact:

Whales are mammals, not fish.

We will visit Peru and Chile next year.

2. The imperative mood

The imperative is used in commands and instructions. Imperatives in the affirmative are formed
with the infinitive of the verb (without to), while negative imperatives are made with the
infinitive together with do + not. The imperative doesn't typically have a subject. It’s used to
order or ask someone to do something, to offer advice or encouragement, to give instructions, or
to make suggestions:

Take the first turn on the left.

Just keep calm and relax.

Be quiet!

Don’t forget your keys.

3. The interrogative mood

This mood is used to ask questions. Interrogatives are formed by adding an auxiliary verb to
another verb, with the auxiliary verb typically being placed before the subject:

Are you coming out tonight?

When is she leaving?

Where have they gone?

Did you make a profit?

4. The conditional mood

The conditional mood is made from the auxiliary verb would (also should with I and we) and the
infinitive of the other verb without to. It’s used to make requests and to refer to situations which
are uncertain or which depend on something else happening or being the case:

I would like some coffee please.

If he’d arrived earlier, we would have had time for dinner.

We would live in Spain if we had the money.

5. The subjunctive mood

The subjunctive mood is used to express a wish or possibility. This mood has a limited role in
English compared to other languages such as French or Italian, but it's important to use it
properly in formal writing.
The subjunctive form of a verb (apart from to be) is made from the 3rd person present singular,
without the -s (or -es) ending. With these verbs, the same forms are used whether or not the
context is the present or the past.

It was suggested that he wait till the next morning.

They demanded that the prime minister explain who authorized the action.

Here are the other main uses of the subjunctive:

After if, as if, as though, and unless, in sentences that state a hypothetical condition, or with the
verb to wish:

If I were taller, I would have been a model.

I wish I were more confident.

Be and were are used at the beginning of sentences or clauses when the subject follows:

Were I to make a list of my favourite films, this would be in second place.

All books, be they fiction or non-fiction, should provide entertainment.

In certain fixed expressions, for example ‘be that as it may’, ‘come what may’, and ‘so be it’.

Source: https://www.lexico.com/grammar/moods
Activity

State the verbs in the following sentences and name their moods and tenses.

1. The river flows under the bridge.

2. I will do the work tonight.

3. He told me that he had finished the work.

4. God bless you!

5. I am hoping to get a rise soon.

6. Do sit down.

7. I wish I had passed the test.

8. I would rather you stayed till tomorrow.

9. I will have plenty of time tomorrow.

10. Be nice, sweet child.

11. It has been raining since last night.

12. He takes great pride in his work.

13. It is time we started.

14. By this time tomorrow I will have reached my home

Week: Four

Lesson: One

Topic: Verb Moods- Answers

Answers
1. Verb: flows, mood: indicative, tense: simple present
2. Verb: will do, mood: indicative, tense: simple future
3. Verb: told, mood: indicative, tense: simple past; verb: had finished, mood: indicative, tense:
past perfect
4. Verb: bless, mood: subjunctive, tense: simple present
5. Verb: am hoping, mood: indicative, tense: present continuous
6. Verb: do sit, mood: imperative, tense: simple present
7. Verb: wish, mood: indicative, tense: simple present; verb: had passed, mood: indicative, tense:
past perfect
8. Verb: would, mood: indicative, tense: simple past; verb: stayed, mood: subjunctive, tense:
simple past
9. Verb: will have, mood: indicative, tense: simple future
10. Verb: be, mood: imperative, tense: simple present
11. Verb: has been raining, mood: indicative, tense: present perfect continuous
12. Verb: takes, mood: indicative, tense: simple present
13. Verb: is, mood: indicative, tense: simple present; verb: started, mood: subjunctive, tense:
simple past
14. Verb: will have reached, mood: indicative, tense: future perfect
Week: Four
Lesson: One
Topic: Spelling (CSEC English Language Paper One July 2020)
Content
Instructions: In the following sentences, one of the underlined words may be misspelt. Choose
from the three options A, B, C the word that is misspelt. If no word is misspelt choose option D.
1. She is one of the thousands of babies who are diagnosed with disease. No error.
A B C D

2. The secretary had made up a callendar of events but there was not enough stationery to
A B C
give each member a copy. No error
D

3. When the museum purchased his paintings, the artist received many complements.
A B C
No error
D

4. After embarrassing his colleague his conscience bothered him and he eventually
A B C
apologized. No error
D

5. It is my privilege to give you some advise concerning proper nutrition. No Error.

A B C D

Topic: Summary Writing (CSEC English Language Specimen Paper Two (2))
Instructions: Read the following article on tattoos carefully and list FIVE MAIN points
discussed, then write a summary of the article in NOT MORE THAN 120 words. If this limit is
exceeded, only the first 120 words of your answer will be read and assessed.
 Tattoos

Since the beginning of civilization, they have served as marks of

identification, spiritual protection and decoration. Now at the cusp of another
millennium, tattoos and other varieties of body markings are resurfacing as a
popular form of individual self-expression.

Tattoos are timeless and can be as unique as the bearers they adorn. They
don't fade away like favourite T-shirts, or get lost or broken like school rings. They
stay with you forever, until death. They become a part of you from the day you sit
in the artist's chair, etching your emotions alongside the needle's sting, transforming
an instant of your life into a symbol for the world to see.

Tattoos and other body markings arrived in the Caribbean with African
slaves and indentured workers from China and India. They were sometimes the only
permanent keepsakes of peoples snatched from their ancestral places. The
Caribbean's original Amerindian inhabitants also used tattoos to mark spiritual
milestones. The Taino of the Northern Caribbean Islands, for instance, used
vegetable dyes to affix images of their guardians onto their skin. These images also
indicated an individual's lineage, or his or her social position. Each tattoo was both
a personal history book and a mark of belonging.

Over the centuries, however, tattoos and other forms of bodily adornment
have mutated, exchanging religious and cultural significance for individualist
associations. Sometimes that mark of individuality has been confused with rebellion
and non-conformity, often alluding to a stain of bad character. Tattoo-wearers have
seemed wild, dangerous, even just plain bad.

But today, tattoos have come full circle. Celebrities, writers, lawyers,
housewives, all proudly display their marks of rebellion. An entirely new perception
of the art of tattooing has arisen, which is more than just a preoccupation with style.
This rediscovered form of expression has spawned an entire subculture of
individuals among us. They carry this common bond of distinction through their
daily routines. Via the images on their forearms, shoulders, ankles, or torsos, they
connect to each other, announcing to the world that it is OK to be unique and
different.
Adapted from "Pictures made flesh".
Caribbean Beat, July/August 2003.
WEEK FOUR
LESSON TWO
TOPIC Finding the main idea or theme when reading

IMPROVING COMPREHENSION SKILLS

FINDING THE MAIN IDEA OR THEME
Many questions will ask you to identify the main idea or theme of a passage or poem.
In general, nonfiction texts have main ideas; literary texts (poems, stories, novels, plays, and
personal essays) have themes. Sometimes, however, the term main idea is used to refer to the
theme of a literary work, especially an essay or poem.
The main idea is a brief statement of what the author wants you to know, think, or feel after
reading the text. In some cases, the main idea will actually be stated. Check the first and last
paragraphs for a sentence that sums up the entire passage.
Usually, however, the author will not tell you what the main idea is, and you will have to infer it.
To infer a main idea, ask yourself these questions about the text:
• Who or what is this passage about?
• What does the author want me to know, think, or feel about this “who” or “what”?
• If I had to tell someone in one sentence what this passage is about, what would I say?
After you have a main idea in mind, check to see whether all the details in the passage fit that
main idea. If any detail contradicts your statement, you need to revise that statement.

TIPS FOR ANSWERING MULTIPLE CHOICE QUESTIONS ON MAIN IDEA

Directions: Read the following short extract and poem and circle the correct answers based
on main ideas and theme
If you purchase an item with your credit card, you may withhold payment if the product is
damaged or of poor quality. First, you must try to resolve the problem with the company that
sold you the goods. Under the Fair Credit Billing Act (a federal law), you can have payment
withheld if the sale took place within 100 miles of your home address and it is worth $50 or
more. If you can’t get a refund, write to your credit card company or call its customer service
number. Otherwise, you will lose your rights to stop payment. Your credit card company will
investigate the claim, and if it is approved, you will not have to pay for the item.
1. What is the topic of this paragraph?
a. withholding a credit card payment c. credit cards
b. returning damaged goods d. the Fair Credit Billing Act
2. Which of the following is the topic sentence for this paragraph?
a. First, you must try to resolve the problem with the company that sold you the goods.
b. If you can’t get a refund, write to your credit card company or call its customer service
number.
c. Your credit card company will investigate the claim, and if it is approved, you will not have to
pay for the item.
d. If you purchase an item with your credit card, you may withhold payment if the product is
damaged or of poor quality.

To an Aviator
by Daniel Whitehead Hicky
You who have grown so intimate with stars
And know their silver dripping from your wings,
Swept with the breaking day across the sky,
Known kinship with each meteor that swings—
You who have touched the rainbow’s fragile gold,
Carved lyric ways through dawn and dusk and rain
And soared to heights our hearts have only dreamed—
How can you walk earth’s common ways again?

3. What is the main purpose of the last line of Hicky’s poem?

A to sum up the poem’s theme B to contradict ideas stated earlier
C to create a sense of mystery D to express the poet’s mixed feelings
4. Which of the following theme is portrayed in the poem?
A the magical quality of flight
B the sadness of returning to Earth after flight
C the loneliness of flight
D the importance of pursuing one’s passion
ANSWERS FOR COMPREHENSION WEEK 4
1. A 4. A
2. D
3. A
 Grade 11 English A
Week: Five

Lesson: One

Topic: Dangling Modifiers

 A modifier changes, clarifies, qualifies, or limits a particular word in a

sentence in order to add emphasis, explanation, or detail. Modifiers tend to be
descriptive words, such as adjectives and adverbs. Modifier phrases, such as
adjective clauses and adverbial phrases, also exist and tend to describe
adjectives and adverbs.

 A dangling modifier is a word or phrase that modifies a word not clearly stated in the
sentence. A modifier describes, clarifies, or gives more detail about a concept.

Examples: Having finished the assignment, Jill turned on the TV.

"Having finished" states an action but does not name the doer of that action. In English
sentences, the doer must be the subject of the main clause that follows. In this sentence, it is Jill.
She seems logically to be the one doing the action ("having finished"), and this sentence
therefore does not have a dangling modifier.

The following sentence has an incorrect usage:

Having finished the assignment, the TV was turned on.

"Having finished" is a participle expressing action, but the doer is not the TV set (the subject of
the main clause): TV sets don't finish assignments. Since the doer of the action expressed in the
participle has not been clearly stated, the participial phrase is said to be a dangling modifier.

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Strategies for revising dangling modifiers:

1. Name the appropriate or logical doer of the action as the subject of the main clause:

Having arrived late for practice, a written excuse was needed.

Who arrived late? This sentence says that the written excuse arrived late. To revise, decide who
actually arrived late. The possible revision might look like this:

Having arrived late for practice, the team captain needed a written excuse.

The main clause now names the person (the captain) who did the action in the modifying phrase
(arrived late).

2. Change the phrase that dangles into a complete introductory clause by naming the doer of the
action in that clause:

Without knowing his name, it was difficult to introduce him.

Who didn't know his name? This sentence says that "it" didn't know his name. To revise, decide
who was trying to introduce him. The revision might look something like this:

Because Maria did not know his name, it was difficult to introduce him.

The phrase is now a complete introductory clause; it does not modify any other part of the
sentence, so is not considered "dangling."

3. Combine the phrase and main clause into one:

To improve his results, the experiment was done again.

Who wanted to improve results? This sentence says that the experiment was trying to improve its
own results. To revise, combine the phrase and the main clause into one sentence. The revision
might look something like this:

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He improved his results by doing the experiment again.

Source:

Elements of Language- Fourth Edition

https://owl.purdue.edu/owl/general_writing/mechanics/dangling_modifiers_and_how_to_c
orrect_them.html#:~:text=A%20dangling%20modifier%20is%20a,the%20doer%20of%2
0that%20action.

Activity

Directions: Draw a line under the dangling modifier in each of the following sentences.

1. Driving in heavy L.A. traffic, my head started to pound.

2. Fishing for bass, our boat flipped over.

3. Crossing the border, my car was searched.

4. Searching my wallet, my missing credit card was found.

5. A shovel was used, digging the hole.

Directions: Write “DM” if a dangling modifier is present or “C” if the sentence is correct.

____ 1. Chasing his brother, Ryan fell and bruised his knee.

____ 2. Feeling nervous, stomachs were queasy.

____ 3. Running scared, the bear climbed the tree.

____ 4. Laughing hysterically, the story was repeated.

____ 5. Slipping on the wet pavement, her leg was broken.

Directions: Rewrite the following sentences to repair any dangling modifiers.

1. After walking for hours, the car looked wonderful.

2. While watching a classic film, commercials are irritating.

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3. To please the children, some fireworks were set off early.

4. At the age of twelve, my mother entered me in a contest.

5. By taking good care of myself, the flu never kept me from work this winter.

6. Budgeting his money carefully, his debts were finally paid.

7. To lose weight, fatty foods should be avoided.

8. By digging test wells, new oil sources were located.

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Week: Five

Lesson: One

Topic: Dangling Modifiers - Answers

Answers:
1. Driving in heavy L.A. traffic, my head started to pound.
2. Fishing for bass, our boat flipped over.
3. Crossing the border, my car was searched.
4. Searching my wallet, my missing credit card was found.
5. A shovel was used, digging the hole.
Answers:
1. C
2. DM
3. C
4. DM
5. C
1. After we walked for hours, the car looked wonderful
After walking for hours, we thought the car looked wonderful.

2. While I am watching a classic film, commercials are irritating.

While watching a classic film, I find commercial irritating.

3. To please the children, they set off some fireworks early.

The children were pleased when some fireworks were set off early.

4. When I was twelve, my mother entered me in a contest.

At the age of twelve, I was entered in a contest by my mother.

