Lesson Note on English Language

Jss1 Third Term

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English Language Lesson note for

JSS1 Third term – Edudelight.com
SCHEME OF WORK FOR JSS1 THIRD TERM

1. REVISION

Speech Work: Diphthong

Grammar: Verb—Introduction

Comprehension: Unit 15, pages 194-195

Vocabulary Development: Air Transport

Composition: Descriptive Essay

Literature: Use of Recommended Text

Speech Work: /Iᶕ/ and /aI/

Grammar: Tenses of Active and Passive Voice

Comprehension: Page 16

Composition: Elements of Descriptive Essay

Literature: Use of Recommended on Prose: Setting and Plot

Speech Work: Introduction to Consonant sounds (twelve)

Grammar: The Use of Active and PassiveVoice with examples

Comprehension: Unit 3, Page 54

Composition: Argumentative Essay: Male Child is More Useful than a
Female Child

Literature Poetry (Identification in a Poem).

Speech Work:Two,Three&Four Syllables

Grammar: The Use of Active and Passive Voice with example

Comprehension: Unit 4, Page 54

Composition:Argumentative Essay: AMale Child is More Useful than a

Female Child

Literature:Myths and Legend with moral Moral lessons from a legend.

Vocabulary Development:Words Associated with the Sick Bay

Speech Work: Syllables Continued

Grammar: Exercises on Active andPasive Voice

Comprehension: Refer to Week 7 of 2nd Term

Composition: Formal Letter

Literature: Analysis of a Poem

Vocabulary Development: WordsAssociated with Cooking Page 156

Grammar: Statements/ Tag Questionsand Responses

Speech Work: Consonant Clusters

Comprehension: Page 106; Unit 9

Composition: Narrative: An Accident I Witnessed

Vocabulary Development: Words Associated with Teaching

Literature: Drama Text

Read Also

FIRST TERM SCHEME OF WORK FOR CHRISTIAN

RELIGIOUS STUDIES SS2

FIRST TERM SCHEME OF WORK FOR SOCIAL SOCIAL JSS2

(BASIC 8)

7. Speech Work: Contsonanants (contd)

Grammar: Differences between Polar and Tag Questions

Comprehension: Revisit Week 8 0f 2nd Term

Vocabulary Development: Spelling Drills

Composition: Expository Essay

Literature: Recommended Text on Prose And Poetry

8. Speech Work: /ᶕu/, /ai/ and /ei/

Grammar: Exercises on Verbs

Comprehension: Revisit Week 9 of 2ndTerm

Composition: (Oral) School Rules

Vocabulary Development: Spelling Drills

Literature:Changing Similes to Metaphors

9. Grammar: Revision of Nouns, Pronoun, Verbs and Adjectives

Speech: Diphthongs (contd) exercise

Comprehension: Activity on Passage

Composition: Review all types of Essays

Literature: Figures of Speech

10 REVISION

11-12 EXAMINATION

REFERENCES

1. Effective English Text Book. J.S.S1 . Michael Montgomery et al.

2. Count Down English. Revised Edition. O. Ogunsanwo et al.

3. Creative and Guided Composition for Senior Classes. C.O Odetola

WEEK ONE: REVISION

A. Identifying Types of Nouns

Identify the nouns in the following sentences

1. No one understands why whales sometimes strand themselves.

2. Since 1989, people in a group called Project Jonah have used an

inflatable pontoon to

rescue stranded whales and other marine mammals.

More than two thousand marine mammals have been helped in

recent times.

B. Identifying Types of Pronouns

Identify the pronouns in the sentences below and state their types.

1. Which of the animals do you think has the worst reputation?

2. I believe the skunk is the animal that most people want to avoid.

3. The skunk can easily protect itself from others.

4. It can spread those nearby with a bad-smelling liquid.

5. This is a repellant that drives away predator.

C. Identifying Types of Verbs
Identify the verbs in the sentences below and state their types.

1. The Puerto Rican Traveling Theatre performs plays about Hispanic

Life in the United

States.

Over the past twenty years, this group has grown into a famous
Hispanic theater group

In a way, speakers of both languages enjoy the play.

D. English Work book No 4 and 6 Pages 39 – 40

English Language Lesson note for JSS1 Third term – Edudelight.com

GRAMMAR Verb ( Introduction)

CONTENT:Verb

What is a Verb?
A verb is one of the main parts of a sentence or question in English.

In fact, you can’t have a sentence or a question without a verb! That’s

how important these “action” parts of speech are.

The verb signals an action, an occurrence, or a state of being. Whether

mental, physical, or mechanical, verbs always express.

Physical Verbs – Definition and Examples

Physical verbs are action verbs. They describe specific physical actions. If
you can create a motion with your body or use a tool to complete an
action, the word you use to describe it is most likely a physical verb.

Physical Verb Examples

The physical verb examples in the following sentences are in bold for
easy identification.
 1. Let’s run to the corner and back.

2. I hear the train coming.

3. Call me when you’re finished with class.

Mental Verbs – Definition and

Examples
Mental verbs have meanings that are related to concepts such as
discovering, understanding, thinking, or planning. In general, a mental
verb refers to a cognitive state.

Mental Verb Examples

The mental verb examples in the following sentences are in bold for
easy identification.

1. I know the answer.

2. She recognized me from across the room.

3. Do you believe everything people tell you?

States of Being Verbs – Definition and

Examples.
They are also known as linking verbs: State of Being Verbs describe
conditions or situations that exist. State of being verbs are inactive since
no action is being performed. These verbs are usually complemented by
adjectives.

States of Being Verb Examples.

The state of being verbs in the following sentences are in bold for easy
identification.

1. I am a student.

2. We are circus performers.

3. Please be quiet.

4. She is a doctor.
Types of Verbs
How many types of verbs are there? In addition to the main categories of
physical verbs, mental verbs, and state of being verbs, there are several
other types of verbs. In fact, there are more than ten different types of
verbs that are grouped by function.

Action Verbs
Action verbs express specific actions, and are used any time you want to
show action or discuss someone doing something. Example: dance,
sleep etc.E.gI am dancing.

Transitive Verbs
These verbs always have direct objects.It means someone or something
receives the action of the verb. Examples: She gave me my book.

Bolu killed a snake.

Intransitive Verbs
These are verbs that do not have direct object. Examples: She slept
soundly.

Jesus wept.

The baby cried.

Auxiliary Verbs
Auxiliary verbs are also known as helping verbs, and are used together
with a main verb to show the verb’s tense or to form a question or
negative. Examples: I will give you my note.

I am going to the market.

I shall see you tomorrow.

Stative Verbs
Stative verbs are verbs that cannot be used in the progressive
continuous form. They can be recognized because they express a state
rather than an action. They typically relate to thoughts, emotions,
relationships, senses, states of being, and measurements. Examples:
hear, smell, feel, understand, see etc.

Examples: (i) I am hearing you (wrong)

I can hear you (right)

(ii) Are you understanding me? (wrong)

Do you understand me? (right)

Modal Verbs
Modal verbs are auxiliary verbs that are used to express abilities,
possibilities, permissions, and obligations.Examples : would, need,
ought, will, shall etc. I will visit you later

Phrasal Verbs
Phrasal verbs are not single words; instead, they are combinations of
verbs and prepositions and adverbs to take on a different meaning to
that of the original verb. Examples: put off, sit up etc. You need to sit up
academically.

Irregular Verbs
Irregular verbs are those that do not take on the regular spelling
patterns of past simple and past participle verbs as they do not end in
‘ed’ in their past simple and past participle forms. Example: sleep, slept,
slept. I slept soundly last night

Bottom of Form

READING ASSIGNMENT: Verbs

References: English Grammar

Student Companion

TOPIC: Composition – Descriptive

Essay.
How to Write a Descriptive Essay
More than many other types of essays, descriptive essays strive to
create a deeply involved and vivid experience for the reader. Great
descriptive essays achieve this effect not through facts and

statistics but by using detailed observations and descriptions.

What do you want to describe?

