Name: ______________________________________________ Date: ___________________

THIRD TERM E-LEARNING NOTE

SUBJECT: ENGLISH LANGUAGE CLASS: JSS1

SCHEME OF WORK

WEEK TOPIC
1. REVISION
Grammar: Verb—Introduction
Comprehension: The ass and the lapdog Unit 15, pages 179
Vocabulary Development: Air Transport
Composition: Descriptive Essay

2. Grammar: Tenses of Active and Passive Voice

Comprehension: A splendid picnic Unit 16 Page 191
Composition: Elements of Descriptive Essay

3. Grammar: The Use of Active and Passive Voice with examples

Comprehension: Overpopulation Unit 17, Page 204
Composition: Argumentative Essay: Male Child is More Useful than a Female
Child

4. Grammar: The Use of Active and Passive Voice with examples

Comprehension: Effects of War Unit 18, Page 216
Composition: Argumentative Essay: A Male Child is More Useful than a Female
Child
Vocabulary Development: Words Associated with the Sick Bay

5. Grammar: Exercises on Active and Passive Voice

Comprehension: A sneaking suspicion Unit 19, Page 225
Composition: Formal Letter
Vocabulary Development: Words Associated with Cooking

6. Grammar: Statements/ Tag Questions and Responses

Comprehension: Holiday Assignments Page 241
Composition: Narrative: An Accident I Witnessed
Vocabulary Development: Words Associated with Teaching

7. Grammar: Differences between Polar and Tag Questions

Comprehension: Revisit Week 8 0f 2nd Term
Vocabulary Development: Spelling Drills
Composition: Expository Essay

8. Grammar: Exercises on Verbs

Comprehension: Revisit Week 9 of 2ndTerm
Composition: (Oral) School Rules
Vocabulary Development: Spelling Drills

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

3RD TERM/ENGLISH LANGUAGE/JSS 1 Page 1

Name: ______________________________________________ Date: ___________________
Comprehension: Activity on Passage
Composition: Review all types of Essays

10 REVISION

11-12 EXAMINATION

REFERENCES
1. New Concept English Book 1. F.Ademola, Q Adam...
2. Effective English Text Book. J.S.S1 . Michael Montgomery et al.
3. Count Down English. Revised Edition. O. Ogunsanwo et al.
4. Creative and Guided Composition for Senior Classes. C.O Odetola

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Name: ______________________________________________ Date: ___________________

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.
3. 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. English Work book No 4 and 6 Pages 39 - 40

GRAMMAR Verb ( Introduction)
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.

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Name: ______________________________________________ Date: ___________________
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.g I 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.

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Name: ______________________________________________ Date: ___________________

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

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.

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Name: ______________________________________________ Date: ___________________

TOPIC: COMPREHENSION
CONTENT: See New Concept English, book 1. Unit 15. Page 179

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:
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)

B. English Workbook Unit 3 No 5 page 8

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 Name: ______________________________________________ Date: ___________________

WEEK TWO

PERIOD 1
ACTIVE AND PASSIVE VOICES
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 kept was 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
Continuous kept a seat for you

PERIOD 2
READING AND COMPREHENSION
A SPLENDID PICNIC

CONTENT: See New Concept English, Unit 16, Page 191

EVALUATION: Practice 2/3. See New Concept English, book 1. Unit 16, 192

PERIOD 3
VOCABULARY: FISHING
A
Aquaculture - The controlled cultivation and harvest of aquatic plants or animals such as edible
marine algae, clams, oysters, and salmon.

3RD TERM/ENGLISH LANGUAGE/JSS 1 Page 7

Name: ______________________________________________ Date: ___________________
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.
Arlsey-bomb - a pear shape lead weight developed by the late Dick Walker used for fishing
Artificial-Baits - 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.

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Name: ______________________________________________ Date: ___________________
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

PERIOD 4
COMPOSITION (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

3RD TERM/ENGLISH LANGUAGE/JSS 1 Page 9

Name: ______________________________________________ Date: ___________________
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
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.

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 Name: ______________________________________________ Date: ___________________
h. She bought a diamond necklace.
i. Somebody had stolen my pen

WEEK 3

PERIOD 1
THE USE OF ACTIVE AND PASSIVE VOICE WITH EXAMPLES

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 kept was kept Mary kept her schedule Mary’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? -
3RD TERM/ENGLISH LANGUAGE/JSS 1 Page 11
Name: ______________________________________________ Date: ___________________
10. Could you feed the dog? -

PERIOD 2
VOCABULARY DEVELOPMENT
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

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Name: ______________________________________________ Date: ___________________
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.

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Name: ______________________________________________ Date: ___________________
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.

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?