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5. Because I took good care of myself, the flu never kept me from work this winter.
By taking good care of myself, I never had to take off work for the flu this winter.

6. Budgeting his money carefully, he finally paid his debts.

Because he budgeted his money carefully, his debts were finally paid.

7. To lose weight, you should avoid fatty foods.

If you want to lose weight, fatty foods should be avoided.

8. By digging test wells, they located new oil sources.

When they dug new test wells, new oil sources were located.

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Week: Five
Lesson: One
Topic: Comprehension (CSEC English Language Paper One July 2020)
Content
Instructions: Read the following poem carefully and then answer the questions that follow on the
basis of what is stated or implied.

Flowers

I have never learnt the names of flowers

From beginning, my world has been a place
Of pot-holed streets, where thick, sluggish gutters race
In slow time, away from garbage heap and sewers
Past blanched old houses around which cowers
Stagnant earth. There scarce green things grew to chase
The dull-grey squalor of sick dust; no trace
Of plant save few sparse weeds; just these, no flowers.

One day they cleared a space and made a park

There in the city’s slum: and suddenly
Came stark glory like lightning in the dark,
While perfume and dark petals thundered slowly.
I learnt no names, but hue, shape and scent mark
My mind, even now, with symbols holy

Dennis Craig

1. The speaker in the poem is

(A) a child playing
(B) an adult dreaming
(C) a child remembering
(D) an adult remembering

2. How does the speaker feel about flowers?

(A) Awed
(B) Indifferent
(C) Pessimistic
(D) Unappreciative

3. The mood of stanza 1 of the poem is

(A) bleak

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 (B) bland
(C) lonely
(D) desolate

4. What is the speaker’s attitude to the environment in lines 2-8?

(A) Bitter
(B) Acceptance
(C) Contentment
(D) Contemplative

5. What device is used in line 11 to describe the park?

(A) Simile
(B) Metaphor
(C) Oxymoron
(D) Personification
1. The use of “stark glory” (line 11) BEST suggests that the flowers

I. stimulated the speaker with their beauty

II. had a religious significance for the speaker
III. amazed the speaker with the difference they made

(A) I and II only

(B) I and III only
(C) II and III only
(D) I, II and III

2. The device used in line 12 compares the beauty of flowers to

(A) light
(B) storms
(C) thunder
(D) lightning

3. Which of the following BEST describes the theme of the poem?

(A) Nature is a vital part of human life.
(B) The impact of nature is positive and deep.
(C) The names of plants are unimportant.
(D) Nature, specifically parks, should be introduced in all slums.

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WEEK FIVE
LESSON TWO
TOPIC Poetry Comprehension

In your upcoming CSEC examination, Paper 1, you will be tasked to read and answer questions
based on poems.
TIP1: Always read the poems presented to you carefully. Remember poems are mostly written
in figurative language. As such, you must pay keen attention to the use of literary devices, tone/
mood, themes, subject and other poetic devices you have studied.
Here is a poem that has been presented on numerous occasions in the CSEC English A paper 1.
Read carefully and answer the questions.
Leisure
What is this life if, full of care,

We have no time to stand and stare?

No time to stand beneath the bough

And stare as long as sheep or cows.

No time to see, in broad daylight,

Streams full of stars, like skies at night.

No time to turn at Beauty’s glance,

And watch her feet, how they can dance.

No time to wait till her mouth can

Enrich that smile her eyes began.

A poor life this if, full of care,

We have no time to stand and stare.

W.H. Davies, “Leisure”.

In Ten Twentieth-Century Poets,1957, p.35.

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1. When the poet says “full of care” (line 1) he means a life full of

(A) anger (B) duties (C) boredom (D) happiness

2. The poet uses the idea “stare as long as sheep or cows” (line 4) because he thinks we should

(A) relax beneath the boughs (B) stop being busy and relax

(C) gaze at the beauty of the skies (D) stand and observe our surroundings

3. The poet implies that we need leisure in our life for it to be

(A) vital (B) relaxing (C) important (D) meaningful

4. “Streams full of stars, like skies at night” (line 6) is an example of

(A) rhyme (B) simile (C) repetition (D) onomatopoeia

5. “No time to turn … her eyes began” (lines 7–10) is an example of

(A) pun (B) simile (C) personification (D) onomatopoeia

6. The repetition of beginning consonant sounds as presented in the following two lines of the poem is
an example of which of the following literary devices?

Streams full of stars, like skies at night.

We have no time to stand and stare.
(A) Assonance (B) Alliteration (C) Onomatopoeia (D) Rhythm

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ANSWERS FOR COMPREHENSION WEEK 5

1 B

2 B

3 D

4 B

5 C

6 B

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Week: Six

Lesson: One

Topic: Error Recognition

 Error recognition refers to the ability to recognize or detect the presence of an error;
recognition may happen as the error is being made or after it has occurred. Error
correction is the ability to use knowledge about the presence of an error to remedy or
correct it, allowing for an error-free outcome.

Example:

1. I waited in line gave my tickets to the agent and boarded the plane.

Answer: The correct answer is "I waited in line, gave my tickets to the agent, and boarded
the plane." This is because since we have a list of three items, we need to separate each
item with a comma. One comma is incorrect, as is no commas. Leaving out the commas
leads to confusion.

Directions: Correct any of these errors in the following sentences: fragments, comma splices,
subject verb agreement, pronoun-antecedent agreement, faulty pronoun reference or case,
comma misuse, apostrophe misuse, dangling modifiers, misplaced modifiers, or non-parallel
structure.

1. Feeling tired from the long trip the man decided to stop driving and take a quick nap.

2. Since I like to eat fresh spinach out of our garden.

3. Santa Claus has a big belly, white hair, and he wears a red cap.

4. Anyone who wants to see their grade should send a request by e-mail

5. There is a swing in my backyard attached to a tree.

6. I tried to explain the situation to Jerry during history class. This annoyed our professor.

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7. The girls smiles looked beautiful after the braces were removed.

8. Entering the cold, chilly room without any hesitation.

9. After adding three cups of ground chickpeas, the pot should be heated.

10. Because Laura and her sister always fight, she decided to move out of the house.

11.Its true that the small dog has a pink collar around its neck.

12. I want to go to the concert, however, I don’t think that I have the money.

13. To read a novel is more interesting than watching a movie.

14. Jed and Marie went downtown to shop for clothes to eat at a restaurant and to see a play.

15. The basketball team is having their best season this year.

16. The results of the survey on the political atmosphere in this country is frightening.

17. The instructor said that she expected us to do well on the exam during her lecture.

18. Just between you and I, this party is not much fun.

19. Trying to get a tan, the seagulls annoyed the girl on the beach.

20. A big bag of gold coins are hidden behind the sofa in the cabin.

21. My sister is better than me at learning foreign languages.

22. Sheila gave great advice to Tom, he could not thank her enough.

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Week: Six

Lesson: One

Topic: Error Recognition -Answers

1. Feeling tired from the long trip the man decided to stop driving and take a quick nap. (Comma
– intro phrase)
. . .trip, the man . . .
2. Since I like to eat fresh spinach out of our garden (fragment)
I like to . . . or . . . Since . . . garden, I plant two rows each spring.
3. Santa Claus has a big belly, white hair, and he wears a red cap. (Parallelism)
. . .and a red cap.
4. . Anyone who wants to see their grade should send a request by e-mail (pronoun-antecedent
agr.)
Anyone . . .his or her grade . . .
5. There is a swing in my backyard attached to a tree. (Misplaced modifier)
In the backyard, there . . .
6. I tried to explain the situation to Jerry during history class. This annoyed our professor. (
pronoun reference)
My explanation / My actions annoyed . . . OR
When I tried to explain the situation to Jerry during history class, our professor
became annoyed.
7. The girls smiles looked beautiful after the braces were removed.. (Apostrophe needed)
The girls’ smiles . . .
8. Entering the cold, chilly room without any hesitation. (Fragment)
We entered the . . . OR
Entering the . . . hesitation, we felt the ghost’s presence immediately.
9. After adding three cups of ground chickpeas, the pot should be heated. (Dangling modifier)
After adding . . . chickpeas, one should heat the pot. OR

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After you add three cups of ground chickpeas, the pot . . .
10.Because Laura and her sister always fight, she decided to move out of the house ( pronoun
reference)
Because. . .fight, Laura (Laura’s sister) decided . . .
11. Its true that the small dog has a pink collar around its neck. (Apostrophe)
It’s true . . .
12. I want to go to the concert, however, I don’t think that I have the money (comma splice)
. . . concert; however, I . . . OR . . . concert. However, I . . .
13 . To read a novel is more interesting than watching a movie (parallelism)
Reading a novel is more interesting than watching a movie.
14..Jed and Marie went downtown to shop for clothes to eat at a restaurant and to see a play
(comma - series)
Jed and Marie . . . clothes, to eat at a restaurant, and to see a play.
15. The basketball team is having their best season this year (pronoun antecedent agreement)
. . . having its best season . . .
16. The results of the survey on the political atmosphere in this country is frightening (subject-
verb agreement)
The results . . .are frightening.
17. The instructor said that she expected us to well on the exam during her lecture. (Misplaced
modifier)
During her lecture, the instructor said . . .
18. Just between you and I, this party is not much fun. (Pronoun case)
Just between you and me, . . .
19. Trying to get a tan, the seagulls annoyed the girl on the beach. (Dangling modifier)
While the girl was trying to get a tan, the seagulls . . . OR
Trying to get a tan, the girl was annoyed by the seagulls on the beach.
20. A big bag of gold coins are hidden behind the sofa in the cabin. (Subject-verb agreement)
A big bag . . . is hidden . . .
21. My sister is better than me at learning foreign languages. (Pronoun case)
. . . better than I at . . .

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22. Sheila gave great advice to Tom, he could not thank her enough. (Comma splice)
. . . Tom; he . . . OR . . . Tom. He . . .

ERROR ANALYSIS FOR GRAMMAR EVALUATION

Comma splice – 12, 22
Faulty pronoun-antecedent agreement – 4, 15
Comma(s) needed – 1, 14
Faulty subject-verb agreement – 16, 20
Faulty parallelism – 3, 13
Dangling modifier – 9, 19
Apostrophe error – 7, 11
Sentence fragment – 2, 8
Faulty pronoun reference – 6, 10
Misplaced modifier – 5, 17
Faulty pronoun case – 18, 21

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Week: Six
Lesson: One
Topic: Equivalent Sentences (CSEC English Language Specimen Paper One)
Content
Instructions: Each sentence in this section is followed by four sentences, A, B, C and D. Choose
the one NEAREST IN MEANING to the original sentence. Be sure to read all four
options.

1. When Mr Peets was transferred on promotion from South Point to Maraval Mrs Adams succeeded
him.

(A) Mrs Adams worked at Maraval after Mr Peets left on promotion.

(B) Mr Peets was succeeded by Mrs Adams when he was promoted to a post at Maraval.
(C) Both Mr Peets and Mrs Adams were transferred on promotion: Mr Peets to Maraval and
Mrs Adams to South Point.
(D) In order to be promoted, Mr Peets had to be transferred to Maraval to allow Mrs Adams to
work at South Point.

2. Recent floods have made the route impassable.

(A) People are unable to travel because of the floods.

(B) The road cannot be used as a result of the floods.
(C) Travelling has been brought to a standstill because of floods.
(D) Because of heavy showers, commuters were forced to detour.

3. The competitors in the long jump event were daunted by the performance of Kevin Jones.

(A) Kevin Jones was the best participant in the long jump event.
(B) No one expected to do better than Kevin Jones in the long jump.
(C) The long jump event daunted all the competitors except Kevin Jones.
(D) Since Kevin Jones jumped so well the other competitors in the event were discouraged

4. An interest in their nation's development plans should be displayed by its young people.

(A) Young people should take an interest in plans for national development.
(B) National development is dependent upon the youth.
(C) Young people ought to be aware of plans for the purpose of national development.
(D) The nation will advance through plans proposed by its young people.

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5. In spite of their size, whales are no longer an even match for man.

(A) Whales are no longer even a match for man.

(B) Men are no longer a match for whales in spite of their size.
(C) Because of their size whales should be better able to hold their own against man.

(D) Although they are large, whales can no longer adequately defend themselves against man.

Topic: Comprehension (CSEC English Language Specimen Paper Two)

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WEEK SIX
LESSON TWO
TOPIC Nonfiction Comprehension - THE BASICS

Below is a summary of all you need to know in order to understand and answer questions
based on nonfiction texts. Study well and pay close attention to the examples given.

I. Types of Nonfiction - The term nonfiction refers to any kind of writing that is based on facts;
well-written prose that deals with real people, things, events, and places.
Kinds of nonfiction include:
 articles
 textbooks
 recipes
 instruction manuals
 even phone books
 lab reports

A. A biography is the story of someone’s life written by another person.

1. Biographies often tell about the lives of famous actors, scientists, writers, politicians, or
athletes.

B. When someone writes the story of his or her own life, the result is an autobiography.

C. An essay is a short piece of prose that examines a single subject.

1. A personal essay describes the writer’s reaction to an experience. This kind of essay is
usually informal.
2. A formal essay is unbiased and intended to inform the reader. It has a more formal style
than a personal essay.

D. A speech is like an essay: Speeches are usually short and deal with a single topic. The
difference is that speeches are spoken aloud in front of an audience.
1. The purpose of a speech is to inform the audience about something.

II. Elements of Nonfiction

A. Main idea: The main idea is the writer’s most important message.
1. The main idea is supported by details, such as examples and quotations.
2. Example:
The time is right to begin a citywide recycling program. In the two years that nearby
Jonesville has had a recycling program, that city has reduced the amount of trash it sends to
the landfill by 32 percent.
Some worry that recycling is expensive, but, in fact, it can save money. According to
Mayor Domingo, “the program will pay for itself in less than five years.”

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 a. Main idea: The city should start a recycling program.
b. Example: Jonesville reduced trash by 32%.
c. Quotation: “The program will pay for itself. . . .”