As you get started on your descriptive essay, it’s important for you to
identify exactly what you want to describe. Often, a descriptive essay will
focus on portraying one of the following:

a person

a place

a memory

an experience

an object

Ultimately, whatever you can perceive

My Favorite Horse Show

As the first rays of the sun peak over the horizon, penetrating the dark,
soft light illuminates the mist rising up from the ground, forming an
eerie, almost surreal landscape. The ground sparkles, wet with dew, and
while walking from the truck to the barn, my riding boots soak it in. The
crickets still chirp, only slower now. They know that daytime fast
approaches. Sounds, the soft rustling of hooves, a snort, and from far
down the aisle a sharp whinny that begs for breakfast, inform me that
the crickets are not the only ones preparing for the day.

Sliding the barn doors open, I step into a warm, comforting

environment. Musty straw mingles with the sharp aroma of pine
shavings, complementing each other. A warm glow from sporadically
placed incandescent lightbulbs richens the leather tack, all cleaned and
hanging ready for the day’s use. From it wafts the smell of a new pair of
shoes. The fruity essence of “Show Sheen”, applied after yesterday’s
baths, still lingers in the air. Even the harsh stinging scent of urine and
manure is welcome at this early morning hour. Breaking open a bale of
hay, I sense the sweetness of the dried timothy as it engulfs my olfactory
system, making me wish my queasy stomach had not made me skip
breakfast. I am nervous, as are many others. I know that the day ahead
will bring excitement, dread, triumph, and defeat. The unpredictable
nature of horse shows causes frenzied questions, like salmon spawning,
to run constantly though my mind. Will the judge like my own particular
style? What if the red flowers bordering the first jump spook my horse?
What if a piece of paper on the ground blows into the ring? Will this
horse show be a success? The outcome depends not just on me; but a…

EVALUATION: Study the descriptive essay above and write your own.

TOPIC: SPEECH WORK

CONTENT: DIPHTHONGS
The word ‘diphthong’ is from a Greek word, which means double sound.
Diphthongs are also vowels. The difference is that while a pure vowel
contains only only one sound (monothong), a diphthong contains two
vowel sounds with a glide from first vowel to the next. Examples:

/ei/ as found in rain, cake, fake, pay, etc.

/ᶕu/ as found in spoke, go, home, etc.

/ai/ as found in fight, bite, cite, kite, etc.

/au/ as found in cow, house, plough, bound, etc.

/ᴐi/ as found in foil, joy, toy, boy, etc.

/iᶕ/ as found in hear, beer, here, etc.

/ea/ as found in spear, hair, care, swear

/uᶕ/ as found in tour, poor, sure, etc.

EVALUATION: In the words below, identify the diphthongs:

bay, ago, huge, bone, choice, coy, high.

TOPIC: COMPREHENSION

CONTENT: See Effective English, book 1. Unit 15. Page 194-195

EVALUATION: Practice 2

TOPIC: LITERATURE

CONTENT: Use of the recommended prose text and poetry

EVALUATION: Study the recommended prose text and poetry

English Language Lesson note for JSS1 Third term – Edudelight.com

TOPIC: VOCABULARY DEVELOPMENT

CONTENT: AIR TRANSPORT
1. Helicopters

2. Hot air balloons

3. Blimps

4. Gliders

5. Hang gliding

6. Parachuting

7. Airplanes

8. Jet

9. Domestic flights

10. Economy class

11. Cabins

12. International flights

13. Travellers

14. Boarder

EVALUATION: Use your dictionary to discover the meaning of the

following

GENERAL EVALUATION:

1. Describe your favourite sport.

2. Write ten sentences identifying the verbs therein.

WEEKEND ASSIGNMENT:

1. Verbs Exercise

Fill in the blanks with the past or past participle form of the verb
given in the brackets.
 1. The country is —————– by factions. (tear)

2. Once Sydney Smith was asked his name by a servant and found to
his dismay that he had —————— his own name. (forget)

3. You couldn’t have —————- a better day for a drive. (choose)

4. The old beggar was —————— by a mad dog. (bite)

5. He —————– the book on the table. (lay)

6. Walking through the jungle he —————- on a snake. (tread)

7. He —————— a hasty retreat on the arrival of a policeman. (beat)

8. You must reap what you have —————– (sow)

9. His voice —————- as he spoke. (shake)

10. His path was not —————– with flowers but he persevered.
(strew)

11. The explorers were ————— to death. (freeze)

12. His voice —————— to a whisper. (sink)

B. English Workbook Unit 3 No 5 page 8

WEEK TWO

TOPIC: SPEECH WORK

CONTENT: /iᶕ/ & /ai/

Words

/iᶕ/ /ai/

seer, bear, union bye,

pies near, idea,
India buy, bite, night

glorious, curious isle, file, tiles,

EVALUATION: Give ten more examples on each pair.

TOPIC: ACTIVE AND PASSIVE VOICES
CONTENT: Tenses occur only in verbs. Although it is usual to talk about
the past, present and other tenses. It refers to the change that takes
place in the form of the verb to indicate time. This could be either in the
active or passive voice.

Sentences written in the active voice are easier to understand than

sentences written in the passive voice. Switching the passive voice into
the active voice is straightforward, but it requires a bit of practice. In the
equivalency table below, notice that the tense of the verb to be in the
passive voice is always the same as the tense of the main verb in the
active voice. In order to use the active voice, you will have to make the
subject of the action explicit.

ACTIVE AND PASSIVE VOICES (TO KEEP)

Tense Active voice Passive voice Active sentence
Passive equivalent

Simple Present keep is kept I keep the butter in

the fridge The butter is kept in the fridge

Present is keeping is being kept John is keeping my house tidy

My house is being kept tidy Continuous

Simple Past keptwas kept Mary kept her schedule

Mary’s schedule was
meticulously kept meticulously

Past was keeping was being The theater was

keeping A seat was being kept for you
Continuouskept a seat for you

TOPIC: COMPREHENSION

CONTENT: See Effective English, Unit 16

EVALUATION: Practice 2/3. See Effective English, book 1. Unit 16

TOPIC: VOCABULARY: Fishing
CONTENT:

Aquaculture – The controlled cultivation and harvest of aquatic

plants or animals such as edible marine algae, clams, oysters, and
salmon.

Arbor – the centre of a centre pin reel’s spool. The arbor can also
be a knot.

Arbor knot – knot used for tying backing to the arbor of the fly
reel.

Arlseybomb – a pear shape lead weight developed by the late Dick

Walker used for fishing

ArtificialBaits – lures or flies made of wood, plastic, metal,

feathers, or similar inert material

Attractor – this is an additive that is used with the bait or mixed

with the groundbait. Flavour attractors can be sweet or spicy.

B
Back shot – back shot can be the piece of shot placed up the line
behind a sliding leger or feeder or is a piece of shot placed on the
line behind a float to help keep it steady in windy conditions. The
piece of shot is placed about a foot away from the float tip and is
usually a piece of shot from the float rig so it doesn’t sink.

Back cast – the casting of line in a direction opposite to the

direction the fly is intended to go. The backward counterpart of the
forward cast which acts to create a bending action on the fly rod,
setting up the conditions to generate the forward cast and present
the fly.

Backing line – old line or string padding that is attached to a reel to

fill up the spool before attaching the line.

Backwater – an area of a river that is sometimes isolated.

Bagging up – catching lots of fish during a fishing session.

Bag limit – fishery restriction in the number of fish that an angler

may retain, on a per trip or daily basis. Generally pertaining to
trout..Also known as Creel limit.

Bail arm – the wire part of a fixed-spool reel that guides the line on
the spool.

Bait – anything used on the hook to entice and capture the fish.
Bait band – used with boilies and pellets etc. A small elastic band
that is wrapped around a bait and the hook is passed under the
band or nicked through it so that the bait hangs from the side or
the base of the hook. Bait bands are available in a variety of sizes to
suit different sized baits.

Bait boat – remote controlled boat used mainly for carp fishing by
carp anglers or by specialist anglers to place both their baited rig
and loose feed, such as boilies, accurately at distances
unachievable by casting.

Bait box – used for carrying your bait such as maggots.

Bait-clip – a clip that holds the baited hook during the cast.

Bait dropper – a device used to put hookbait samples down to the

bottom of your swim. It is basically a cage with a door on the side
held closed with a latch. When lowered down to the bottom the
latch is pushed up and opens the cage door letting the bait fall out.

Bait fish – any fish that is of primary prey to a larger fish.

