3RD Term J1 English Language
3RD Term J1 English Language
3RD Term J1 English Language
SCHEME OF WORK
WEEK TOPIC
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
2. 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
3. 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).
4. 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
5. 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
6. 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
7. Speech Work: Contsonanants (contd)
Grammar: Differences between Polar and Tag Questions
Comprehension: Revisit Week 8 0f 2nd Term
Vocabulary Development: Spelling Drills
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
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.
Bolukilled a snake.
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
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: COMPREHENSION
CONTENT: See Effective English, book 1. Unit 15. Page 194-195
EVALUATION: Practice 2
GENERAL EVALUATION:
1. Describe your favourite sport.
2. Write ten sentences identifying the verbs therein.
WEEKEND ASSIGNMENT:
A. 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)
WEEK TWO
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.
TOPIC: COMPREHENSION
CONTENT: See Effective English, Unit 16
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
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
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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.
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.
WEEKEND ASSIGNMENT
1. Effective English, book 1. Page 133.Practice.
2. Active and Passive Voice Exercise.
WEEK THREE
TOPIC: SPEECH WORK
CONTENT: Introduction to Consonant Sounds
1. /p/ as in pot, happy, nap, etc.
EVALUATION QUESTION
From the words below, choose the /p/ sound that is not articulated
pneumoniab. press C. cupboard d. receipt e. psalm
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? -
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10. Could you feed the dog? -
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.
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.
KNEAD:To work and press dough with the palms of the hands or mechanically, to develop the
gluten in the flour.
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.
WHIP:To beat rapidly to incorporate air and produce expansion, as in heavy cream or egg
whites.
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!"
WEEKEND ASSIGNMENT
WEEK FOUR
TOPIC: SPEECH WORK
CONTENT: Syllables: Words of two, three and four syllables
Two - syllable Words
LINgerreMAIN
LONdoniDEAL
NUMberexCEED
MAdamconTAIN
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.
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
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.
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: 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
2. 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”
2. 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
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.
C
cabinet
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’.
WEEKEND ASSIGNMENT
A. Effective English. Page 154. Practice 2 and 3.
B. 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
C. 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
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
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.
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.
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.
a. I can never do it.
b. We mustn't tell her.
c. He shouldn't drive so.
d. You won't be late.
e. 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
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
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.
TOPIC: Comprehension
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
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
2. Simile: Tunde is as sly as a fox
Metaphor: Tunde is simply a fox
3. 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
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
GENERAL EVALUATION:
1. List five instruments used for home remedy/cure
2. Turn similes to metaphors in sentences
WEEK NINE
TOPIC: Diphthongs (contd)
CONTENT: EXERCISE
Transcribe the following
1. rain
2. spoke
3. fight
4. cow
5. hear
6. spare
7. tour
TOPIC: COMPOSITION
CONTENT: Revise all the types of essays
EVALUATION: Write on each type.
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
WEEK TEN
REVISION
WEEK ELEVEN
EXAMINATION