B. Elements of Nonfiction: Structural Patterns - The structure of something is the way

that thing is put together; in nonfiction, it’s the way things are organized.
1. When a writer organizes events in the same order in which they occur in time, the writer
is using chronological order.
a. The sunflower began as a bud. Then, petals developed. Finally, the beautiful flower
opened in full bloom. (The underlined words show the order in which things happened)
b. Chronological order reveals patterns of cause and effect, showing how one event leads
to another.

3. Order of importance ranks facts by their significance to the writer’s main idea. This
structure may be organized in two ways:
a. Begins with the least important facts and moves to the most important.
b. Begins with the most important facts and moves to the least important.
c. Example: There are many reasons to start saving for retirement in your teen
years. Your family will be proud of your maturity. You’ll form good saving
habits by setting aside part of your wages or allowance.
However, the main reason to begin early is that, over time, the money
you invest will grow to a much larger amount than if you wait until your
twenties or thirties to start saving. (The ideas move from least important to most
important.)

4. Logical order presents supporting details in related groups that are clearly connected to
each other and to the main idea.
a. When you recycle, you sort trash into related groups: glass, plastic, paper, and so on.
Similarly, if you were to write an essay about recycling, you might discuss the
various methods of recycling separately. This would be a logical order for presenting
your ideas.
b. Example: When you visit an animal shelter, you’ll find many different types of pets.
Our local shelter has more cats than any other kind of animal. You can choose from
dozens of kittens and fully grown cats.

The next largest group is dogs. Some are pups that were born in the shelter; others
are older pets who need a new home.

Believe it or not, next are snakes and reptiles—including two six-foot boa
constrictors. (The passage groups animals by species, and then orders them from the
biggest group to the smallest.)

5. Repetition is a pattern sometimes used in nonfiction. When a writer uses repetition, he

or she says something more than once; Repetition can help writers emphasize key
ideas.

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 a. One kind of repetition is using parallel grammatical forms. For example,
each item on a list should be the same form or part of speech as the other items.

III. Qualities of Nonfiction

A. The purpose of a piece of writing is the goal its author wants to achieve. The purpose of a
nonfiction text may be to
1. provide information,
2. express personal feelings,
3. entertain, or
4. influence.

B. Logic is clear and accurate thinking. To be logical, points must be supported by

reasons, evidence, and examples; to make sure that your nonfiction is logical, avoid
any statements that don’t support the main idea.

1. Ex: The speed limit on Maple Street should be lowered to 25 miles per hour. The current
speed limit of 40 is dangerous to both drivers and residents.

Maple Street is a family neighborhood, with many small children at play. In

addition, many pets, especially cats, wander the area. Fast cars are a danger to
these innocent beings. My cousin Tim always drives too fast, no matter what the
speed limit is. Also, drivers backing out of driveways cannot see fast-approaching
cars. (The underlined sentence fails to support the main idea)

C. Unity means oneness or wholeness; when all of the details in a text support the main idea,
the text has unity.
1. A nonfiction text that has unity also has internal consistency—each part connects and
agrees with what came before it.

D. Coherence means “sticking together,” like the atoms in a molecule; in a coherent piece of
writing, one idea leads to the next idea. Readers can easily understand the flow of ideas or
events.
1. Ex: Joe hit the ball → The umpire called him out →They argued.
2. To make their writing coherent, writers use transition words, which link one idea
to the next.
a. to continue a line of thought
 in addition
 also
 similarly
 furthermore

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 b. to contrast with a previous thought
 but
 however
 yet
 on the other hand

c. to show time order

 first
 next
 then
 finally

EX: Vegetarians currently don’t have enough healthy choices in the school cafeteria. The salad
bar has few protein-rich options. Furthermore, vegetarian students who want hot food are limited
to potatoes and steamed vegetables.

Some have argued that adding more vegetarian items would be costly. However, many
vegetarian foods offer good nutritional value for the money. In addition, healthy meals for all
students should be a priority, regardless of cost.
(The goal of the passage is to convince readers that more vegetarian options are needed. Its
purpose is to influence; the transitional words are underlined)

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Week: Seven

Lesson: One

Topic: Homographs and Homophones

Homonyms are words spelled or pronounced alike but different in meaning. Since homonym is
used to (ambiguously) describe either a homograph or homophone, it can cause confusion,
though it is often heard in classrooms in early grades. The root -nym simply means “word” or
“name,” so it applies more broadly than its counterparts.

 Homographs are words that are spelled alike, but have different meanings and
sometimes different pronunciations. The root graph comes from the Greek word
meaning “drawn or written,” thus these terms are written the same. For example, stalk is
both a plant stem and a verb meaning to pursue stealthily. Homographs also have
different etymologies.
Not all words that are spelled the same are pronounced identically, so they may
be homographs without being homophones, e.g., lead as a metal and as the verb “to show the
way.”
 Homophones are words that are pronounced the same but are different in spelling and
meaning. In this case the combining from phone comes from the Greek
word phōnḗ meaning “voice.” One commonly confused trio of homophones
is to, two, and too.

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Activity

Homonyms: Words that have the same spelling and same pronunciation, but different meanings.

Directions: Choose (a) or (b) to complete the sentences below

Example: I hope you are not lying _ (a) _ to me. (a) Telling a lie

My books are lying _ (b) _ on the table. (b) Being in a horizontal position

1. The kids are going to watch ___ TV tonight. (a) Small clock worn on the wrist

What time is it? I have to set my watch____. (b) Look at

2. Which page _____ is the homework on? (a) One sheet of paper

Please page _____the doctor if you need help. (b) To call someone on an electronic pager

3. Let’s play ___ soccer after school. (a) Participate in a sport

The author wrote a new play ___. (b) Theater piece

4. Ouch! The mosquito bit ___ me! (a) A tiny amount

I’ll have a little bit ___ of sugar in my tea. (b) Past tense of bite

5. My rabbits are in a pen ___ outside. (a) A writing instrument which uses ink

Please sign this form with a black pen ___. (b) An enclosed area

Source:
https://englishforeveryone.org/PDFs/Homonyms,%20Homographs,%20Homophones.pdf

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Directions: Choose the correct word.

Example: Please try not to (waste, waist) paper.

1. Can I go to the party (to, too, two)?

2. This is my favorite (pare, pair, pear) of jeans.

3. I (sent, scent, cent) a letter to my aunt in Vietnam.

4. The children got (bored, board) during the lecture.

5. Mr. and Mrs. Rodriguez like to work in (there, they’re, their) garden.

6. Alec is going to (wear, ware) his work boots today.

7. Do you think it is going to (rein, rain, reign) this afternoon?

8. I saw a restaurant just off the (rode, road) about a mile back.

9. David’s brother is in a (band, banned) which plays Russian music.

10. Juana wants her socks because her (tows, toes) are cold.

11. The teacher walked down the (aisle, isle) between the rows of desks.

12. Hadil has a (pane, pain) in her shoulder.

13. The school (principal, principle) spoke to a group of parents.

14. The clerk wants to (sell, cell) as many TVs as possible.

15. I don’t want to talk about the (passed, past) anymore.

16. Nobody (knows, nose) what you are thinking.

17. I have (for, four, fore) dollars in my pocket.

18. I need to take a (break, brake) from this exercise!

19. Humans have hands. Dogs have (paws, pause).

20. (He’ll, Heel, Heal) be here in a few minutes.

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Week: Seven

Lesson: One

Topic: Homographs and Homophones - Answers

1. b, a
2. a, b
3. a, b
4. b, a
5. a, b
1. Can I go to the party (to, too, two)?
2. This is my favorite (pare, pair, pear) of jeans.
3. I (sent, scent, cent) a letter to my aunt in Vietnam.
4. The children got (bored, board) during the lecture.
5. Mr. and Mrs. Rodriguez like to work in (there, they’re, their) garden.
6. Alec is going to (wear, ware) his work boots today.
7. Do you think it is going to (rein, rain, reign) this afternoon?
8. I saw a restaurant just off the (rode, road) about a mile back.
9. David’s brother is in a (band, banned) which plays Russian music.
10. Juana wants her socks because her (tows, toes) are cold.
11. The teacher walked down the (aisle, isle) between the rows of desks.
12. Hadil has a (pane, pain) in her shoulder.
13. The school (principal, principle) spoke to a group of parents.
14. The clerk wants to (sell, cell) as many TVs as possible.
15. I don’t want to talk about the (passed, past) anymore.
16. Nobody (knows, nose) what you are thinking.
17. I have (for, four, fore) dollars in my pocket.
18. I need to take a (break, brake) from this exercise!

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19. Humans have hands. Dogs have (paws, pause).
20. (He’ll, Heel, Heal) be here in a few minutes.

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Week: Seven

Lesson: One

Topic: Summary Writing (CSEC English Language Specimen Paper Two)

Content
Instructions: Read carefully the following conversation between Ross and Susan and then answer the
question below it.

Ross: Susan Charles, a fine secretary you are! Don't you know that the students from
Guadeloupe arrive on September 15th?

Susan: Both the boys and the girls. So, what else is new?

None of your wisecracks. That's only a month away and we haven't found accommodation
Ross: for them as yet. The hotel says there won't be any room at that time. As secretary of the
club, it's your responsibility...

I know, I know. I'll arrange for them to stay in private homes. I'm sure the villagers won't
Susan: mind taking them in for a small charge. It's only for two weeks. Our visitors are booked to
leave on the 30th.

Not a bad idea. Why don't you write to all the villagers asking them to write to us if they
Ross:
are interested in putting up these students? I wonder how much they'll charge.

I'll ask them to give their rates. We'll have to insist, though, that the villagers who are
Susan:
interested must be able to speak French. The Guadeloupans speak no English.

Ross: At least not the six who are coming. Should the villagers provide meals?

Susan: Breakfast and dinner, except on Sundays when they must include lunch as well.

I think we should let the villagers know that two club members will want to inspect homes
Ross:
and chat with the applicants before making the selection.

Agreed. Letters from those who are interested should reach us by August 26th. Then our
Susan:
members can visit on the 28th.

Ross: After six p.m., I suppose? Should the villagers write to you as secretary?

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Susan: Right on both counts; I'll tell them to write to:
The Secretary
Denby Sports Club
P.O. Box 63
Arroyo Village.

Ross: But suppose a villager can put up more than one student?

Susan: All the better, my friend, all the better.

Imagine that you are Susan. In not more than 150 words, write the letter to the villagers.

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WEEK SEVEN
LESSON TWO
TOPIC Nonfiction Comprehension

IMPROVING COMPREHENSION SKILLS

READ THE FOLLOW TEXT (NONFICTION) AND THEN ANSWER THE QUESTIONS
THAT FOLLOW:
Who would win in a fight, a lion or a tiger? Well, if size has anything to do with the matter, the
tiger would win. That’s because tigers are the largest of all cat species. They grow up to eleven
feet long and weigh as much as 670 lbs. This makes tigers the third largest land carnivore. The
only larger land carnivores are polar bears and brown bears. Tigers are not only large, they are
also fast. They can sprint as fast as 40 miles per hour for short distances and leap as far as 30 feet
horizontally. This makes for an extremely dangerous pounce. You might not think that such
large, fast, and ferocious creatures need help to survive, but they do. The tiger is an endangered
species.
Despite all of the tiger’s strengths, the future of the species is uncertain. Tigers face a very high
risk of extinction. It is estimated that at the start of the 20th century, there were over 100,000
tigers living in the wild. By the turn of the century, the number of tigers outside of captivity
dwindled to just over 3,000. Interestingly, the most serious threats that tigers face come from a
much smaller species, one with an average weight of around 140 lbs. That species is Homo
sapiens, better known as humans. Humans threaten tigers in primarily two ways: hunting and
destroying habitat.
Tigers are hunted for many reasons. People have long valued the famous striped skins. Though
trading tiger skins is now illegal in most parts of the world, tiger pelts are worth around $10,000
on the black-market. Though the fur would be incentive enough for most poachers, other parts of
the tiger can also fetch a pretty penny. Some people in China and other Asian cultures believe
that various tiger parts have healing properties. Traditional Chinese medicine calls for the use of
tiger bones, amongst other parts, in some prescriptions.
Tigers have also been hunted as game. In other words people hunted tigers solely for the thrill
and achievement of killing them. Such killings took place in large scale during the 19th and early
20th centuries, when a single maharaja or English hunter might claim to kill over a hundred
tigers in their hunting career. Though this practice is much less popular today than it was in the
past, it has not ceased entirely.
Humans have done considerable damage to the world’s tiger population through hunting, but
perhaps more damage has been caused through the destruction of habitat. Tigers once ranged
widely across Asia, all the way from Turkey to the eastern coast of Russia. But over the past 100
years, tigers have lost 93% of their historic range. Instead of spanning all the way across Asia,
the tiger population is now isolated in small pockets in south and southeastern Asia. This is

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because humans have drastically changed the environments. Humans have built towns and cities.
Road and transit systems were created to connect these towns and cities. To feed the people
living in these areas, forests and fields have been cleared to create farmland. Large tracts of land
have been strip-mined to yield metals and other materials used in manufacturing. All of these
activities have consumed habitats that at one time supported tigers.
A major obstacle to preserving tigers is the enormous amount of territory that each tiger requires.
Each wild tiger demands between 200 and 300 square miles. Tigers are also both territorial and
solitary animals. This means that they are protective of the areas that they claim and they
generally do not share with other tigers. Because tigers need so much territory, it is difficult for
conservationists to acquire land enough to support a large population of tigers. Even when such
these considerable spaces are allocated, it is even more difficult to patrol such large areas to
prevent poaching. There is no easy way to preserve the wild tiger population without making
large sacrifices.
Though tiger population faces many threats and obstacles to recovery, there have been some
successes in conservation and preservation efforts. For example, Save China’s Tigers, an
organization working to restore the wild tiger population, successfully rewilded a small number
of South China tigers. These tigers were born into concrete cages from parents who were also
captive and unable to sustain in the wild.
This organization brought these tigers to South Africa and helped them learn the necessary skills
for a predator to survive in the wild. Current evidence indicates that the project was been
successful. While this is just a small step, it shows that restoring the world’s tiger population is
possible.