Bait needle – a needle that has had one side of the eye removed
making a small hook. When used for baiting a hair rig you put the
boilies or whatever bait you want to use onto this needle and then
hook the hair rig loop onto the needle and pull the bait off the
needle and onto the hair rig line. Then you put a bit of grass or
boilie stop through the loop to hold the bait on, pull the bait down
to it and your ready to go.

Baitrunner – especially used by carp or specimen anglers this is an

open faced reel with a rear drag system that has a lever at the back.
Line can be pulled off freely by a hooked fish and when the lever is
activated the normal drag mechanism is engaged

Baitwell – a special well in a boat that holds the bait.

Ball bearings – small metal balls added to the mechanical

mechanism of high-quality reels to make the retrieve smoother.
Normally the more ball bearings a reel has the higher quality.

Balling up – throwing in lots of balls of groundbait into your swim

such as at the start of a bream fishing session.

Balsa – type of wood floats used to be made of and still are in some
cases, several lures are also manufactured from balsa wood. This
wood is very light, yet highly buoyant.

Bank – The ground next to a body of water.

 Bank fishing – fishing from the bank of a river, lake or other water
as opposed to fishing from a boat

Bankstick – a straight rod that is pointed at one end and is

threaded at the other end. The pointed is pushed into the ground.
and into the threaded end is screwed a rod rest, keepnet or bait
alarm. A reed cutter can be screwed into a bankstick making it into
a long

Evaluation: Use a dictionary to discover more words

English Language Lesson note for JSS1 Third term – Edudelight.com

TOPIC: COMPOSITION

CONTENT: ELEMENTS OF
DESCRIPTION
These are the most important elements to remember when it comes to
description:
 The reader needs description to paint the picture of a location or
scene in their head, but too much bogs down the story, slows the
pace and detracts from the forward movement of the plot.

It’s essential to describe your characters as soon as possible after

they’re introduced. But, don’t over describe them – let the reader fill
in their own details, this enables them to cement a picture of the
character in their mind.

Use the five senses as much as possible, think about what your
character can hear, see, smell. Think about touch and taste. Don’t
use too many senses in each scene, but use them to paint a real,
tangible picture.

Use colour well.

Practice writing description – e.g. describe characters whose

pictures you have found in magazines, or describe a room you’ve
visited.

Don’t overdo description – remember the join-the-dots rule – let

the reader fill in some detail for themselves.

Metaphors can be very powerful in description, evoking a mood or

theme that runs through your story. Don’t forget, if you’ve heard it
before it’s a cliché – to be avoided at all costs – you are a writer, be
creative, come up with your own metaphors and similes.

Use description to develop mood – a stormy day, a bright white

apartment.

Tie description to action to show the reader rather than tell them
what is happening.

Be aware of what you can assume the reader knows (e.g. the shape
of a newspaper), and what they don’t know.

Quirky details are good – they stand out in the reader’s mind. Do
your research and build on a small detail to inform the reader
about your characters and locations.

Instruction: The author wants to do more than tell your about her
teacher. She wants to create in your mind a clear mental picture of
whom her favourite teacher is. As you read, look for ways the
author uses language to create a picture for you.
MY FAVOURITE TEACHER
COMPOSITION
My favourite teacher was Mrs. Ruby who had taught me English for two
years. She had studied in America and came back to Hong Kong to be an
English teacher. She had sparkle eyes and blond hair. She ‘s just a bit
taller than I was. She always smiled at us as we saw each other in the
hallway at school. She seemed very strict when the first I met her.
However, we had a lot of fun during her classes as we had been told the
jokes in English. She had skills at teaching, sense of humor, friendly,
patient and easygoing.

I had had her classes when I was in grade 10. I got good marks on it
since then. She gave us tons of assignments which were for improving
our English. She’s very patient and enthusiastic to teach us whenever we
had questions in her classes. Moreover, she would stay at school after
school finished for hours to solve the problems that we had in her class.
She would spend her private time to teach us western penmanship
which was using two pencils and tightened them together with rubber
bands. Then we could draw a letter with them. It ‘s amazing. I learnt it
while I had lunch with her. She would talk about her life also during
lunch and I found we had a lot in common. She liked eating Chinese and
Japanese. Her favorite band was Westlife as I was. She always listened to
pop music and sang karaoke. She said that it would be the way to be
easier communicating with her students. She’s always friendly and
easygoing.

She encouraged us to do voluntary work after school or at weekends.

She was in charge of YMCA and leaded a group of students to do lots
different kinds of services. Such as cleaning houses for seniors who lived
by themselves; selling stickers for charity; leading blind people to walk in
the street regularly and planting bushes for the protesting environment
organization. She’s a very helpful person.

EVALUATION: Discuss the elements of descriptive essay as used in the

passage

GENERAL EVALUATION QUESTIONS

1. Effective English, book 1. Page 193. Test for Continuous Assessment.
2. Active and Passive Voice Exercise.

Sentences are given in the active voice. Change them into the passive
voice.

1. He teaches English.

2. The child is eating bananas.

3. She is writing a letter.

4. The master punished the servant.

5. He was writing a book.

6. Who wrote this letter?

7. Somebody cooks meal every day.

8. He wore a blue shirt.

9. May God bless you with happiness!

10. They are building a house.

3. Write a descriptive essay on your favourite pet.

WEEKEND ASSIGNMENT

1. Effective English, book 1. Page 133.Practice.

2. Active and Passive Voice Exercise.

Rewrite the following in the passive voice.

a. Who wrote this letter?

b. Somebody cooks meal every day.

c. He wore a blue shirt.

d. May God bless you with happiness!

e. They are building a house.

f. I have finished the job.

g. I sent the report yesterday.

h. She bought a diamond necklace.

i. Somebody had stolen my pen

WEEK THREE

TOPIC: SPEECH WORK

CONTENT: Introduction to
Consonant Sounds
1. /p/ as in pot, happy, nap, etc.

2. /b/ as in bag, rubber, rub, etc.

3. /t/ as in tape, heater, seet, etc.

4. /d/ as in day, dip, ridder, hide, etc.

5. /k/ as in kite, mark, pack, etc.

6. /g/ as in get, rag, target, etc.

7. /tʃ/ as in child, cheap, itch, teach, etc.

8. /dʒ/ as in job, joy, page, etc.

9. /f/ as in fan, fork, cough, etc.

10. / v/ as in van, river, live, etc.

11. /s/ as in snake, place, sip, etc.

12. /z/ as in zip, razor, has, etc.

EVALUATION QUESTION

From the words below, choose the /p/ sound that is not articulated

pneumoniab. press C. cupboard d. receipt e. psalm

TOPIC: COMPREHENSION: unit 3, page 142.

CONTENT: A Conversation

Aim: To read a play. Learn from it and write your own.

EVALUATION: Read conversation the practice 2 and 4

TOPIC: THE USE OF ACTIVE AND
PASSIVE VOICE WITH EXAMPLES
CONTENT:

ACTIVE AND PASSIVE VOICES (TO KEEP)

Tense Active voice Passive voice Active
sentence Passive equivalent

Present have kept have been I have kept all your old
letters All your old letters Perfect
kept have been kept.

Past Perfect had kept had been I had kept all your
old letters All your old letters had
been

kept kept

Pastis keeping is being kept John is keeping my house

My house is being kept tidy
Continuous tidy

Simple Past keptwas kept Mary kept her scheduleMary’s

schedule was kept

meticulously meticulously

Past was keeping was being kept The theatre was keeping A
seat was being kept for you.
continuous seat for you

EVALUATION

Mixed Exercise on Passive Voice

Rewrite the sentences in passive voice.

1. John collects money. –

2. Anna opened the window. –

3. We have done our homework. –

4. I will ask a question. –

5. He can cut out the picture. –

6. The sheep ate a lot. –

7. We do not clean our rooms. –

8. William will not repair the car. –

9. Did Sue draw this circle? –

10. Could you feed the dog? –

TOPIC: Vocabulary Development

Content: Words Related to Kitchen
GLOSSARY OF COOKING TERMS
AL DENTE:Italian term used to describe pasta that is cooked until it
offers a slight resistance to the bite.

BAKE:To cook by dry heat, usually in the oven.