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Name: ______________________________________________ Date: ___________________
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.

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

PERIOD ONE
ACTIVITIES ON ACTIVE AND PASSIVE VOICE
Fill in the blank spaces with the correct form of the verbs in the bracket
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.

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Name: ______________________________________________ Date: ___________________

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.

PERIOD TWO
COMPREHENSION
Effects of War Unit 18, Page 216

Read the conversation. See New Concept English, Book 1. Page 216, Unit 18

EVALUATION: Practice 2 and 3. See Effective English, book 1. Page 54, Unit 4

PERIOD THREE
VOCABULARY DEVELOPMENT
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
2. Write a composition on the title “ The Most Memorable Day of My Life

WEEKEND ASSIGNMENT
1. Write an argumentative essay on the title: ‘ A Male Child is more useful than a Female

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Name: ______________________________________________ Date: ___________________
Child”
2. Identify moral lessons learnt from a myth or legend you know

WEEK FIVE

PERIOD ONE
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: Yes, I’m a child but still wise

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Name: ______________________________________________ Date: ___________________
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

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Name: ______________________________________________ Date: ___________________
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.

PERIOD TWO
COMPREHENSION
A SNEAKING SUSPICION
Aim: To understand a piece of history. Unit 19, page 225. See New Concept 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

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Name: ______________________________________________ Date: ___________________
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.

PERIOD THREE
COMPOSITION (Argumentative)
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.

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Name: ______________________________________________ Date: ___________________

EVALUATION: From the article above, write a debate to support or oppose the motion, ‘Road
Transportation is Safer than Air Transportation’.

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
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

PERIOD ONE
NARRATIVE ESSAY
AN ACCIDENT I WITNESSED

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

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Name: ______________________________________________ Date: ___________________
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 clearly

EVALUATION: Study the article above, then write an article on the same topic.

PERIOD TWO
STATEMENT/ TAG QUESTIONS AND RESPONSES

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?

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Name: ______________________________________________ Date: ___________________
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.
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

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Name: ______________________________________________ Date: ___________________
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

PERIOD ONE

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Name: ______________________________________________ Date: ___________________
COMPOSITION ( 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. Trees provide 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.

PERIOD TWO

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Name: ______________________________________________ Date: ___________________
POLAR QUESTIONS

Polar questions begin with an auxiliary verb or modal verb and are usually, but not always,
answered using the same auxiliary/modal verb.
Examples:
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.
a. Are you okay?
b. 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 adept adherent

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.

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Name: ______________________________________________ Date: ___________________
WEEK EIGHT

PERIOD ONE
GUIDED COMPOSITION (NARRATIVE)

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

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Name: ______________________________________________ Date: ___________________
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
until 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.

PERIOD TWO
VOCABULARY DEVELOPMENT
SPELLING DRILLS
Bachelor baggage bailiff babble
backlash backlog balder dash
ballyhoo bamboozle bay ballast
ballerina banana beneath Banister bankruptcy
banquet barbecue barometer
barrister basically basis bassoon
battalion bazaar bedlam belch/burp bellow
beguile behaviour beleaguer belief/ believe belligerent
benefited Bequeath 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
bicycle boisterous

EVALUATION: Study the spellings words above and rewrite.

WEEKEND ASSIGNMENT:
A. Effective English. Page 210. Grammar, practice 4
B. Write an expository essay on the plantation of rice
C. Construct five sentences each to illustrate the various uses of the verbs be, do, have.
D. Construct five sentences each to illustrate the various uses of the verbs shall, will

3RD TERM/ENGLISH LANGUAGE/JSS 1 Page 28

Name: ______________________________________________ Date: ___________________
E. 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

3RD TERM/ENGLISH LANGUAGE/JSS 1 Page 29

Name: ______________________________________________ Date: ___________________

WEEK NINE

PERIOD ONE
REVISION ON NOUN, PRONOUNS, VERB AND ADJECTIVES

A. Find the adjective in the first sentence and fill in the blanks with the corresponding
adverb.
James is careful. He drives .
1. The girl is slow. She walks .
2. Her English is perfect. She speaks English .
3. Our teacher is angry. She shouts .
4. 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

PERIOD TWO
Activities on Comprehension Passage

CLASS ACTIVITY
See Effective English. Page 102, Practice 1

EVALUATION: Do practice of page 102

TOPIC: COMPOSITION
CONTENT: Revise all the types of essays
EVALUATION: Write on each type.

3RD TERM/ENGLISH LANGUAGE/JSS 1 Page 30

Name: ______________________________________________ Date: ___________________

WEEK TEN
REVISION

WEEK ELEVEN
EXAMINATION

3RD TERM/ENGLISH LANGUAGE/JSS 1 Page 31