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Directions: Read each question carefully and choose the best answer. Refer to the text if
necessary.
1. Which of the following is not a reason in the article explaining why tigers are hunted?
a. Because tiger skins are worth a lot of money
b. Because tiger parts are used as medicines in some cultures
c. Because some tigers attack local villages
d. Because tigers are hunted for enjoyment by some people
2. Which animal does not grow larger than the tiger?
a. Brown bear b. Lion
c. Polar bear d. All of these animals grow larger than a tiger
3. Which number is closest to the estimation of the wild Tiger population in 2003?
a. 3,000 b. 100,000
c. 140 d. 30,000
4. Which of the following best describes the author’s main purpose in writing this article?
a. To provide readers with interesting information about the lifestyles of tigers
b. To persuade readers to help the world’s tiger population and to offer ways to help
c. To entertain readers with stories about how tigers hunt and are hunted
d. To explain to readers why the world’s tiger population is endangered

5. Information in the third paragraph is mainly organized using which text structure?
a. Cause and effect b. Compare and contrast
c. Chronological order d. Spatial order
6. Which best explains why tigers have lost so much of their habitat according to the text?
a. Because humans are afraid of tigers
b. Because tiger skins are extremely valuable
c. Because humans have changed the land
d. Because tigers need so much space to survive
7. Based on information in the text, which best explains why tigers are poached?
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a. Poachers hunt tigers to protect their families from dangerous animals.
b. Poachers hunt tigers for medicine to cure sick family members.
c. Poachers hunt tigers because they enjoy killing dangerous animals.
d. Poachers hunt tigers to earn large amounts money.

8. Which best explains why it is so difficult to preserve the wild tiger population?
a. Tigers do not get along with most other animals.
b. Tigers must make their homes close to rivers and the world’s rivers are evaporating.
c. Tigers require a lot of space.
d. Tigers hunt in large packs and there are too few tigers left to make these packs.
9. Which of the following is an opinion?
a. Tigers can grow up to eleven feet long.
b. Saving the wild tiger population is important.
c. South China tigers were brought to live in South Africa.
d. Humans have endangered the world’s wild tiger population.
10. Based on context, which best defines the term “rewilded” as used in the last paragraph?
a. To preserve animals by keeping them in zoos
b. To teach animals to coexist with humans
c. To teach humans to coexist with animals
d. To bring animals born in zoos back to nature
11. What does this idiom mean: “other parts of the tiger can also fetch a pretty penny”?
a. The fur is the only valuable part of the tiger.
b. Other parts of the tiger are worth a lot of money.
c. The tiger is a very beautiful animal.
d. Tigers can be trained to do tricks like in the circus.
12. Which of the following could be best supported by information from the text?
a. Efforts to save tigers have had some success, but there are many obstacles to recovery.
b. Efforts to save tigers have failed in the past, but there is reason to continue trying.

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c. Efforts to save tigers have been so successful that they saved tigers from endangerment.
d. Efforts to save tigers have failed completely.

ANSWERS FOR COMPREHENSION WEEK 7

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Week: Eight

Lesson: One

Topic: Voices of Verbs

ACTIVE / PASSIVE VOICE

Active voice

In most English sentences with an action verb, the subject performs the action denoted by
the verb.

These examples show that the subject is doing the verb's action.

Because the subject does or "acts upon" the verb in such sentences, the sentences are said to be in
the active voice.

Passive voice

One can change the normal word order of many active sentences (those with a direct object) so
that the subject is no longer active, but is, instead, being acted upon by the verb - or passive.

Note in these examples how the subject-verb relationship has changed.

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Because the subject is being "acted upon" (or is passive), such sentences are said to be in
the passive voice.

NOTE: Colorful parrots live in the rainforests cannot be changed to passive voice because the
sentence does not have a direct object.

To change a sentence from active to passive voice, do the following:

1. Move the active sentence's direct object into the sentence's subject slot

2. Place the active sentence's subject into a phrase beginning with the preposition by

3. Add a form of the auxiliary verb be to the main verb and change the main verb's form

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To change a passive voice sentence into an active voice sentence, simply reverse the steps
shown above.

1. Move the passive sentence's subject into the active sentence’s direct object slot

2. Remove the auxiliary verb be from the main verb and change main verb's form if needed

3. Place the passive sentence's object of the preposition by into the subject slot.

Source: https://webapps.towson.edu/ows/activepass.htm

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Activity 1

Directions: Decide whether the following sentences are written in the active or passive voice.
Then write the doer of the action on the line to the right. If the doer is unknown, write a question
mark (?).

Example: We saw the game at the stadium. . Active / passive _____We_______

1) Thomas feeds his dog. Active / passive ____________

2) The dog is fed by Thomas. Active / passive ____________

3) The family went to the beach. Active / passive ____________

4) The letter was written by Marshall. Active / passive ____________

5) The game had been won by the blue team. Active / passive ____________

6) The problem was solved. Active / passive ____________

7) The stunt man risked his life. Active / passive ____________

8) The fire was extinguished. Active / passive ____________

9) The car was being cleaned by its owner. Active / passive ____________

10) It gets cold here during the winter. Active / passive

Activity 2

Directions: Rewrite the passive voice sentences as active voice sentences.

1. The dog was hit by the car.:

2. The house will be built by the construction crew in five months.

3. A novel is being read by Mary

4. A stone was being thrown by the kid

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5. A car has been bought by him.
6. The door had been knocked at by someone

7. Yam is eaten by people in my country.

8. The jackpot will be won by her

9. The mother tongue would be taught to him by her

10.The fish is eaten by the cat.

Activity 3

Directions: Change the following active sentences into passive voice.

1. I did not beat her.

2. I will never forget this experience.

3. Mother made a cake yesterday.

4. The boy teased the girl.

5. Did she do her duty?

6. The tiger was chasing the deer.

7. She has written a novel.

8. She has learned her lessons.

9. Have you finished the report?

10. The police have caught the thief.

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Week: Eight

Lesson: One

Topic: Voices of Verbs- Answers

1) Thomas feeds his dog. Active / passive Thomas

2) The dog is fed by Thomas. Active / passive Thomas
3) The family went to the beach. Active / passive The family
4) The letter was written by Marshall. Active / passive Marshall
5) The game had been won by the blue team. Active / passive Blue team
6) The problem was solved. Active / passive ?
7) The stunt man risked his life. Active / passive The stunt man
8) The fire was extinguished. Active / passive ?
9) The car was being cleaned by its owner. Active / passive Its owner
10) It gets cold here during the winter. Active / passive It

Activity 2
1. The car hit the dog.
2. The construction crew will build the house in five months.
3. Mary is reading a novel.
4. The kid was throwing a stone.
5. He has bought a car.
6. Someone had knocked at the door.
7. People eat yam in the country.
8. She will win the jackpot.
9. She would teach him the mother tongue.
10. The cat eats the fish.

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Activity 3

1. She was not beaten by me.

2. This experience will never be forgotten by me.
3. A cake was made by mother yesterday.
4. The girl was teased by the boy.
5. Was her duty done by her?
6. The deer was being chased by the tiger.
7. A novel has been written by her.
8. Her lessons have been learned by her.
9. Has the report been finished by you?
10. The thief has been caught by the police.

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Week: Eight

Lesson: One

Topic: Comprehension (CSEC English Language Specimen Paper Two)

Content
Instructions: Read the following passage carefully and answer the questions below it.

Quiet and the night came early and Leonard sat there feeling a flicker of restlessness. He needed
his books, a radio perhaps, he wasn't sure why he had been delaying going into Kingston to fetch
his things. The pattern he had established of working on the house had completely absorbed him,
but, he thought, stretching lazily, it was time to make the trip into town. He would go there the
next day, get it over with. If he went like that, mid-week, there would be nobody there. He could
simply pick up his two boxes and leave the key with the next-door neighbour. He would not have
to face his parents and their angry comments, the small guilt-making jabs, 'after all they had done',
giving up his job, 'such good prospects', to hide himself away 'in the depths of beyond', as they put
it. And, of course, he could not explain. He could not say that the prospect of working to buy things
did not interest him, of drifting into a marriage, much like theirs, did not interest him. It was all
sound, solid, and it frightened him, the years stretching ahead, known even before they had
happened. He wanted to make something very simple, very different, for himself. He could not
explain because they were so proud of having lived out Grandma Miriam's dream, to be educated,
professionals, a far remove from Grandpa Sam, travelling in on the country bus with his country
talk and his bag of yams.

a) Why was Leonard feeling a flicker of restlessness (line 2)?

b) What does the phrase get it over with (line 12) tell us about Leonard's reaction to the idea of the
trip into town?

c) How did Leonard decide to avoid his parents?

d) How did Leonard's parents feel about his chosen lifestyle?

e) What was Grandma Miriam's ambition for her children?

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f) What does the last sentence suggest about Grandma Miriam's' reaction to the lifestyle of Grandpa
Sam?

Topic: Short Story Writing (CSEC English Language Specimen Paper Two)

Write a story entitled, “The decision that saved my life."

OR
Write either a story OR a description entitled, "The village where nobody lives anymore".

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WEEK EIGHT
LESSON TWO
TOPIC Reading and responding to Fiction

Here is another type of reading passage you may be given to read and respond to. Follow the
strategies below and answer the questions after reading:

Pre-reading strategies
1. Survey the whole text to get an overview of it. Look at the title, illustrations and
headings (if they are present). Then glance at it quickly to identify the text type (e.g.
fiction, expository), purpose and likely audience.

2. Skim or scan the whole text.

Skimming means looking rapidly over the whole text to get a general idea of what it
contains (useful for literary texts, persuasive and argumentative writing)
Scanning means looking for key facts and specific details (useful for reports and
other forms of expository writing).

Jacob hated finishing things almost as much as he loved starting them. As a result, he had gotten
into a million hobbies and activities, but he never stuck with any of them long enough to get any
good.

He begged his mother for months for a guitar so that he could play Black Eyed Peas songs to
Angie, a girl he liked, but after he finally got one for Christmas, he found out that guitars don’t
play themselves. He took a few lessons, but strumming the strings hurt his fingers and he didn’t
like holding the pick, so now the five-hundred dollar guitar lives under his bed.

After reading an ad in the back of one of his comic books, Jacob decided that he wanted a
Wonder-Sweeper 5000 metal detector, so that he could find buried pirate treasure. So he mowed
lawns all summer and didn’t spend his money on ice-cream like his younger brother, Alex. He
saved it all in a shoe box in his closet. Then he shoveled driveways all winter, and he didn’t
spend his money on candy and chips like his classmates. By the time spring came he had saved
$200, and he purchased the Wonder-Sweeper 5000 metal detector. He beeped it around the park
for a while, be he soon found out that no pirates had ever set sail in his neighborhood, and if they
had they didn’t leave any treasure. Even though he found a key ring, forty-seven cents, and all
the bottle caps he could throw, he buried the metal detector in his closest.

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Given Jacob’s history with hobbies, it was no surprise that Jacob’s father was reluctant to buy
him a magician’s kit for his birthday. “Geez, Jacob… You sure you wouldn’t rather I got you
more guitar lessons?” He suggested. Jacob was insistent. “Dad, you’ve got to get me the
magician’s kit. This time I’ll stick with it for real. I promise! Come on, Dad,” Jacob begged.
Jacob’s father sighed and then replied, “Oh, I don’t know, Jacob. Things are awfully tight right
now.” But Jacob’s father was reminded of his own youth long ago, when he quit football and
started karate practice before hardly getting his equipment dirty. So when Jacob’s birthday came
around, Jacob was both surprised and pleased to find the magician’s kit that he had desired so
badly with a big bright bow on it.

Jacob opened up the box and unwrapped the many parts in the kit. As he did so, he imagined
sawing his pet cat in half and putting it back together to the amazement of his friends and family.
He took the many fake coins, trick cards, and rope pieces of varying length on the kitchen table
and imagined pulling rabbits out of his hat and turning them into pigeons with a mysterious puff
of smoke. As Jacob continued pulling plastic thumbs, foam balls, and giant playing cards out of
the magic kit, a commercial on the TV caught his attention. “Hey kids! Have you ever wanted to
go to space? Experience what it’s like to be an astronaut? Do you want to explore the
universe? Well, now you can.” As the commercial continued playing, Jacob walked away from
the magic kit on the kitchen table and stared at the TV screen longingly. “For only $195 you can
go to space camp and live life like an astronaut for a whole weekend. Enroll now for a once in a
life time experience.” Jacob’s cry rang throughout the house as he yelled, “MOM!” He now
knew what his true purpose in life was.

Directions: After reading the story, choose the best answer for each question. Circle one
answer.

1. According to the text, why does Jacob stop playing the guitar?
a. It hurt his fingers. b. He’d rather play drums.
c. It was too easy. d. He failed math.

2. To whom did Jacob want to play Black Eyed Peas songs?

a. Alex b. Angie c. Mom d. Dad

3. According to the passage, why does Jacob decide that he wants a metal detector?
a. He sees a man at the park with one. b. His father had one as a child.
c. He saw a TV commercial for one. d. He read an ad for one in a comic book.
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4. How does Jacob get the items that he wants in the story?
a. He asks his mom. b. He asks his dad.
c. He shovels driveways and mows lawns. d. He does all of these things to get what he wants.

5. When did Jacob buy the metal detector?

a. In the fall b. In the summer
c. In the spring d. In the winter

6. True or False: The metal detector was a good investment for Jacob.
a. True b. False

7. Why doesn’t Jacob’s father want to get him the magician’s kit for his birthday?
a. Jacob failed math class.
b. Jacob quits too many expensive activities.
c. Jacob has been mean to his younger brother.
d. Jacob went to the park without permission.

8. Why does Jacob’s father buy Jacob the magician’s kit?

a. Jacob mowed the lawn. b. Jacob reminded his father of himself.
c. Jacob bought ice cream for his brother. d. Jacob found his father’s key ring.