BARBECUE:Usually used generally to refer to grilling done outdoors

or over an open charcoal or wood fire. More specifically, barbecue
refers to long, slow direct- heat cooking, including liberal basting
with a barbecue sauce.

BASTE:To moisten foods during cooking with pan drippings or

special sauce to add flavor and prevent drying.

BATTER:A mixture containing flour and liquid, thin enough to pour.

BEAT:To mix rapidly in order to make a mixture smooth and light

by incorporating as much air as possible.

BLANCH:To immerse in rapidly boiling water and allow to cook

slightly.

BLEND:To incorporate two or more ingredients thoroughly.

BOIL:To heat a liquid until bubbles break continually on the

surface.

BROIL:To cook on a grill under strong, direct heat.

CARAMELIZE:To heat sugar in order to turn it brown and give it a special

taste.

CHOP:To cut solids into pieces with a sharp knife or other chopping
device.

CLARIFY:To separate and remove solids from a liquid, thus making it

clear.

CREAM:To soften a fat, especially butter, by beating it at room

temperature. Butter and sugar are often creamed together, making a
smooth, soft paste.

CURE:To preserve meats by drying and salting and/or smoking.

DEGLAZE:To dissolve the thin glaze of juices and brown bits on the
surface of a pan in which food has been fried, sauteed or roasted. To do
this, add liquid and stir and scrape over high heat, thereby adding flavor
to the liquid for use as a sauce.

DEGREASE:To remove fat from the surface of stews, soups, or stock.

Usually cooled in the refrigerator so that fat hardens and is easily
removed.

DICE:To cut food in small cubes of uniform size and shape.

DISSOLVE:To cause a dry substance to pass into solution in a liquid.

DREDGE:To sprinkle or coat with flour or other fine substance.

DRIZZLE:To sprinkle drops of liquid lightly over food in a casual manner.

DUST:To sprinkle food with dry ingredients. Use a strainer or a jar with a
perforated cover, or try the good, old-fashioned way of shaking things
together in a paper bag.

FILLET:As a verb, to remove the bones from meat or fish. A fillet (or filet)
is the piece of flesh after it has been boned.

FLAKE:To break lightly into small pieces.

FLAMBE’:To flame foods by dousing in some form of potable alcohol

and setting alight.

FOLD:To incorporate a delicate substance, such as whipped cream or

beaten egg whites, into another substance without releasing air bubbles.
Cut down through mixture with spoon, whisk, or fork; go across bottom
of bowl, up and over, close to surface. The process is repeated, while
slowing rotating the bowl, until the ingredients are thoroughly blended.

FRICASSEE:To cook by braising; usually applied to fowl or rabbit.

FRY:To cook in hot fat. To cook in a fat is called pan-frying or sauteing; to

cook in a one-to-two inch layer of hot fat is called shallow-fat frying; to
cook in a deep layer of hot fat is called deep-fat frying.
GARNISH:To decorate a dish both to enhance its appearance and to
provide a flavorful foil. Parsley, lemon slices, raw vegetables, chopped
chives, and other herbs are all forms of garnishes.

GLAZE:To cook with a thin sugar syrup cooked to crack stage; mixture
may be thickened slightly. Also, to cover with a thin, glossy icing.

GRATE:To rub on a grater that separates the food in various sizes of bits
or shreds.

GRATIN:From the French word for “crust.” Term used to describe any
oven-baked dish–usually cooked in a shallow oval gratin dish–on which a
golden brown crust of bread crumbs, cheese or creamy sauce is form.

GRILL:To cook on a grill over intense heat.

GRIND:To process solids by hand or mechanically to reduce them to tiny

particles.

JULIENNE:To cut vegetables, fruits, or cheeses into thin strips.

KNEAD:To work and press dough with the palms of the hands or
mechanically, to develop the gluten in the flour.

LUKEWARM:Neither cool nor warm; approximately body temperature.

MARINATE:To flavor and moisturize pieces of meat, poultry, seafood or

vegetable by soaking them in or brushing them with a liquid mixture of
seasonings known as a marinade. Dry marinade mixtures composed of
salt, pepper, herbs or spices may also be rubbed into meat, poultry or
seafood.

MEUNIERE:Dredged with flour and sauteed in butter.

MINCE:To cut or chop food into extremely small pieces.

MIX:To combine ingredients usually by stirring.

PAN-BROIL:To cook uncovered in a hot fry pan, pouring off fat as it

accumulates.
PAN-FRY:To cook in small amounts of fat.

PARBOIL:To boil until partially cooked; to blanch. Usually this procedure

is followed by final cooking in a seasoned sauce.

PARE:To remove the outermost skin of a fruit or vegetable.

PEEL:To remove the peels from vegetables or fruits.

PICKLE:To preserve meats, vegetables, and fruits in brine.

PINCH:A pinch is the trifling amount you can hold between your thumb
and forefinger.

PIT:To remove pits from fruits.

PLANKED:Cooked on a thick hardwood plank.

PLUMP:To soak dried fruits in liquid until they swell.

POACH:To cook very gently in hot liquid kept just below the boiling
point.

PUREE:To mash foods until perfectly smooth by hand, by rubbing

through a sieve or food mill, or by whirling in a blender or food
processor.

REDUCE:To boil down to reduce the volume.

REFRESH:To run cold water over food that has been parboiled, to stop
the cooking process quickly.

RENDER:To make solid fat into liquid by melting it slowly.

ROAST:To cook by dry heat in an oven.

SAUTE:To cook and/or brown food in a small amount of hot fat.

SCALD:To bring to a temperature just below the boiling point.

SCALLOP:To bake a food, usually in a casserole, with sauce or other
liquid. Crumbs often are sprinkled over.

SCORE:To cut narrow grooves or gashes partway through the outer

surface of food.

SEAR:To brown very quickly by intense heat. This method increases

shrinkage but develops flavor and improves appearance.

SHRED:To cut or tear in small, long, narrow pieces.

SIFT:To put one or more dry ingredients through a sieve or sifter.

SIMMER:To cook slowly in liquid over low heat at a temperature of

about 180°. The surface of the liquid should be barely moving, broken
from time to time by slowly rising bubbles.

SKIM:To remove impurities, whether scum or fat, from the surface of a

liquid during cooking, thereby resulting in a clear, cleaner-tasting final
produce.

STEAM:To cook in steam in a pressure cooker, deep well cooker, double

boiler, or a steamer made by fitting a rack in a kettle with a tight cover. A
small amount of boiling water is used, more water being added during
steaming process, if necessary.

STEEP: To extract color, flavor, or other qualities from a substance by

leaving it in water just below the boiling point.

STERILIZE:To destroy micro organisms by boiling, dry heat, or steam.

STEW:To simmer slowly in a small amount of liquid for a long time.

STIR:To mix ingredients with a circular motion until well blended or of

uniform consistency.

TOSS:To combine ingredients with a lifting motion.

TRUSS:To secure poultry with string or skewers, to hold its shape while
cooking.
WHIP:To beat rapidly to incorporate air and produce expansion, as in
heavy cream or egg whites.

Evaluation: Study the terms above and their meanings.

TOPIC: Poetry

CONTENT: Poetic Language

Study the use of Language in the poem below

The Owl and the Pussy-Cat

The Owl and the Pussy-Cat went to sea

In a beautiful pea-green boat:

They took some honey,

and plenty of money

Wrapped up in a five-pound note.

The Owl looked up to the stars above,

And sang to a small guitar,

“O lovely Pussy, O Pussy, my love,

What a beautiful Pussy you are,

You are,

You are!

What a beautiful Pussy you are!”

Contemporary Illustrator: Donna L.
Derstine
Pussy said to the Owl, “You elegant fowl,

How charmingly sweet you sing!

Oh! let us be married;

too long we have tarried:

But what shall we do for a ring?”

They sailed away, for a year and a day,

To the land where the bong-tree grows;

And there in a wood a Piggy-wig stood,

With a ring at the end of his nose,

His nose,

His nose,

With a ring at the end of his nose.

“Dear Pig, are you willing to sell for one shilling

Your ring?”Said the Piggy, “I will.”

So they took it away, and were married next day

By the Turkey who lives on the hill.

They dined on mince and slices of quince,

Which they ate with a runcible spoon;

And hand in hand on the edge of the sand

They danced by the light of the moon,

The moon,

The moon,

They danced by the light of the moon.

The Owl and the Pussycat – 1871 – by Edward Lear

EVALUATION: Highlight words that provokes mental pictures

GENERAL EVALUATION QUESTIONS

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.

11. My brother has completed the work.

12. Somebody stole my pen yesterday.

13. Our team may win the matchx.

14. Nurses look after patients.

Compose a poem of your own

WEEKEND ASSIGNMENT

A. Make passive sentences using the words given.

Example

1. (TV / invent / Baird) TV was invented by Braid

2. (Pyramids / build / Egyptians)

3. (coffee / grow / in Brazil)

4. (chopsticks / use / in China)

5. (plants / water / every day)

6. (the thief / arrest / policeman / yesterday)

7. (the injured man / take to a hospital / now)

8. (my car / repair / tomorrow)

9. (your letter / send / last week)

B English Workbook Unit 14, No 2 page 35

WEEK FOUR

TOPIC: SPEECH WORK

CONTENT: Syllables: Words of two,

three and four syllables
Two – syllable Words
LINgerreMAIN
LONdoniDEAL

NUMberexCEED

MAdamconTAIN

Three – syllable Words

RefuGEE

TRAgedy

Bachelor

draMAtic

Holiday

Four – syllable Words

imPOssible

DEmarcated

capTIvity

ecoNOmic

EVALUATION: Give five words each on the following syllables and show
the necessary stress: two, three and four.

TOPIC: COMPREHENSION

CONTENT: Currency

Aim: to understand a piece of history. Unit 3, page 42. See Effective

English.

EVALUATION: Read the description and do the practice

TOPIC: Activities on Active and
Passive Voice
CONTENT: Fill in the blank spaces with the correct form of the verbs in
the bracket

B. Use the given verb in either active or passive form in a suitable tense.

1. At the present time, the oldest house in town —- (restore) by the

Historical Society. When the restoration is finished, the house is sure to
be a popular tourist attraction.

2. A: What a beautiful old wooden chest!

B: It —- (build) by my grandfather over fifty years ago.

3. At one time, the entire world —- (rule) by dinosaurs. Some dinosaurs

—- (walk) on their hind legs and —- (stand) as tall as palm trees.

4. Disneyland is a world famous amusement park in Southern California.

It —- (visit) by more than ten million people every year.

5. Many of us take water for granted in our daily lives, but people who
live in the desert —- (not use) water carelessly. To them, each drop is
precious.

6. I —- (not agree) with people who say space exploration is a waste of

money.

7. Do you really think that we —- (invade) by creatures from outer space

in the near future?

8. Most insects —- (live) for less than a year. The common housefly —-
(live) from 19 to 30 days.

9. —- (you, accept, already) by this university when you heard about the
other scholarship?

10.I got into a taxi quickly because I —- (follow) by two strange men. As
soon as I got into the taxi, I —- (feel) a little safer.
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.

11. My brother has completed the work.

12. Somebody stole my pen yesterday.

13. Our team may win the matchx.

14. Nurses look after patients.

TOPIC: COMPREHENSION

CONTENT: Read the conversation. See Effective English, book 1. Page

54, Unit 4

EVALUATION: Practice 2 and 3. See Effective English, book 1. Page 54,

Unit 4
TOPIC: FEATURES OF DRAMA
What is drama?
Drama is a genre of literature which creates or recreates human
experiences through acting; it is the representation of human action.

FEATURES OF DRAMA
Dialogue: It refers to the exchange of ideas and opinion in a play
between two or more characters.

Characterization: It is the process of creating characters and

adorning them with certain attributes or vices.

Conflict: This term refers to the bone of contention, the point of

difference and so the basis of action, between characters in a play.

Plot: This is the sequential arrangement of events in a creative

work.

Cast: It is a list of selected participants for performance with

specific roles to play.

Comparing Myths and Legends

A myth is a story from ancient times, especially one that was told to
explain natural events or to describe the early history of a people while a
legend could also be a story from ancient times, that describes early
history and feats accomplished by some specific persons. A myth might
have no real scientific proof but a legend could be traced.

EVALUATION: Identify the features of drama in your recommended

text.

TOPIC: VOCABULARY DEVELOPMENT

CONTENT: WORDS ASSOCIATED WITH

SICK BAY
Treatment

Medicine
Bed

First aid box

Iodine

Fridge

Plaster

Spirit

EVALUATION: Study the passage thoroughly and use your dictionary for
unfamiliar words

GENERAL EVALUATION

1. Write on the following features of drama: theme, costumes,

audience, stage and

playwright

Write a composition on the title “ The Most MemorableDay of My

Life

WEEKEND ASSIGNMENT

1. Write an argumentative essay on the title: ‘ A Male Child is more

useful than a Female

Child”

Identify moral lessons learnt from a myth or legend you know

WEEK FIVE
TOPIC: ARGMENTATIVE ESSAY
Why Should Corporal Punishment be
Banned in Schools
Should corporal punishment be banned in schools? Here are comments
made online.

75% Say Yes

25% Say No

Report Post

It should not be a teacher’s job. It is not a teacher’s job to discipline

kids.it is the parents’. The children feel abused because they are
spanked by people they are not attached to. Being punished by your
actual family is more effective. And some teachers abuse their right to
do corporal punishment. Parents do not know what they are doing in
the classroom. And it is not effective because the children will not show
respect they will show fear. Corporal punishment can also lead to
resentment to the parents. Which of course is not good. It can lead to
rebellion and character change in child over time

Posted by: YesI’machildbutstillwise

Reply Challenge 3

Report Post

School is supposed to prepare you for the real world. Well, that’s the
general rule of thumb. And abuse is not accepted as such ‘in the real
world’. Yeah it’s used, but not legally. If someone does something wrong
outside of school, you can’t just hit them. I believe that violence should
not be accepted, encouraged or tolerated, especially in a ‘safe’ school
environment.

Posted by: Alivia

Reply Challenge 1
Report Post

Corporal punishment is of no use. Teachers do hit children because they

don’t do their homework or don’t sit quiet. That is what the fuss is about,
like teachers just find chances to beat children. Or we could finish this
whole thing. I mean why can’t they just quietly talk sense into them or at
the maximum just scold them. Why use corporal punishment? I am
totally in the favour of its ban

Posted by: Prince.id

Reply Challenge 0

Report Post

I agree with it. I think it teaches kids to bet better disciplined! They are
actually scared of it.. Rather then detention where they are like..
Whatever… Detention! I don’t see a big problem for having it at all! There
are proven results that your kids have more respect!! All the way I agree
with it!

Reply Challenge 0

Report Post

It does more harm than good. Schools are supposed to be a safe,

healthy environment, which isn’t the case to begin with because of bad
students, so teachers are supposed to be someone they can go to for
help. But if the student starts to fear the teacher then school will no
longer be seen as a safe place at all. Hitting a child isn’t going to get
them to respect you, it’s going to get the child to fear you. Hitting
someone can cause not only physical damage, but psychological damage
as well. Corporal punishment should be banned. No doubt about it.

Reply 0

Report Post

Corporal punishment in school is horrible It is horrible that teachers

should hit and injure children for doing something wrong. It makes
absolutely no sense at all! It could affect the student or damage them for
the rest of their life. There are so many other ways to punish or
discipline a child (like grounding), but there is no reason to hurt them.

Reply 0

Report Post

I’m totally against it. My honest opinion is that I totally agree with the
people who are against corporal punishment. It is totally unnecessary.
And to think that a child’s teacher is hitting them just makes me sick. If it
were my child I would immediately take my child out of that school and
report the teacher.

Reply 0

Report Post

Corporal punishment is abuse. The general idea of hitting a human,

especially with a paddle, is assault if done to an adult, or child abuse if
done to a child at home. Hitting children would instill in them that
violence is an acceptable way to get what you want, and will come to
school in fear.

Reply 0

Report Post

No, it should not be banned. I’m a student and in my opinion the kids
would learn from their mistakes. I see the kids in school and none of
them have any discipline , I think it would to help the youth in school;
the back talk , fighting ,bullying it does not stop

Corporal punishment is immoral and should be banned. Corporal

punishment should not occur no matter what the circumstances are in
schools. It needs to be banned due to the mental and physical effects
that it has on the children. Students should not have to go to school in
fear that they are going to be hit as a form of punishment.