9. Which word is closest in meaning to the italicized word in the following sentence from
paragraph four: “It was no surprise that Jacob’s father was reluctant to buy him a
magician’s kit for his birthday”?
a. Happy b. Willing c. Proud d. Hesitant

10. What distracts Jacob from the magician’s kit?

a. A TV commercial b. His father c. The kitchen table d. A comic book

11. Based on the end of the story, Jacob is most likely to go on and do which of the
following?
a. Become a great magician b. Learn to play guitar well
c. Detect an incredible hidden treasure d. Raise money to go to space camp

12. Which happened first in the text?

a. Jacob asked his dad for the magician’s kit. b. Jacob got a guitar for Christmas.
c. Jacob mowed lawns. d. Jacob shoveled driveways.

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13. Which happened last in the text?
a. Jacob saved up $200. b. Jacob found forty-seven cents in the park.
c. Jacob took guitar lessons. d. Jacob was influenced by a comic book.

ANSWERS FOR COMPREHENSION WEEK 8

1 A 7 B
2 B 8 B
3 D 9 D
4 C 10 A
5 C 11 D
6 B 12 B

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Week: Nine

Lesson: One

Topic: Clauses

 A clause is a group of words that includes a subject and a verb. (A clause

functions as an adjective, an adverb, or a noun.)

Noun clause
A noun clause is a clause that plays the role of a noun.
 She cannot remember what she said last night.
(The clause acts like a noun. It could be replaced with a noun, e.g., "her rant.")
 Now I know why tigers eat their young. (Mobster Al Capone)
(This clause could be replaced with a noun, e.g., "the reason.")

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Adjective Clauses
An adjective clause is a multiword adjective that includes a subject and a verb.

When we think of an adjective, we usually think about a single word used before a noun to
modify its meanings (e.g., tall building, smelly cat, argumentative assistant). However, an
adjective can also come in the form of an adjective clause. An adjective clause usually comes
after the noun it modifies and is made up of several words, which, like all clauses, will include a
subject and a verb.
 My friend who lives in London looks like Homer Simpson.
(The clause acts like an adjective. It could be replaced with an adjective, e.g., "my London-
based friend.")
 You should never make fun of something that a person can't change about themselves.
(YouTuber Phil Lester) (This clause could be replaced with an adjective, e.g.,
"unchangeable.")

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Adverbial Clauses
An adverbial clause is a group of words that plays the role of an adverb. (Like all clauses, an
adverbial clause contains a subject and a verb.)
 He lost his double chin after he gave up chocolate.
(The clause acts like an adverb. It could be replaced with an adverb, e.g., "recently.")
 I am not afraid of the pen, the scaffold or the sword. I will tell the truth wherever I please.
(Labour-rights campaigner Mary Harris Jones aka "Mother Jones")
(This clause could be replaced with an adverb, e.g., "there.")

Source:
https://www.grammarmonster.com/glossary/clause.htm#:~:text=A%20clause%20is%20a%20gro
up,a%20subject%20and%20a%20verb.

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Activity
Instructions: Find the adjective, adverb, or noun clauses in these sentences. If it is
an adjective or adverb clause, tell which word it modifies.

1. If the manager is unable to help, try the assistant manager.

2. The mayor is the person to whom you should write the letter.

3. The man whose neck was broken has recovered completely.

4. The scientist said that the ozone levels were dangerous.

5. The city council objected when the mayor changed his mind.

6. It is unfortunate that Mr. Jones will not return.

7. Why you don't do your work is ridiculous to me.

8. This cemetery is where your Grandfather is buried.

9. The report that the island is under water is very misleading.

10. We offered whoever told the truth clemency.

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Week: Nine
Lesson: One
Topic: Clauses

1. If the manager is unable to help, try the assistant manager.

If the manager is unable to help adverb clause, try the assistant manager.

- If the manager is unable to help modifies try Verb

2. The mayor is the person to whom you should write the letter.
The mayor is the person to whom you should write the letter noun clause.

- Whom you should write the letter = object of the preposition

3. The man whose neck was broken has recovered completely.

The man whose neck was broken adjective clause has recovered completely.

- Whose neck was broken modifies man Subject

4. The scientist said that the ozone levels were dangerous.

The scientist said that the ozone levels were dangerous noun clause.

- That the ozone levels were dangerous = direct object

5. The city council objected when the mayor changed his mind.
The city council objected when the mayor changed his mind adverb clause.

- When the mayor changed his mind modifies objected Verb

6. It is unfortunate that Mr. Jones will not return.

It is unfortunate that Mr. Jones will not return adverb clause.

- That Mr. Jones will not return modifies unfortunate P Adjective

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7. Why you don't do your work is ridiculous to me.
Why you don't do your work noun clause is ridiculous to me.

- Why you don't do your work = subject

8. This cemetery is where your Grandfather is buried.

This cemetery is where your Grandfather is buried noun clause.

- Where your Grandfather is buried = predicate nominative

9. The report that the island is under water is very misleading.

The report that the island is under water noun clause is very misleading.

- That the island is under water = appositive

10. We offered whoever told the truth clemency.

Hide Answer
We offered whoever told the truth noun clause clemency.

- Whoever told the truth = indirect object

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Week: Nine

Lesson: One

Topic: Advertisement (CSEC English Language Paper One July, 2020)

Content
Instructions: Read the following advertisement carefully and then answer Items 55–60 on the basis
of what is stated or implied.
ACNE*BE*GONE*#1*PRODUCT*IN*THE*WORLD

ACNE*BE*GONE*#1*PRODUCT*IN*THE*WORLD

1.One FACT contained in the advertisement is

(A) the price of the product
(B) expert approval of Acne Be Gone!
(C) the product’s popularity and effectiveness
(D) that stores everywhere are selling the product

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2.To whom is this product MAINLY targeted?
(A) People who suffer with acne
(B) Ambitious people with money
(C) Girls who want dates for graduation
(D) People who lack confidence because of their appearance

3.Which of the following techniques are used to persuade in this advertisement?

I. Financial enticement
II. Showing of the container
III. Appeal to fears and desires

(A) I and II only

(B) I and III only
(C) II and III only
(D) I, II and III

4.A language device used in the advertisement to persuade is

(A) paradox
(B) metaphor
(C) hyperbole
(D) rhetorical questions

5.What might be the purpose of the size of the font used to describe the side effects?
(A) It hides possible consequences of using the product.
(B) It suggests that the side effects are minor.
(C) It misdirects the reader and leads to erroneous conclusions about acne.
(D) It demonstrates that the problems are minor in comparison to the benefits.

6.The words “while stocks last” under the checked price MOST likely would have the effect of
(A) enticing the customers to save money
(B) persuading customers to buy the product quickly
(C) prompting Caribbean people to go in search of the product
(D) fooling the prospective buyers into thinking he/she needs the product

Topic: Summary Writing (CSEC English Language Specimen Paper Two)

Instructions: Summarise what the writer says about the Workers' Union in not more than 110
words.
Sometimes when social history is recorded it is often distorted to suit not its historical truth but
present-day circumstances. However, there is no need for this fear when accounting for the
Workers' Union. The truth is, as an organization it has remained true to its founding principles.
Uppermost in the minds of its founders were principles that still live today in the hearts of all its
members.

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The seventies was in fact a period of change, a period of revolt against the old order, a period
when the entire society questioned itself. A mood of militancy pervaded the working class and
bank workers were not left out. The 1970's (even in the 1960's the militancy of the youth and
workers was manifested in a number of ways) were exciting times to say the least. The
University was alive with debate, discussions and ideas. Political parties were formed and they
created powerful stirrings within society. The social crisis, the demand for change of the old
status quo, the international issues, all had their influences. It was in the period that the Workers'
Union was born.
Today, the Workers' Union represents many workers in over sixty companies including
professional employees at prestigious financial institutions. We are now the recognised
representatives for workers in the financial sector as well as in research organisations, that has
now become an institution.

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WEEK NINE
LESSON TWO
TOPIC Poetry Comprehension – review of sound devices

Understanding the use of these literary devices is important towards building your skills in
poetry comprehension and making poetry questions less daunting.

Sound Devices Overview

Sometimes writers use the sound of words for effect. Such techniques are called sound devices.
There are different types of sound devices: alliteration, the repetition of consonant sounds at the
beginnings of words (such as the soft sound of slippers); assonance, the repetition of vowel
sounds (such as the fingers knitted swiftly); consonance, the repetition of consonant sounds
within words or at the ends of words (such as the stamp of the damp campers); and
onomatopoeia, the use of a word or phrase that imitates or suggests the sound of what it
describes (such as buzz, fizzle, and whisper).
Observe these examples taken from verses of poems:
1. By night a nuisance and by day-- / Confound the cats! All cats, always- ALLITERATION

2. O Sea! whose ancient ripples lie on red-ribbed sands where seaweeds shone;-
O moon! whose golden sickle's gone,- ALLITERATION AND CONSONANCE

3. BANG!!! There goes another building, / BOOM!!! And there go 2 more,

Said the man who took target practice / In the seat of a military tank.
BAM!!! There goes another. / Life is hard when you don’t have a father to guide you.
BOOM!!! You could end up in jail, / BANG!!! You could end up crazy,
AHHHH!!! Or you could end up dead / Because you pressed the wrong button.
- ONOMATOPOEIA, ALLITERATION

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READ THE POEM BELOW:

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ANSWERS THESE QUESTIONS

1. Find at least two places in the poem where the poet employed alliteration. Identify these
phrases or sections and explain how they demonstrate alliteration.

2. Find two examples each of assonance and onomatopoeia. Identify these examples below and
explain how they demonstrate these two techniques.

3. Why do you think the author used so many sound devices in this poem? How do these sound
devices contribute to the overall effect of the poem?

ANSWERS FOR COMPREHENSION WEEK 9

1. Examples of alliteration: “baron/ bike bends/ bullies the breeze” (lines 1–3); “zips, zags”
(line 4); “with a wave” (line 9); “sleek steel/ silent sun” (lines 12–13); “I stand on the side road’s
cement/ and stare as the slick sail” (lines 20–21). These examples demonstrate alliteration
because the words in each group begin with the same consonant sound.

2. Examples of assonance: “ignoring its limits as it tries to fly” (line 5); “behind the tire” (line
7); “sleek steel of the beast/ gleams” (lines 12–13); “resume the vroom” (line 14). These
examples all repeat the same vowel sound. Examples of onomatopoeia: “zips, zags” (line 4)
suggests the movement of a motorcycle; “krrrh” (line 6) suggests the screech of a halting
motorcycle; “vroom” (line 14) suggests the acceleration of a motorcycle; and “zoom” (line 19)
suggests the swiftness of a passing motorcycle.

3. The author probably used so many sound devices because she wanted not just to describe the
motorcycle but to evoke the sound the motorcycle makes. The sound devices contribute to the
rhythm and the flow of the poem and make it more engaging to the reader by appealing to the
senses.

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Week: Ten
Lesson: One
Topic: Synonyms

 Synonyms are words that are similar, or have a related meaning, to another word.
They can be lifesavers when you want to avoid repeating the same word over and
over. Also, sometimes the word you have in mind might not be the most
appropriate word, which is why finding the right synonym can come in hand

Activity
Instruction: In each of the following sentences, replace the italicized word or phrase with a
more descriptive word or phrase that means the same thing.

1. The front page article reported that the senator suffered a serious injury in the car crash.
A. sustained b. retained c. maintained d. preserved
2. Her attorney claimed that she suffered great mental distress as a result of the accident.
A. euphoria b. rapture c. disdain d. anguish
3. The new business owner remained bold and determined in spite of the many setbacks.
A. fatigued b. resolute c. prominent d. acute
4. The masterpiece bought by an antique dealer at the auction was credited to Picasso.
A. attributed b. denied c. excised d. attested
5 Americans have become used to consuming large quantities of oil to run their homes and
automobiles.
A. deprogrammed b. habituated c. unaccustomed d. reconciled
6. His hope was to pass on a love of woodworking to his son.
A. impart b. conceal c. withhold d .infringe
7. The most infamous misleading trick in history was a wooden horse sent to Troy by the Greeks.
A. omen b. veracity c. authenticity d. ruse

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8. The smooth, thin outer layer on the dining room table was designed to make the table look as
if it were constructed entirely of oak.
A. veneer b. shell c. epidermis d. interior
9. Since all of the employees worked together on the project, they met their deadline.
A. evolved b. advanced c. deconstructed d. collaborated
10. Carolyn prevented a petty disagreement between Ethan and Andrew.
A. bramble b. squabble c. geyser d. perseverance
11. There were so many riders on the crosstown bus that I was shoved from one side to the other
on my way to work.
A. jostled b. neglected c. maneuvered d. abashed
12. Helicopters are specially designed to float in the air over an area.
A. hydroplane b. revert c. transition d. hove
13. Certain passages were taken from the book for the purpose of illustration.
A. excerpts b. contents c. diatribes d. Indices
14. The rescue team searched among the ruins for signs of life.
A. terminal b. foundation c. rubble d. establishment
15. New experiments enabled manufacturers to make a long-lasting material that would save
consumers a great deal of money.
A. fleeting b. fragile c. perishable d. durable
16. The teacher distributed four sheets of paper for each student so each one could complete the
necessary assignments for class.
A. grappled b. allotted c. mustered d. asserted

Source: VOCABULARY TEST.pdf

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Week: Ten
Lesson: One
Topic: Synonyms

1. A
2. D
3. B
4. A
5. B
6. A
7. D
8. A
9. D
10. B
11. A
12. D
13. A
14. C
15. D
16. B

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Week: Ten

Lesson: One

Topic: Equivalent Sentences (CSEC English Language Paper One July, 2020)

Content
Instructions: Each sentence in this section is followed by four sentences A, B, C and D. Choose
the one NEAREST IN MEANING to the original sentence.

1. So engrossed was he in his task that he did not hear his sister enter the room.
(A) His task was so difficult that he did not observe his sister’s entry.
(B) He did not hear his sister enter the room because of the job he was doing.
(C) His sister’s entry did not attract his attention because he was enjoying what he was doing.
(D) He was so preoccupied with what he was doing that he was unaware of his sister’s entry.

2.The news shocked me so much that I almost forgot what to say.

(A) The news was so shocking that I could not move.
(B) I could hardly remember my message after such shocking news.
(C) I nearly didn’t speak again after the shock of the news.
(D) I was so shocked by the news that I could hardly speak.

3. Recent floods have made the roads impassable.

(A) People are unable to travel because of the floods
(B) Because of heavy showers, commuters were forced to detour.
(C) The roads cannot be used as a result of the floods.
(D) Travelling has been brought to a standstill because of the floods

4.The Europeans who were not well off were those who came to the West Indies in search of
wealth.
(A) Europeans settled in the West Indies because they were told they would become richer.
(B) Unemployment at home caused Europeans to come to the West Indies to seek their
fortune.

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 (C) Financial difficulties at home made Europeans who came to the West Indies decide to
settle there.
(D) Europeans who came to the West Indies to seek their fortunes were the ones who were not
wealthy.
5. Water pollution is a common problem because people thoughtlessly dump their garbage in
water courses.
(A) People throw their garbage in water courses making this an unusual problem.
(B) If people did not dump their garbage in water, we would not have a pollution problem.
(C) Water pollution takes place because people negligently dump their garbage in water
courses.
(D) Even though water pollution is a problem, people still dump their garbage in water
courses.

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WEEK TEN
LESSON TWO
TOPIC Comprehension- Review of Symbolism

Symbolism
An author uses a symbol, such as an object, a person, a place, or an experience, to represent
something else. The thing represented is often abstract, but it can be concrete as well. A symbol
may have more than one meaning, and its meaning may change during the story.
Now, read the poem by William Blake below and observe the symbolism of the storm:

The sick rose

O Rose, thou art sick!
The invisible worm
That flies in the night,
In the howling storm,
Has found out thy bed
Of crimson joy,
And his dark secret love
Does thy life destroy.

Storm: a symbol of chaos, confusion, fear, wildness, destruction and change. The storm can also
be seen as blowing away the old and frail and giving the new room to expand. If the storm is
seen to have creative effects, there must first be great wildness and destruction
Having read the above, what do you think the rose may symbolize or represent?

DIRECTIONS: Read the following passage. As you read, try to determine what symbols the
author uses.

65 of 66
Identify the central symbol in this story and explain what it represents.

ANSWERS FOR COMPREHENSION WEEK 10

The central symbol in this passage is the fence. The fence represents people’s desire to be
separate from one another, avoid social interaction, and guard their privacy. It represents
isolation.

66 of 66
 English A Grade 11

Week: Eleven
Lesson: One
Topic: Subject and Verb Agreement

 The verb of a sentence must agree with the simple subject of the sentence in
number and person. Number refers to whether a word is singular
(child, account, city, I) or plural (children, accounts, cities, we). Person refers to
whether the word denotes a speaker (I, we are first person), the person spoken to
(you is second person), or what is spoken of
(he, she, it, they; Gary, college, taxes are third person).

WHEN WORDS LIKE “EACH” ARE THE SUBJECT

When used as subjects, words such as
 each, either, neither
 another
 anyone, anybody, anything
 someone, somebody, something
 one, everyone
 everybody, everything
 no one, nobody, nothing
Take singular verbs.
WHEN WORDS LIKE “NONE” ARE THE SUBJECT
Other words such as
 none, any, all
 more, most, some
May take either singular or plural verbs, depending on the context.
Some of the dollar was spent.
Some of the dollars were spent.
WHEN SINGULAR SUBJECTS ARE JOINED BY WORDS LIKE “OR”
Singular subjects joined by “or,” “nor,” “either . . . or,” or “neither . . . nor” take a singular verb.
Either the man or his wife knows the truth of the matter.
Neither money nor power was important any longer.
WHEN ONE SUBJECT IS SINGULAR AND ONE PLURAL
If one subject is singular and one is plural, the verb agrees with the nearer subject.
Neither the television nor the radios work.
Neither the radios nor the television works.
WHEN A COLLECTIVE NOUN IS USED
When regarded as a unit, collective nouns, as well as noun phrases denoting quantity, take
singular verbs.
The whole family is active.
(Family is a collective noun regarded as a unit.)
The family have met their various obligations.
(The individuals of the family are regarded separately.)
A thousand bushels is a good yield.
(A quantity or unit)
A thousand bushels were crated.
(Individual bushels)

WHEN A RELATIVE PRONOUN IS USED AS A SUBJECT OF AN ADJECTIVE

CLAUSE
A relative pronoun (“who,” “which,” or “that”) used as a subject of an adjective clause takes
either a singular or plural verb in order to agree with its antecedent.
A vegetable that contains DDT can be harmful.
(Adjective clause modifying the singular noun “vegetable.”)
Vegetables that contain DDT can be harmful.
(Adjective clause modifying the plural noun “vegetables.”)
Source: https://writing.wisc.edu/handbook/grammarpunct/subjectverb/
Activity 1

Choose the correct form of the verb that agrees with the subject.

1. Annie and her brothers (is, are) at school.

2. Either my mother or my father (is, are) coming to the meeting.

3. The dog or the cats (is, are) outside.

4. Either my shoes or your coat (is, are) always on the floor.

5. George and Tamara (doesn't, don't) want to see that movie.

6. Benito (doesn't, don't) know the answer.

7. One of my sisters (is, are) going on a trip to France.

8. The man with all the birds (live, lives) on my street.

9. The movie, including all the previews, (take, takes) about two hours to watch.

10. The players, as well as the captain, (want, wants) to win.

11. Either answer (is, are) acceptable.

12. Every one of those books (is, are) fiction.

13. Nobody (know, knows) the trouble I've seen.

14. (Is, Are) the news on at five or six?

15. Mathematics (is, are) John's favorite subject, while Civics (is, are) Andrea's favorite subject.

16. Eight dollars (is, are) the price of a movie these days.

17. (Is, Are) the tweezers in this drawer?

18. Your pants (is, are) at the cleaner's.

19. There (was, were) fifteen candies in that bag. Now there (is, are) only one left!

20. The committee (debates, debate) these questions carefully

Week: Eleven
Lesson: One
Topic: Subject and Verb Agreement

1. Annie and her brothers are at school.

2. Either my mother or my father is coming to the meeting.
3. The dog or the cats are outside.
4. Either my shoes or your coat is always on the floor.
5. George and Tamara don't want to see that movie.
6. Benito doesn't know the answer.
7. One of my sisters is going on a trip to France.
8. The man with all the birds lives on my street.
9. The movie, including all the previews, takes about two hours to watch.
10. The players, as well as the captain, want to win.
11. Either answer is acceptable.
12. Every one of those books is fiction.
13. Nobody knows the trouble I've seen.
14. Is the news on at five or six?
15. Mathematics is John's favorite subject, while Civics is Andrea's favorite subject.
16. Eight dollars is the price of a movie these days.
17. Are the tweezers in this drawer?
18. Your pants are at the cleaner's.
19. There were fifteen candies in that bag. Now there is only one left!
20. The committee debates these questions carefully.
Week: Eleven

Lesson: One

Topic: Comprehension (CSEC English Language Specimen Paper Two)

Content
Instructions: Read the following poem carefully and then answer the questions set on it.
The Hawk
The hawk slipped out of the pine, and rose in the sunlit air:
Steady and still he poised: his shadow slept on the grass:
And the bird's song sickened and sank: she cowered with furtive stare,
Dumb, till the quivering dimness should flicker and shift and pass.
Suddenly down he dropped: she heard the hiss of his wing,
Fled with a scream of terror: oh, would she had dared to rest.
For the hawk at eve was full, and there was no bird to sing,
And over the heather drifted the down from a bleeding breast.
A.C. BENSON
(a) Briefly state what happens in the poem.
(b) What does the following tell you about the bird? she cowered with furtive stare...
(c) Explain what is meant by; the quivering dimness.
(d) Comment on the poet's use of each of the following:
(i) slipped
(ii) drifted
(e) Name one sense to which this poem appeals and quote a word or phrase in support of your
choice.
(f) Identify a figure of speech and comment on its effectiveness.

Topic: Short Story Writing (CSEC English Language Specimen Paper Two)

Write a story which includes the following sentence:

"That's no excuse for fighting," said the Principal.

OR

Write a story in which you include the following sentence:

"That was the strangest thing that ever happened in our village.
WEEK ELEVEN
LESSON TWO
TOPIC Poetry Comprehension

Poems can be intimidating but not impossible to tackle for comprehension. Here are some
tips which are sure to help you in poetry comprehension.

1. Realize complete understanding, as with any poem, will not come after one reading.
2. Use clues from the poem’s title to identify the topic. Often the topic will not be stated
explicitly in the poem.
3. Read through the poem once to get a general idea of what the poem’s about. Don’t try to
figure it out the first time through.
4. Pay attention to punctuation and the physical structure of the poem.
5. Consider, first, the literal meaning of the poem; that is, what is the concrete object or idea
being discussed. Once that is identified, concern yourself with analysis and symbolic
meaning.
6. Analyze imagery and figurative language. What is the author’s purpose?

7. Identify parts of the poem that confuse you. Can you use the poem’s context to interpret
confusing parts?

8. Read the poem aloud. Sound devices are often clues to the poem’s meaning.

Piano Keys
by Victoria Adler
Touch on a key and feel the subtle motion.
Sense it sink downward, sounding out a note.
Touch on another, make a chord. Emotion
Rises unbidden, gathers in your throat.
Play a few measures. Feel the music dance
Filling the room with beauty light as air.
Fingers forget and move as in a trance;
Mind reels with feeling, wholly unaware
That under the shiny cover, there’s a jumble
Of taut strings and levers. Hammers dumbly1 sit
Springing to life each time a finger tumbles,
Sounding a sound each time a string is hit,
Numbingly jumping, blithely playing part
Of music they make, but cannot feel its heart.

1dumbly: silently

1. Which of the following phrases from Adler’s poem illustrates irony?

A “Touch on a key and feel the subtle motion.”

B “Filling the room with beauty light as air.”

C “Fingers forget and move as in a trance...”

D “Of music they make, but cannot feel its heart.”

2. Which of these phrases from Adler’s poem does not rely on personification for its
effectiveness?

A “Touch on another, make a chord...”

B “Feel the music dance...”

C “Fingers forget and move as in a trance...”

D “Hammers dumbly sit...”

3. Which literary device does Adler use in the following line from her poem?

“Sense it sink downward, sounding out a note.”

A allusion B situational irony C visual imagery D alliteration

4. Adler’s poem contains which of the following conflicts?

A music as joy vs. music as suffering

B freedom vs. entrapment

C playing the piano vs. listening to the piano

D mechanical movement vs. emotion

5. Which concept is addressed by the poem?

A the difficult challenge of making music

B the mechanical nature of the piano

C the many moods that music can express

D the way a piano can sound like the human voice

ANSWERS FOR COMPREHENSION WEEK 11

1. D 3. D 5. B

2. A 4. D
Week: Twelve
Lesson: One
Topic: Phrases

 A phrase is a group of words that express a concept and is used as a unit within
a sentence.

Noun Phrase
A noun phrase (NP) can be a single noun or a group of words built around a single noun, for
example:
 Animals need water.
 Who ate the last sandwich?
 All passengers with tickets can board now.
Verb Phrase
A verb phrase (VP, also called a "verb group") consists of a main verb and its auxiliary verbs
(including modals), for example:

 We have been working since 9am.

 I will be going to France next week.
 It may have been being repaired.

Adjective Phrase
An adjective phrase can be a single adjective or a group of words built around a single adjective,
for example:
 He has clever ideas.
 It was a very big meal.
 The students were really bored with the film.
Adverb Phrase
An adverb phrase can be a single adverb or a group of words built around a single adverb, for
example:
 Please do it now.
 He spoke very softly.
 They did it as fast as possible.
Prepositional Phrase
A prepositional phrase consists of a preposition followed by its object (usually a noun phrase),
for example:
 They were arguing about money.
 The window was behind a large brown sofa.
 They resumed after an unusually large meal.

Source: https://www.englishclub.com/grammar/sentence/phrases.htm

Activity
In the following sentences identify the phrases and state whether they are adjective
phrases, adverb phrases or noun phrases.

1. I hope to win the first prize.

2. The girl in brown frock is my sister.
3. Did you enjoy watching the movie?
4. She always drives with care.
5. They were shouting in a loud voice.
6. The train stopped at Victoria Terminus.
Activity 2
Underline the phrases used in the following sentences.
1. The lion is an animal of great strength.
2. A homeless child has to spend his days in great misery.
3. He listened to me with great attention.
4. Do not play with naughty boys.
5. Calcutta is a city of thick population.
6. He is full of courage.
7. She was wearing a bangle made of gold.
8. An old man lived beside the lake.
9. The boy stood on the burning deck.
10. He wants to go home.
11. Do you enjoy reading this book?
12. The wicked vizier loves getting people into trouble.
13. He speaks like a born leader.
14. I have forgotten how to play this game.
15. He succeeded in the long run.
Week: Twelve
Lesson: One
Topic: Phrases - Answers

Answers

1. I hope to win the first prize. (Noun phrase – it serves as the object of the verb hope)

2. The girl in brown frock is my sister. (Adjective phrase – it modifies the noun girl)

3. Did you enjoy watching the movie? (Noun phrase – it serves as the object of the verb
enjoy)

4. She always drives with care. (Adverb clause – it shows the manner in which she drives)

5. They were shouting in a loud voice. (Adverb phrase – shows the manner in which they are
shouting)

6. The train stopped at Victoria Terminus. (Adverb phrase – shows the place)

Activity 2

1. The lion is an animal of great strength.

2. A homeless child has to spend his days in great misery.

3. He listened to me with great attention.

4. Do not play with naughty boys.

5. Calcutta is a city of thick population.

6. He is full of courage.

7. She was wearing a bangle made of gold.

8. An old man lived beside the lake.

9. The boy stood on the burning deck.

10. He wants to go home.

11. Do you enjoy reading this book?

12. The wicked vizier loves getting people into trouble.

13. He speaks like a born leader.

14. I have forgotten how to play this game.

15. He succeeded in the long run.

Week: Twelve

Lesson: One

Topic: Persuasive Writing (CSEC English Language Specimen Paper Two)

Content
You are on a committee planning the celebrations to mark the anniversary of your
school. You have heard that some of your classmates plan to boycott the
celebrations, and you have been asked to make a speech to persuade them to take
part. Write out your speech.