Reply 0
Report Post

Corporal Punishment Is A Bad Idea For Schools Hands Down

Through my prospective corporal punishment related disciplines in

school do not improve school safety, learning, or behaviour. It can cause
a student to get hurt or may make their behavior worse. It can also bring
back memories to those who have had a history of being abused by
parents. It can really affect the brain and damage a student. Who knows
they could have Post Traumatic Stress Disorder. ( PTSD.) I strive to stop
corporal punishment from being aloud at schools. It just isn’t the right
way. There are many other ways to discipline,and I know it isn’t corporal
punishment.

EVALUATION: Study the argument above and drawn your own

conclusion.

TOPIC: COMPREHENSION

CONTENT: Currency

Aim: to understand a piece of history. Unit 13, page 169. See Effective
English.

EVALUATION: Read the description and do the practice

TOPIC: VOCABULARY DEVELOPMENT

CONTENT: Words Associated with

Kitchen
baking dish

basket

batter

beater

blender
boil

bottle

bottle opener

bowl

bread basket

broiler

broom

Bundt pan

bun warmer

butter dish

cabinet

caddy

cake pan

cake stand

can

can opener

carafe

casserole

cast iron pan

china
chop

chopsticks

cleanser

coffee grinder

coffee maker

coffee mill

colander

cook

cookbook

cooker

cookie cutter

cookie sheet

Evaluation: Write the meaning and use of kitchen items above.

TOPIC: COMPOSITION (Argumentative)

CONTENT:

AIR TRANSPORTATION IS SAFER THAN

ROAD TRANSPORTATION
Travelling by air seems unsafe to a fairly large number of people due to
what they see, hear or read. News on plane crashes make a big noise in
the world, such news naturally stays longer in the mind of many fliers or
people. In fact, it is a mind-blogging to many people. This may explain
why the flying fear still remains in the heart of some people. Therefore,
you may think that traveling by air is riskier than traveling on the road,
but truly speaking; travelling by air is safer than traveling on the road.
However, it is interesting to note that, travelling by air is safer than
travelling on the road. Why? It is because safety is the major concern of
every airline industry and there’s no any other mode of transportation
that does it better than airline industries. In fact, there is no other mode
of transportation that can be fully monitored, investigated and
scrutinized as we have in aviation industries. Truly speaking plane
crashes are so rare when you compare it to road transport accidents.

According to World Health Organization, road traffic injuries caused an

estimated 1.24 million deaths worldwide in the year 2010. With this
estimation, it seems one person is killed in every 25 seconds. It is very
rare or difficult to have this kind of estimation in air transport within a
year. Why? It is because safety in aviation industries is not negotiable. It
is a core value of any aviation industry in the world.

EVALUATION: From the article above, write a debate to support or

oppose the motion, ‘Road Transportation is Safer than Air
Transportation’.

LITERATURE: Use of recommended text on NECO Drama

GENERAL EVALUATION QUESTIONS

1. Make ten sentences using the various kinds of tenses you have
learnt.

2. From the comprehension passage read, discover five words related

to ‘currency’.

WEEKEND ASSIGNMENT

1. Effective English. Page 154. Practice 2 and 3.

2. From the comments above on the topic,‘Corporal Punishment

should be Abolished in

Schools’, study the opinion of people and choose a stand in your article
of the same topic

English Workbook Unit 12 No 2 (1 – 10) page 30.

WEEK SIX
TOPIC: CONSONANT CLUSTERS
CONTENT: Consonant cluster is the coming together of more than one
consonant sound in a word.

Consonant Clusters in Initial Positions

splash

fry

drive

plant

scare

cloud

Consonant Clusters in Medial Positions

hindrance

biblical

matriculate

oblation

retrench

Consonant Clusters in Final Positions

neglect

malt

diamonds

engulf
humble

EVALUATION: Give five words each of consonant clusters in

medial,initial and final positions

TOPIC:COMPREHENSION

CONTENT: Poetry: The Tune of Adaowa

See Effective English. Page106. Unit 9

EVALUATION: Do the listening lessons.

TOPIC: VOCABULARY DEVELOPMENT

CONTENT: Words Associated with

Teaching
educators

board

marker

students

school fees

discipline

assignment

EVALUATION: Give more words in relation to the teaching field

TOPIC: Narrative Essay
CONTENT: An Accident I witnessed Essay

An Accident I Witnessed
The road in front of my school is a narrow one. It is also very busy. Every
afternoon when school is dismissed, the road becomes almost
impassable as children, bicycles, cars and buses jostle and struggle to
use it. Sometimes, a policeman is there to help things out, but generally,
chaos reigns and we have to be careful not to get involved in an
accident.

A few accidents had already occurred. I was a witness to one.It

happened just after school. As usual the road was an utter mad house.
Children were running across the road to get to their cars and buses.
Cars and buses honked angrily at them. Just then I saw a young boy
make a dash across the road. There was a loud blare of horn, a squeal of
brakes and I saw a car knock into the boy. He fell as though his feet were
swept from under him.

Fortunately the car was not moving very fast and the driver managed to
stop the car before a wheel could run over the fallen boy.All traffic
stopped. I ran over to the boy and saw blood on the road. He was
bleeding from a cut on his head. A man came and examined the boy.
Then he lifted the boy and carried him to a car. They sped off,
presumably to the hospital.

Many people surrounded the driver who looked dazed and bewildered.
A policeman came to calm things down. As there was nothing I could do,
I turned and walked down the road carefully. It was terrible to witness
an accident. I certainly would not like to be involved in one.

WORD MEANING: jostle — to knock or push roughly against someone in

order to move past them

Dazed — very confused, unable to think clearlyg

EVALUATION: Study the article above, then write an article on the

same topic.
TOPIC: LITERATURE

CONTENT: Recommended Drama Text

EVALUATION: Use the recommended text on NECO drama

TOPIC: Statement/ Tag Questions and

Responses
CONTENT:

You speak English, don’t you?

A tag question is a special construction in English. It is a statement

followed by a mini-question. We use tag questions to ask for
confirmation. They mean something like: “Is that right?” or “Do you
agree?” They are very common in English.

The basic structure of a tag question is:

Positive statement = negative tag

Snow is white, isn’t it?

Negative statement = positive tag

You don’t like me, do you?

Notice that the tag repeats the auxiliary verb (or main verb when
be) from the statement and changes it to negative or positive.

Positive Statement Tag Questions

Look at these examples with positive statements . You will see that most
of the time, the auxiliary verb from the positive statement is repeated in
the tag and changed to negative.

EXAMPLES
 1. You are coming, aren’t you?

2. We have finished, haven’t you?

3. You do like coffee, don’t you?

4. You like coffee, don’t you?

5. I can come, can’t I?

6. He should try harder, shouldn’t he?

7. You are English, aren’t you?

8. John was there, wasn’t he?

NOTE:

The use of ‘do’ in the two coffee questions. Remember that in

Present Simple, do is optional in positive statements (You like
coffee/You do like coffee). But the ‘do’ must appear in the tag. The
same applies to Past Simple did.

In last two questions, no auxiliary for main verb be in Present

Simple and Past Simple. The tag repeats the main verb.

Negative Statement Tag Questions

Look at these examples with negative statements . Notice that the
negative verb in the original statement is changed to positive in the tag.

Negative Statement

Examples:
 1. It is n’t raining, is it?

2. We have never seen that, have you?

3. You don’t like coffee, do you?

4. They will not help, will they?

5. They won’t report us, will they?

6. I can never do it. Can I?

7. We mustn’t tell her, must we?

8. He shouldn’t drive so, should he?

9. You won’t be late, will you?

10. You aren’t English, are you?

NOTE:

“Won’t” is the contracted form of will not

The tag repeats the auxiliary verb, not the main verb. Except, of course,
for the verb be in Present Simple and Past Simple.

Answering Tag Questions

How do we answer a tag question? Often, we just say Yes or No .
Sometimes we may repeat the tag and reverse it (They don’t live here,
do they? Yes, they do ). Be very careful about answering tag questions. In
some languages, an opposite system of answering is used, and non-
native English speakers sometimes answer in the wrong way. This can
lead to a lot of confusion!

EVALUATION:
 1. Make five statements, put the tag question and answer before
them.