OR

Write an article for your school magazine about three major problems in your school
and state how you would solve each one.

Topic: Summary Writing (CSEC English Language Specimen Paper Two)

Instructions: Read carefully the following extract and then summarize the MAJOR factors
which contribute to the disadvantages encountered by women in the labour market.
Your summary must be in continuous prose, in paragraph form and it must not be more
than 120 words in length. Only the first 120 words of your answer will be read and assessed.

Despite their increasing participation in the labour market, women are still disadvantaged in the
mainstream of economic life. with limited access to stable and well-paid employment, their
participation is often confined to 'feminine' work: to low paid, less visible jobs in the informal
sector and to subsistence agriculture. globally, women earn 20 to 30 per cent less than men while
women make up 70 percent of the world's more than 1 billion absolute poor.

In most regions of the world, female enrolment in secondary level, technical and vocational
education programmes represent less than half of the total. When girls opt for vocational courses,
they tend to choose fields that are considered more 'feminine' and less technical, thus narrowing
their employment prospects. Socio-cultural factors play an important role in the attitudes of
employers, teachers, parents and the girls themselves.

In poor countries, access to any type of secondary or post-secondary education for disadvantaged
girls is often limited by entrance requirements and the cost of courses. In the non-formal sector,
there are numerous programmes provided by non-governmental organisations to enhance
capacities for income generation among poor out-of-school girls. It is often difficult to assess the
impact of such training on the lives of trainees due to the lack of systematic monitoring and
reporting. Depending on how such programmes are designed, there could also be a danger of
reinforcing existing gender roles and biases, especially where programmes do not offer training
in profitable areas of work.
WEEK TWELVE
LESSON TWO
TOPIC Poetry Comprehension – review of figurative devices

Imagery: Writers use literary devices such as similes, metaphors and personification to create an
image in the minds of their readers.

Similes make a direct comparison using the words ‘as’ or ‘like’, between things which are
different, but have some similarities, e.g.
In the poem ‘Parting’, the doubts that threatened the couple’s relationship were ‘like cracks in a
mirror’.
Just as cracks spoil the perfect surface of a mirror, doubts came to spoil an apparently perfect
relationship.

Metaphors show a similarity between two things which are apparently dissimilar. While similes
make a direct comparison using the words ‘like’ or ‘as’, metaphors describe things as if they
actually were something different, e.g.
‘The inexhaustible well of our love’ is a metaphor telling us that their love is like a well which
never dries up.

Personification describes an object or a concept as if it had human qualities, e.g.

The lines: ‘The fierce roar of the outbound plane / Readying itself for flight’ are an example of
personification.
The place is described as if it had human characteristics, like a runner getting ready for a race.

Find examples of personification, simile and metaphor in the lines below

Like as the waves make towards the pebbled shore, Simile

So do our minutes hasten to their end.
How shall summer’s honey breath hold out Metaphor / personification
Against the wrackful siege of batt’ring days?

[Love] … is an ever-fixèd mark

In this extract,
That looks on tempests and is never shaken.
love is
And then believe me, my love is as fair personified
As any mother’s child, though not so bright
As those gold candles fixed in heaven’s air.
William Shakespeare: Extracts from Sonnets
EXERCISE – read the poem and answer the questions below:

Airport - Julia Sander

Sunset’s warm colours

Paint the sky
As the glowing ball of the sun
Slips down
Signalling the advent of night.
The departing plane gathers speed,
Its human cargo
Invisible behind its faceless windows,
Then launching itself into the air
It climbs steeply and flies away
Into the setting sun,

Escaping the bonds

Tying it to Earth
Laying a rope of white smoke
In its wake.
Soon it is a distant bird,
Borne on the air to new lands.
Night has fallen now
And those who are left behind
Trudge wearily through the gloom
Heading for home
Their shoulders hunched
Their hearts full of those who have gone.
1. From which perspective is the persona writing?
a. a passenger travelling by plane
b. a person at the airport seeing off someone close to her
c. someone waiting at the airport for a friend to arrive
d. someone waiting at the airport to board a flight
2. The lines ‘Sunset’s warm colours/ Paint the sky’ (lines 1–2) are an example of
a. simile b. metaphor c. personification d. alliteration
3. The phrase ‘its faceless windows’ (line 8) implies that
a. no one is looking out of the windows of the plane.
b. no one can be seen inside the plane.
c. it is dark inside the plane.
d. there are no passengers in the plane.
4. ‘A rope of white smoke’ (line 14) is an example of
a. personification c. simile
b. metaphor d. onomatopoeia
5. The body language of ‘those who are left behind’ (lines 20 and 22) suggests that they feel
a. exhausted b. depressed c. devastated d. indifferent
6. Which adjective best conveys the mood of the last stanza?
a. restless b. frustrated c. sympathetic d. melancholy
ANSWERS FOR COMPREHENSION WEEK 12
1. B 6. D
2. C
3. B
4. B
5. C
Week: Thirteen
Lesson: One
Topic: Antonyms

 An antonym is a word that means the opposite of another word. For instance, the
antonym of 'hot' may be 'cold.' The root words for the word 'antonym' are the words
'anti,' meaning 'against' or 'opposite,' and 'onym,' meaning 'name.'

Activity
Instructions: Choose the antonym for each of the words in italics.
1. Which word is the opposite of alert?
a. attentive b. inattentive c. careful d. trivial
2. Which word is the opposite of cautious?
a. considerate b. noble c. proper d. reckless
3. Which word means the opposite of shameful?
a. honorable b. animated c. fickle d. modest
4. Which word means the opposite of vague?
a. hazy b. skilled c. definite d. tender
5. Which word means the opposite of vulnerable?
. a. frantic b. feeble c. secure d. complicated
6 . Which word means the opposite of distress?
a. comfort b. reward c. trouble d. compromise
7. Which word means the opposite of unity?
a. discord b. stimulation c. consent d. neglect
9. Which word means the opposite of clarify?
a. explain b. dismay c. obscure d. provide
9. Which word means the opposite of grant?
a. deny b. consume c. allocate d. provoke
10.. Which word means the opposite of impartial?
a. complete b. prejudiced c. unbiased d. erudite
Activity 2
Instructions: Against each key word are given five suggested meanings. Choose the word or
phrase which is opposite in meaning to the key word.
1. Discrepancy
a) inconsistency
b) consistency
c) inappropriate
d) variance
e) vagary
2. Disdain
a) attitude
b) honesty
c) admiration
d) zeal
e) disgust
3. Disheveled
a) tidy
b) clumsy
c) unkempt
d) long
e) exasperated
4. Disingenuous
a) sincere
b) sophisticated
c) trained
d) experienced
e) uncomfortable
5. Dismal
a) remarkable
b) trivial
c) reserved
d) puzzled
e) dislocated
6. Dismay
a) intimidate
b) mitigate
c) soothe
d) hearten
e) mystify
7. Dispel
a) scatter
b) gather
c) dissipate
d) refract
e) agonize
8. Disposition
a) sparking
b) watchfulness
c) inclination
d) unwillingness
e) temperament
9. Dissipate
a) vanish
b) unite
c) dispel
d) disappear
e) contemplate
10. Disburse
a) collect
b) gather
c) pay out
d) discard
e) distinguish

Source: VOCABULARY TEST.pdf

Week: Thirteen
Lesson: One
Topic: Antonyms - Answers

1. B
2. D
3. A
4. C
5. C
6. A
7. A
8. C
9. A
10. B

Activity 2

Answers
1. Consistency
2. Admiration
3. Tidy
4. Sincere
5. Remarkable
6. Hearten
7. Gather
8. Unwillingness
9. Unite
10. Pay out
11. Dull
Week: Thirteen

Lesson: One

Topic: Comprehension (CSEC English Language Specimen Paper Two)

Content
Instructions: Read the following poem carefully and answer the questions which follow it.
Growing pains
My child-eyes cried for chocolate treats
And sticky sweets
'Twill rot yu' teet'!

Tinkly silver wrapper hides

5 Germs
Worms
Decay
How can a child-eye see?

This child-heart cried for mid-teen love

10 A blow, a shove
Study yuh' book!
Leather jacket
Football boots
Are not the most sought-after truths
15 How can a child-heart know?
So watch the young-girl-heart take wing!
Watch her groove
And watch her swing
She's old enough
20 She's strong and tough
She'll see beneath the silver wrapper
Beneath the flashy football boots
She'll find the great sought-after truth
That child-eye tears are not as sad
25 And child-heart pain is not as bad
As grown-up tears and grown-up pain
Oh Christ, what do we have to gain
From growing up
For throwing up
30 Our childlike ways
For dim
 Disastrous
Grown-up days.
ANITA
Questions

(a)(i) Who is likely to have said the following lines:

'Twill rot yu' teet'! (line 3) and Study yu' book! (line 11)
(ii)What effect is the writer trying to create by using them?

(b) In what ways is the content of the first two stanzas (lines 1 - 15) similar?

(c) Why does the poet refer to leather jacket (line 12) and; football boots (line 13)?

(d) Comment on the poet's choice of the following words:

(i)Tinkly (line 4)
(ii)dim (line 31)

(e) What do the following lines,

She'll see beneath the silver wrapper
Beneath the flashy football boots ... (lines 21 - 22) tell us about the young girl?
(f)What is suggested by the poet in the last seven lines (lines 27 - 33) of the poem?
WEEK THIRTEEN
LESSON TWO
TOPIC Prose Comprehension- practice with nonfiction prose
(Multiple-choice)

Street Child World Cup

A football tournament with a difference has put the spotlight on the plight of the millions of
children worldwide who are forced to resort to living on the streets. The Street Child World Cup
is a global organisation which campaigns to ensure that street children receive the protection and
opportunities enshrined in the United Nations Charter of the Rights of the Child. Ahead of each
World Football Cup the organisation brings together street children from around the world to
compete in a football tournament. As they compete, they learn about one another, build
international friendships, and send a clear message to world leaders that no child should have to
fend for himself on the streets.
The Street Child World Cup was held for the first time in Durban, South Africa, in 2010. Seven
different countries sent teams to this event and players were aged between 14 and 16years. All
had at some time lived on the streets on their own without any family support. For each
participating country, a local street-child organisation took responsibility for preparing the
children and sourcing funds for their visit.
This event was not just about football. Alongside the tournament a lively arts scene unfolded,
celebrating art and dancing from the different countries represented. As part of this festival,
children created artworks which were subsequently exhibited at the Durban Art Gallery. At the
heart of the event was an international conference giving a voice to the children. The outcomes
were published as The Durban Declaration in November 2010. This document highlights the
right of street children to be heard, to have a home, to be protected from violence and to have
access to health care and education.
The second time around, the number of countries participating in the Street Child World Cup
more than doubled. More than 230 street children from 17 countries gathered for the tournament
in Rio de Janeiro in March 2014, a few weeks ahead of the World Football Cup. This time,
student teams were also sent from the UK and the USA to share the experience. Sponsored by
influential world figures such as Pope Francis, Prince William and David Beckham, the event
was publicized around the world.
Brazil is renowned for its flair for football and its vibrant, colourful culture. Both these elements
were united in the tournament. After the football matches, children were brought together to
paint, sing and dance. Arts Coordinator at the Street Child World Cup, Megan Wroe believes that
the friendships developed through these creative activities impacted on the tournament itself. She
declared that matches were played with cooperation and good humour rarely seen in competitive
football.
1. The MAIN intention of the author is to show he believes that
a. the Street Child World Cup should continue.
b. street children are worthy of our respect.
c. street children are good at football.
d. we are not doing enough to help street children.
2. We learn from the first paragraph that
a. street children have no rights.
b. street children demand more rights.
c. street children’s rights are ignored.
d. new laws are needed to protect street children.
3. The word ‘plight ’(paragraph 1) implies that the author feels
a. street children get what they deserve.
b. angry about the way street children are treated.
c. deep sympathy for street children.
d. indifferent towards street children.
4. Which of the following reasons are given for organising the Street Child World Cup?
I. to bring the situation of street children to the attention of world leaders
II. to foster a spirit of healthy competition
III. to enable street children to socialise with one another
a. I and III only b. II and III only
c. I and II only d. all of these
5. Who was eligible to participate in the first Street Child World Cup?
a. children aged 14–16 years who were living on the streets
b. any child aged 14–16 years who had been homeless
c. street children from South Africa
d. children from seven different countries
6. What does the phrase ‘at the heart of the event’ (paragraph 3) suggests about the
international conference?
a. It took place in the middle of the event.
b. It allowed street children to express their feelings.
c. It was as important as the football and the artworks.
d. The author thinks it was the most important part of the event.

ANSWERS FOR COMPREHENSION WEEK 13

1 A 4 D

2 C 5 B

3 C 6 C
Week: Fourteen
Lesson: One
Topic: Sentence Completion

 Sentence Completion is a common test item in most competitive exams. A sentence

contains one or two blanks (usually), to be filled in using the choices. These questions
test your vocabulary and knowledge of the finer distinctions among words. A good
vocabulary can be a great help here. But you can use many strategies for these
questions, even without knowing all the choices.