2. Write the correct tag question and responses for the following
statements.

1. I can never do it.

1. We mustn’t tell her.

1. He shouldn’t drive so.

1. You won’t be late.

1. You aren’t English.

GENERAL EVALUATION

1. Make ten statements, put the tag question and answer before
them.

2. English Workbook Unit 8 No 4 page 21

WEEKEND ASSIGNMENT

1. Effective English. Study the grammar lesson in page 44, then do

practice 4 in page 45

2. Write on the narrative title: A FIGHT IN MY CLASS

WEEK SEVEN

TOPIC: COMPOSITION

CONTENT: EXPOSITORY ESSAY

HOW TO PLANT A TREE ESSAY
Trees are important plants that have improved life through the provision
of essential necessities. These needs make them valuable and contribute
to benefits of planting them. Treesprovide a foundation to life. During
photosynthesis, trees facilitate the breakdown of food materials in the
presence of carbon dioxide and sunlight to produce carbohydrates. The
carbohydrates promote the growth of food consumed by both humans
such as apples and oranges and animals such as elephants, giraffes
among other. They also support life by providing wood and charcoal
utilized as sources of fuel and provision of timber used to provide
housing. Moreover, trees support life by providing habitat to different
species such as bees, birds, and squirrels.

Trees battle climate change by absorbing carbon dioxide produced in

various processes in the environment and releasing oxygen to the
environment. The oxygen serves to improve the quality of air thereby
regulating the climate. Trees also control the climate by restraining the
occurrence of the sun, rain, and wind. The trees do so by cooling the
environments through their leaves absorbing beaming of the sun,
cooling the atmosphere and preserving warmth when harsh winds
occur. Trees lower the air temperature by regulating the intensity of the
heat through minimizing the levels of carbon dioxide produced.
Additionally, they lower temperatures by providing shade to homes and
streets and by releasing water vapor into the atmosphere that reduces
the heat generated.

Trees clean the air by absorbing odors, harmful chemicals such as

nitrogen oxides and removing dust and sifting particles from the air and
trapping them in their leaves and bark. Trees provide enough oxygen for
breathing to the world by absorbing the carbon dioxide in the
environment and producing oxygen. Trees growing on one acre of land
are estimated to consume six tons of carbon dioxide and produce four
tons of oxygen beneficial to about eighteen people in a year. Trees
sustain the ecosystem through their roots by preventing soil erosion
during floods through holding the soil in place.

Planting of trees saves water. When it rains, the trees soak up and stores
water in their surrounding soil preventing water runoff thus, providing
sufficient water. Also, they save water through tree shades slowing the
process of water evaporation to the atmosphere. Trees prevent water
pollution by breaking the direct fall of rainfall to the ground thereby
allowing water to flow down to the trunk of the tree. Consequently, the
breaking of rainfall facilitates the filtering of water, preventing the
carrying of pollutants deposited on ground surfaces to water bodies.

Planting of trees creates economic opportunities. Jobs such as fruit

harvesting, tree mulching and watering, building, furniture construction
and production of materials such as books and paper are created. Trees
provide economic benefits. When planted adjacent to buildings and
housing, they reduce the need for air conditioning by 40percent by
cooling the environment and cleansing the air in the surrounding. Trees
also provide value to properties. The presence of trees and adequately
maintained landscapes boosts the cost of property by up to 20 percent.
Trees also save on the cost incurred in energy by cooling the
environment through tree shades and heating the environment by trees
minimizing the cooling effects of winds.

Trees help to heal, relax and reduce blood pressure. Due to their infinite
shapes, forms, sizes and multiple colors, they help to boost people’s
moods and relax them.

EVALUATION: Study the article above and map out cogent points as
basis for your own essay.

LITERATURE: Use recommended text on drama

USE OF SIMILE AND METAPHORS IN

SENTENCES
1. Simile: You are dark as charcoal

Metaphor: You are a dark charcoal

Simile: Tunde is as sly as a fox

Metaphor: Tunde is simply a fox

Simile: Aremu is a fast as a cheetah on the field

Metaphor: Aremu is a cheetah on the field

EVALUATION: Make more examples of your own

TOPIC: CONSONANT CONTINUED

CONTENT: Phonetic Symbols of
Consonants
1. /ʃ/ as in shit, lashes, fish, etc.

2. /θ/ as in bath, month, anthem, both, etc.

3. /s/ as in snake, sip, seat, axe, etc.

4. /z/ as in zip, zoom, exact, zebra, etc.

5. /ʒ/ as in pleasure, usual, vision, cohesion, etc.

6. /h/ as in hit, hat, behave, etc.

7. /m/ as in man, meat, melt, mud, etc.

8. /n/ as in now, knock, night, etc.

9. /l/ as inlow, lack, loom, etc.

10. /j/ as in you, new, use, etc.

11. /w/ as in away, well, warm, etc.

EVALUATION: Give five other examples on each sound.

TOPIC: Comprehension

CONTENT: WHERE THERE IS NO DOCTOR

Aim: to understand an account of home remedies. Unit 14, page 181

EVALUATION: Read the first part of the passage, then do practice 2.

TOPIC: POLAR QUESTIONS

CONTENT:

What is polar question?

Polar questions begin with an auxiliary verb or modal verb and are
usually, but not always, answered using the same auxiliary/modal verb.
Examples of polar questions:
1. Do you like chocolate? – Yes, I do/No, I don’t

2. Does she speak English? – Yes, she does/No, she doesn’t

3. Are you ready? – Yes, we are/No, we aren’t

It is important that students learn to include the modal verb after “yes”
or “no” as answering with a simple “yes” or “no” will be taken by a native
speaker to indicate that the speaker is either being rude or has no
interest in the conversation and the conversation will end abruptly, with
both parties feeling mildly offended. Obviously the speaker can omit the
“I do” part if (s)he then goes on to say something else immediately
afterwards:

Does she speak English? – No, but she’s started taking lessons.

Students should also take care to repeat the modal or auxiliary and not
the verb. In other words, the answer to the question

Do you like chocolate? is Yes, I do. not * Yes, I like.

Not all questions beginning with Did/Are you…? etc. lead to a simple
yes/no answer. One way of getting students to respond more fully is by
asking “either/or” questions, for instance, Did you…, or were you..?

DIFFERENCE BETWEEN A TAG AND

POLAR QUESTION
Tag questions are mainly used in order to emphasis the statement of
the speaker but a polar question more like a response to a question
asked.

EVALUATION: Give answer to the following polar questions.

1. Are you okay?

2. Do you like her?

VOCABULARY DEVELOPMENT: SPELLING DRILLS

abbreviation abscess absence
abysmal abdicate

aberration abeyance abomination

abrasive abscond

abstentious abstinence abyss accede

accentuate

accessory acclimatization accolade accelerator

accessible accomplice accessories
accommodation accompaniment accumulate

accurate accustomed achieve

accrue accustom

acrimony acumen addicted

adeptadherent

EVALUATION: Study the spellings words above and rewrite.

GENERAL EVALUATION

1. Construct five sentences each to illustrate the various uses of the

verbs be, do, have.

2. Construct five sentences each to illustrate the various uses of the

verbs shall, will

WEEKEND ASSIGNMENT:

1. Effective English. Page 215, Practice 4.

2. Write a descriptive Essay on your favourite pet.

WEEK EIGHT

TOPIC: Guided Composition (Narrative)

CONTENT:
A FESTIVAL IN MY VILLAGE
I was born in Ha Nam , a province in the North of Vietnam . I am always
proud of my hometown with hard-working and kind farmers. I feel most
proud of my village because of the many traditional festivals that takes
place every year. One of the most important festivals in my village is ”
Village Festival ” . “Village Festival” takes place every two years to remind
people in the village of the god of the village who built the village .
People often call the god of the village as ” Thanh Hoang Lang” . This
festival takes place on full-moon day of February . There are three parts
in the” Village Festival”.