Strategies for Sentence Completion:

1. Read the Sentence
Use the sentence clues by reading the sentence thoroughly. Two things make a question difficult:
difficult words and sentence structure. If you cannot dissect a sentence to figure out what fits
best, you CANNOT crack the question though you know the word meanings.
2. Hints
The hints indicate what should go into the blank for the sentence to make sense.
3. Pluses and Minuses
Once you find the word clues, indicate the kind of word you’re looking for with a + (positive
meaning) or – (negative) sign. Also, to indicate synonyms or antonyms, you can use these
symbols.
4. Structure Words
Look for words like but, rather, although, however, and, while, but, therefore
They reveal the sentence organization and the hint-blank relationship. They tell you what kinds
of words to look for as they change the thought process in the sentence.
5. Visualize
Before you go to the choices, think of the possible words for the blanks. It will save you from
wrong choices. If you know roughly the KIND of words needed, the elimination is much easier.
The word you visualize doesn’t have to be fancy – a general idea is fine.
This is better than trying out the choices to find out “what sounds good.” It is faster and less
prone to errors.
EXAMPLES
A. Neem has _______qualities and in many clinical trials, doctor have saved countless lives by
using raw Neem leaves on serious wounds.
A. remedial
B. flavouring
C. inferior
D. doubtful
E. notorious
We need a positive word with a “lifesaving”-like meaning. Choices C, D, and E are negative and
are ruled out. You may be unaware of remedial but you know that “flavouring” doesn’t mean
anything like lifesaving. Therefore, the answer is remedial.

Activity
Instructions: Choose the best word to fill the blank.
1. The two cats could be ________ only by the number of rings on their tails; otherwise, they
were exactly alike.

a. separated b. diversified c. disconnected d .differentiated

2. Despite her ________ dress, she was a simple girl at heart.

a. sophisticated b. casual c. shoddy d. personable

3. The non-profit agency bought office supplies using a tax ________ number.

a. liability b. exempt c. information d. accountability

4. With great and admirable ________, the renowned orator spoke to the crowd gathered in the
lecture hall.

a. toil b. ado c. finesse d. tedium

5. ________, the skilled pediatric nurse fed the premature baby.

a. Carelessly b. precariously c. Gingerly d. Wantonly

6. For the first assignment of the fall term, the students in Professor Norman’s English 101 class
had to write a/an ________ to summarize the short story they had read.

a. reconciliation b. acronym c. précis d. proclamation

7. She pretended to be ________ about her upcoming performance, but secretly she was very
excited.

a. agitated b. receptive c. candid d. blasé

8. We were tired when we reached the ________, but the spectacular view of the valley below
was worth the hike.

a. circumference b. summit c. fulcrum d. nadir

9. The suit had a/an ________ odor, as if it had been stored in a trunk for a long time.

a. olfactory b. illicit c. musty d. decrepit

10. Since his workplace was so busy and noisy, he longed most of all for ________.

a. solitude b. ascension c. loneliness d. irreverence

11. The teacher put the crayons on the bottom shelf to make them ________ to the young
children.

a. accessible b. receptive c. eloquent d. ambiguous

12. My computer was state-of-the-art when I bought it three years ago, but now it is ________.

a. flammable b. desolate c. retroactive d. outmoded

Source: https://www.hitbullseye.com/Sentence-Completion-
Tricks.php#:~:text=A%20sentence%20contains%20one%20or,the%20finer%20distinctions%20a
mong%20words.
Week: Fourteen
Lesson: One
Topic: Sentence Completion - Answers

1. D
2. A
3. B
4. C
5. C
6. C
7. D
8. B
9. C
10. A
11. A
12. D

Week: Fourteen

Lesson: One

Topic: Advertisement (CSEC English Language Paper Two July, 2020)

Content
Instructions: Read the following advertisement carefully and then answer the questions on the
basis of what is stated or implied.
The tours we offer are unique and very much off the beaten track. We take you into the
country to experience the historical, cultural and breathtaking scenic highlights of the island. Our
rich heritage in farming over the centuries has produced grand plantation mansions surrounded
by picturesque little copses with stately royal palms swaying majestically in the easterly trade
winds. The neat sugar cane fields sweep down the rolling hills towards the wild east coast where
miles of untouched beaches are graced with the backdrop of rugged cliffs and the giant breakers
of the Atlantic crashing ashore.
At Highland Outdoor Tours the choice is yours – whether you’re the adventurous type or
prefer a more laid-back tour, just give us a call and let us advise you.
1.The advertisement was most likely from a
(A) newspaper
(B) geography text
(C) tourism brochure
(D) naturalist magazine

2.Which of the following is nearest in meaning to “off the beaten track” (line 1)?
(A) On unpaved trails
(B) Into the wilderness
(C) Through dense vegetation
(D) Along routes not regularly traversed

3. Which of the following does the advertisement promise?

I. Scenic beauty
II. Sedate enjoyment
III.Outdoor adventure
(A) I and II only
(B) I and III only
(C) II and III only
(D) I, II and III
4.The phrase “The neat sugar cane fields sweep down the rolling hills” (line 5) contains an
example of
(A) contrast
(B) repetition
(C) metaphor
(D) specific reference

5.This advertisement seeks to persuade the reader mainly through the use of
(A) imagery
(B) suspense
(C) alliteration
(D) exaggeration
Topic: Persuasive Writing (CSEC English Language Specimen Paper Two)

"Buy local" is a very misguided slogan in today's "global village". Write an essay giving your
views on this statement.
OR
Speaker A: "All children should participate in physical education in schools to improve their
health."
Speaker B: "It is my right to be whatever size I want to be. No one should insist that I exercise. "
Write your views in support of EITHER Speaker A OR Speaker B
WEEK FOURTEEN
LESSON TWO
TOPIC Comprehending Advertisements

In your CSEC paper 1 for English A, you may be required to study advertisements and answer
questions based on the same.
We interact with these publicity materials daily on billboards, fences, television, shop fronts,
newspapers etc.

Different techniques are used in publicity creating memorable phrases through the use
materials like leaflets and advertisements to of alliteration or puns
persuade consumers to buy products, for • using superlatives, e.g. ‘the very best’
example: • exaggerating the effectiveness of the
product.
1. Visual appeal:
• attractive, easily accessible layout which 3. Psychological techniques:
encourages people to read the materials • using imperatives telling listeners and
• pictures which show what consumers will readers what they should do (implying that
gain if they buy the product. the advertisers know what is best for them)
• providing factual information such as
2. Use of language: statistics to justify the claims made
• interesting and unusual adjectives • appealing to people’s fears and desires,
• repeating the name of the product several e.g. implying status appeal: e.g. ‘buying the
times product will enhance your status’.
LOOK AT THE TWO ADS BELOW
The aim of persuasive writing is to persuade readers to do something, e.g. to purchase a
product, to attend an event, to change their minds on an issue. When you read persuasive
material, look carefully at the ways the writers have used language.

Here are some of the techniques they used in the advertisements above:
• Statistics: More than 70% of people who purchased’ Mind Over Matter reported improved
mental agility within the first 10 days
• Appeal to authority: Fruitamine is recommended by physicians.
• Recommendation: ‘I’m a new person since I discovered Fruitamine.’ (Mr Gomez)
• Unsupported claims: Fruitamine will soon get you fighting fit after ’flu.
• Exaggeration: Crystal Spring water comes from the purest spring on Earth.
• Generalisation: The trouble with bottled water is that no one recycles the bottles.
• Presenting opinion as if it were fact: We all know that tap water is bad for us.
• Emotive words: Do not be hoodwinked by bottled water manufacturers who claim their
product is good for the environment.
Week: Fifteen

Lesson: One
Topic: Spelling

Instructions- For items 1-10, select A, B, or, C for the word that is spelt incorrectly. Select D if
no word is misspelt.
1. The newly constructed pavilion came as a surprise to the enthusiastic sport fans. No error
A B C D
2. The government official announced that retrenchment was inevitable because of the
diminishing rate of returns.
A B C
No error.
D
3. The snake’s head was poised, and ready to display its defence tactics. No error
A B C D
4. The arguement became uncontrollable by the addition of other disagreeable parties. No error
A B C D
5. Much of the glamour and excitement of the celebration went unnoticed by nearby residents.
No error
A B C
D
6. His physician adviced him to be more selective in what he ate. No error
A B C D
7. Efforts to retrieve the confiscated photographs proved to be unsuccessful. No error
A B C D
8. Sufficient consideration, should be given to the idea of maintaining the principals of
Democracy.
A B C
No Error
D

9. The judge waived the penalty and defered payment for the offence. No error
A B C D
10. Usually, riots and protests are asocited with chaos since people involved in these activities
loose
A B C
control of their emotions. No error
D
Activity 2

Instructions: For the following sentences, choose the sentence that contains a misspelled
word. If there are no mistakes, choose answer d.

1. a. He has revealed his innermost secrets.

b. There is a town in New Mexico called Truth or Consequences.

c. You think he is funny, but I think he is vulgar.

d. no mistakes

2. a. Her conversation was filled with sarcasim.

b. I would like to be as poised as Susanna.

c. You can learn self-confidence.

d. no mistakes

3. a. Smart consumers read food labels.

b. Your new dress is lovily.

c. Did you see the lightning?

d. no mistakes

4. a. The parachute opened properly.

b. Carlos is a physical therapist.

c. This story has received too much publisity.

d. no mistakes
5. a. Her contribution was significant.

b. Save all of your receipts.

c. Lena has three great roommates.

d. no mistake

6. a. Mercury is a poisonous substance.

b. Todd served in the militery for twenty years.

c. Their relationship suffered as a result of his immaturity.

d. no mistakes

7. a. She did not even aknowledge my presence.

b. Do you think this is an attainable goal?

c. For the fiftieth time, the answer is no.

d. no mistakes

8. a. There is a five-year warranty on this appliance.

b .Measure both the length and the width of the table.

c. How many wittnesses do we have?

d. no mistakes

Source: VOCABULARY TEST.pdf

Week: Fifteen

Lesson: One
Topic: Spelling – Answers

1. D
2. D
3. B
4. A
5. D
6. B
7. D
8. D
9. B
10. B
Activity 2
1. D
2. A
3. B
4. C
5. D
6. B
7. A
8. C
Week: Fifteen

Lesson: One

Topic: Summary Writing (CSEC English Language Specimen Paper Two)

Content
Instructions: Carefully read the following interview which appeared in a community newspaper,
then answer the questions which follow it.

Reporter:Good morning, Sir. First let me thank you for giving our company this
second interview concerning the media
Official:I must tell you that I have been very unhappy with the way in which the
newspaper owned by your company handled the last interview. What was
most disturbing was the television news item about the interview that I
gave.
Reporter:Are you saying that our newspaper and television station deliberately
presented inaccurate information to the public?
Official:I can't say whether it was deliberate or not, but both of the reports were
unfair representations. You know, this has to be a cause for concern. Take
the newspapers, for example. When they don't distort the news, they get
their information wrong. It's hard for the reader to tell truth from fiction
these days.
Reporter:You obviously feel strongly about this.
Official:Yes, and there is more. The papers are guilty of negative reporting. And
that which passes for language, good gracious!
Reporter:Really?
Official:Tell me, what is front page news these days? Is it "Schoolgirl Saves
Toddler" or "Man Kills Family Then Self"? Is it "Students Build Home
For Destitute Family", or "Boy 10, Assaulted"? You seem to enjoy
printing bad news.
Reporter:Well Sir, we have to try to attract the attention of our readers.
Official:Is that the reason for negative reporting? For sensationalism? Rubbish!
And as for interviews, if the reporter knows little about the subject, how
can he hope to do a proper interview?
Reporter:But Sir, we publish...
Official:All you seem to be publishing these days are apologies. How often have I
read the words, "Having investigated the matter, we are satisfied that the
story as reported is untrue".
Reporter:A little earlier you also mentioned some dissatisfaction with our
television station. Can you comment further?
Official:Yes, and I certainly will. I said that your television station had also given
an erroneous account of my interview. But beyond that I think your
company has to address several problems concerning the television
station. I want to deal specifically with certain aspects of this.
Reporter:Such as?
Official:Let me ask you this. When last have you seen a good educational
programme on your station? Huh? What is the ratio of local to imported
shows in any given week? I'm sure if you stop to think about it, you'll see
what I mean. We need to reconsider our priorities. The imported shows
seen on the station are of questionable worth. In fact the lifestyles and
morals depicted are in most cases downright deplorable. We are in danger
of having the moral fabric of our society destroyed by these shows.
Reporter:But this is what the public and advertisers want.
Official:The public's taste can be changed even though some advertisers may
withdraw their sponsorship. I think if your television station budgeted
more wisely, we could have a better diet of programmes.
Reporter:Well, what do you suggest our company should do?
Official:It's simple, really. I think your company might be more selective in their
choice of programmes.
ReporterThank you for your views sir, I can assure you that this time they will be
reported accurately.

In not more than 60 words, write a summary of the views of the

(a)
Official on newspapers.

(b)In not more than 60 words, write a summary of the views of the
Official on television.
WEEK FIFTEEN
LESSON TWO
TOPIC Comprehending Advertisements

Here is an exercise on comprehending advertisements for you to try. Observe how many
persuasive techniques are employed!!!

1. The pictures in the advertisement are MAINLY used to

a. show off Gloria’s dress designs.
b. attract the attention of young people.
c. imply that Gloria’s designs make people look good.
d. add impact to the advertisement.
2. The words ‘belle of the ball’ imply that girls who wear one of Gloria’s dresses to their
graduation ball
a. will look really beautiful.
b. will make the other girls jealous.
c. will look more beautiful than the other girls.
d. will dance better than anyone else.

3. The words ‘Don’t let the gals have it all their own way’ are used
a. to imply that girls are more selfish than boys.
b. to suggest that girls only like boys who wear fashionable clothes.
c. to imply that boys do not like girls who are selfish.
d. to encourage boys to buy fashionable clothes.
4. The words ‘before it’s all sold out’ are used to
a. encourage people to buy as quickly as possible.
b. let people know there is not much stock left.
c. persuade people they must have one of Gloria’s designs.
d. suggest that it will be cheaper to buy right away.
5. Which of the following techniques are used to persuade people to buy the product?
I. appeal to authority
II. imperatives
III. appeal to fears and desires
IV. financial incentive
a. I, II and III c. I, II and IV
b. I, III and IV d. II, III and IV
6. Which of these persuasive devices is used in the advertisement?
a. hyperbole c. rhetorical questions
b. paradox d. repetition
ANSWERS FOR COMPREHENSION WEEK 15
1. A 4. A
2. C 5. D
3. D 6. C