The first part of the festival that children are the most eager is lifting the
palaqueen and lion dances . On the day of Village Festival, children
often get up early , wearing beautiful clothes . Then they go to the
communal house of the village to wait for the palaqueen . About 7
o’clock , all of people in the village gather in two sides of the road to see
the palaqueen pass . It is believed that children who go under the
palaqueen on this day will have good health and will study very well. At 8
o’clock in the morning, the palaqueen starts being raised from the village
to the village . The palaqueen is raised by eight people . Always the old
people in the traditional costume go in front of the palaqueen and they
both go and spread things like coins, pink candles. My grandma told me
that people who pick the pink candles are very lucky . They often put the
candles in front of their children ‘s bed . It is thought that the light of the
pink candle will make their children more intelligent and healthier.
Therefore they try to get the pink candles. Lion dances are also followed
by the palaqueen. The procession lasts for more than an hour.

After the procession , people in the village : the old, the young and
children move to the river in the village quickly to see the next part of
the Village Festival called ” traditional games”. Traditional games is the
most interesting part in the Village Festival, so villagers always wait for
this activity . There are a lot of traditional games that takes place in this
part such as boat race , tug of war and wrestling… One of the most
interesting games in Village Festival is the racing boat . There are five
teams which present the fives villages. It is a very proud thing for any
village to win the competition .Therefore , every village chooses the
strongest man to join the boat race competition. In this game ,
competitors sit on an imperial boat , a boat has the form of a dragon
decorated with the different colours. The captains who stand at the
head of the boat order their team to sail the boat quickly . As soon as
the sound of the drum starts , all team begin sailing as fast as they can.
Along two sides of the river viewers are shouting for encouragement for
their home team .The louder the sound of yelling and shouting of fans is
, the more quickly the competitors sail. People who watch at two sides of
the river run after the boat to encourage for their team . The team which
sails to the finish the most quickly will be the winner of the game . It is a
big pride of the village for the team who gets the first prize . Besides the
boat race , the traditional games like tug of war , rice- cooking and
wrestling are also seen by most people in the village. The activities of the
traditional games finish at about 1p.m in the afternoon. The last part of
Village Festival is celebrated in the communal house yard after the
traditional games.

When the traditional games finish , villagers gather in front of the

communal house yard to eat a traditional meal and to see which teams
get prizes in traditional games. From early in the morning, woman in the
village prepare necessary materials to cook the meal. Often women in
the village who are good at cooking will be chosen to cook for Village
festival . About 12 p.m all the food is shown carefully and spectacularly
on the tables in the communal house yard . On Village festival day the
communal house becomes more crowded. This is a special occasion for
people in the village to meet and talk together about their work as well
as the harvest . Firstly, the results of the traditional games in the
morning are announced by the leader of the village . Most people are
awaiting to hear which teams win the first prize . It is the pride for the
village that wins the first prize . The winners in the traditional games last
year will award the prize for the winners this year.Then people sit on
their seats eating the meal. They both eat and talk happily. After the
meal ,people gather to hear the women in the village sing folk songs
The Village festival lasts untill early in the evening .

Despite the impact of the industrialization , the Village Festival is still

celebrated as the cultural and traditional beauty of my village . It
reminds the young generation of the tradition and originality.

EVALUATION: Form a group five, study the passage carefully and

compare it with the village festival of your villages.
TOPIC: LITERATURE

CONTENT: TURNING SIMILES TO METAPHORS IN SENTENCES

TURNING SIMILES TO METAPHORS IN

SENTENCES
1. Simile: You are dark as charcoal

Metaphor: You are a dark charcoal

Simile: Tunde is as sly as a fox

Metaphor: Tunde is simply a fox

Simile: Aremu is a fast as a cheetah on the field

Metaphor: Aremu is a cheetah on the field

EVALUATION: Make more examples of your own

TOPIC: VOCABULARY DEVELOPMENT

CONTENT: SPELLING DRILLS

Bachelor baggage
bailiff babble backlash
backlog balder dash
ballyhoo bamboozle bay
ballast ballerina banana
beneathBanister bankruptcy
banquet barbecue barometer

barrister basically basis

bassoon battalion bazaar
bedlam belch/burp bellow
beguilebehaviour beleaguer belief/ believe
belligerent benefitedBequeath
berserk besiege bettered bewitch
bibliography bigotry bereft
beseech besotted bestial
bestow beautiful befriend
bigamous bigoted
bilingual biscuit blaze
blight biennial

bigwig billow biography

blitz boffin
bohemian bizarre bias

bicycleboisterous

EVALUATION: Study the spellings words above and rewrite.

TOPIC: SPEECH WORK

CONTENT: /əu/, /iə/, /ai/ and /ei/

Diphthongs: The word ‘diphthong’ is from a Greek word, which means
double sound. They are also vowels. The difference is that while a pure
vowel contains only one sound, a diphthong contains two sounds with a
glide from the first vowel.

/ei/ as found in rain

/ᶕu/ as found in spoke

/ai/ as found in high

/iᶕ/ as found in hear

/uᶕ/ as found in tour

EVALUATION: Diphthongs can be divided into two, namely: centering

and closing dipthongs. Classify the diphthongs above into these two.

TOPIC:COMPREHENSION

CONTENT: Home Remedies and Cures

See Effective English. Page 181. Unit 14

EVALUATION: Read the first part of the passage and then do practice 2

TOPIC: Activities on Verb

Content:

CLASS ACTIVITY

1. In five sentences, use the modal auxiliary verbs ‘shall’ and ‘will’ to
indicate futurity

2. In five sentences, use the infinitive form to indicate futurity

3. In five sentences, use the present progressive form to indicate

futurity

4. Write ten sentences, highlighting the following types of verb tenses:

: Present Tense, Present Continuous, Present Perfect Continuous
Tense.

EVALUATION: In a group of five, evaluate the sentences of your team

mate.

GENERAL EVALUATION:

1. List five instruments used for home remedy/cure

2. Turn similes to metaphors in sentences

WEEKEND ASSIGNMENT:

1. Effective English. Page 210. Grammar, practice 4

2. Write an expository essay on the plantation of rice

3. Construct five sentences each to illustrate the various uses of the

verbs be, do, have.

4. Construct five sentences each to illustrate the various uses of the

verbs shall, will

5. Try your hands on the following spelling drills

Cabbage caffeine
cafeteria camouflage
campaign campaigned
cancelled cancerous

candor cannabis
cannibal cabal

canvas catapult carburetor

career

caress caries carriage

cartoonist

cashier cassette
castanets casualty

catalogue catarrh catechism

cauliflower

cautious celibacy ceiling

cellophane

cemetery centenary centiliter

cavernous

WEEK NINE

TOPIC: Diphthongs (contd)

CONTENT: EXERCISE

Transcribe the following

1. rain

2. spoke

3. fight

4. cow

5. hear

6. spare

7. tour
EVALUATION: Get more words that contains diphthongs and transcribe.

TOPIC: Revision on Noun, Pronouns, Verb and Adjectives

CONTENT:

A. Find the adjective in the first sentence and fill in the

blanks with the corresponding adverb.
Top of Form

1. James is careful. He drives .

2. The girl is slow. She walks .

3. Her English is perfect. She speaks English .

4. Our teacher is angry. She shouts .

5. My neighbor is a loud speaker. He speaks .

B. English Workbook Unit 5 No 1 (1 – 10) page 12

C. Students’ companion Exercise 15 E (1 – 10) page 76

D. students’ companion Ex 16 A (1 -12) page 83

E. Student’s companion Ex 25 B (1 – 10) page 142

TOPIC: Activities on Comprehension Passage

Content

CLASS ACTIVITY

See Effective English. Page 102, Pratice 1

EVALUATION: Do practice of page 102

TOPIC: COMPOSITION

CONTENT: Revise all the types of essays

EVALUATION: Write on each type.

LITERATURE: FUGURES OF SPEECH

CONTENT: Euphemism and Pun

Euphemism is an indirect word or phrase that people often use to refer
to something unpleasant or embarrassing to make it seem more
acceptable than it really is.

Examples: The man had passed on to glory.

Dupe is put in the family way.

Pun is the clever or humorous use of a word that has more than one
meaning, or of words that have different meanings but sound the same.

Example: We are banking on them to lend us the money

EVALUATION: Give more examples on each.

WEEK TEN

REVISION

WEEK ELEVEN

EXAMINATION

Lesson note on English Language Jss 1 first

term
Lesson note on English Language Jss 1
second term

Lesson Note on English Language Jss2

Second Term
English Language Lesson Note for
Jss2 First Term