MINISTRY OF EDUCATION

SECONDARY ENGAGEMENT PROGRAMME

ENGLISH LANGUAGE

GRADE 7

WEEK TOPIC LESSONS

1 Diagnostic Assessment

2 Verbs and Verb forms Present Tense, Past Tense, Future Tense, Present Continuous Tense, Past Continuous
Tense
Subject-Verb Agreement
Rule 1: A verb must agree with its subject in number

3 Comprehension Types of reading: Critical, Informative, Recreational

4 Figurative Devices Simile, Metaphor, Personification, Alliteration, Onomatopoeia, Pun, Exaggeration

5 Narrative Essays Elements of a Short story: Characters, Plot, Setting, Problem, Climax, Solution

6 Expository Writing Structure: Sequence and Compare and Contrast

7 Descriptive Essay: Sensory Detail

Character  Sight
 Smell
Setting  Sound
 Taste
 Touch

8 Summary Writing Steps

9 Speech Direct and Indirect Speech

10 Phrases Types: Prepositional Phrase, Adjective Phrase, Adverb Phrase

11 Sentences Kinds of Sentences: Simple, Compound, Complex

Clauses Types:

 Main or Independent
 Subordinate or Dependent

Equivalent Sentences

12 Punctuation Marks Types: Comma, Quotation Marks, Apostrophe, Inverted Commas, Hyphen, Dash

Mechanics Usage

13 Assessment

14 Review of Assessment

15 Word Study Homographs: Homophones, Synonyms, Antonyms, Idioms, Proverbs

16 Report Writing The Simple Report

17 Comprehension Types of reading: Critical, Informative, Recreational

18 Persuasive Writing Techniques

19 Review For Assessment

20 Assessment
Week Two:

Lesson 1

Topic: Verbs and Verb forms.

A verb is a word or a combination of words that indicates action or a state of being or condition. A verb is the part of a sentence that
tells us what the subject performs.
Examples:
o Jacob walks in the morning. (A usual action)
o Mike is going to school. (A condition of action)
o Albert does not like to walk. (A negative action)
o Anna is a good girl. (A state of being)

Some verbs maybe regular or irregular:

A regular verb carries –ed or –d at the end of the base verb.

Examples:

Some verbs are irregular because they do follow the spelling rules of adding –ed or –d to the end of the base verb.
Activities:
Verb Tense

Simple Present Tense:

The simple present tense is used to describe habits, unchanging situations, general truths and fixed arrangements.

Examples:

 I run fast.
 Does Sarah play in the afternoon?
 I like fruits.

Simple Past Tense:

The simple past tense tells about any action, event or moments that happened in the past.

Examples:

 I ran fast.
 You played well.
 I was not here at that time.
Formation of the simple past tense:

Simple Future Tense

The simple future tense represents an action that has not happened as yet.

Examples:

 We shall see better days.

 Your mother will love you forever.
 I will see you later.

Formation of the simple future tense:

Examples:
The Present Continuous Tense

The present continuous tense is used to show actions that are being done now.

Examples:

 Susan is ironing her clothes now.

 She is constantly changing her hair colour.
 The man is talking on the phone.

Formation of the Present Continuous Tense:

The Past Continuous Tense

The past continuous tense is when the action was ongoing until a certain time in the past. This tense is used to talk about an action at a
particular time in the past.

Examples:

 I was sleeping at 23 hours last night.

 Was it raining yesterday evening?
 He was not working when I called him.

Formation of the past continuous tense:

Activities:
Lesson 2

Topic: Subject-verb Agreement

Sub-topic: Rule 1

The verb must agree with the subject in number.

Example:

Activity:
 Week: Three
Topic: Comprehension

Instructions: Read the passage below and then answer the questions which follow.
Foresters wage a constant battle against forest enemies. The worst of these are fires, insect pests and diseases. Lesser
damage is caused by floods, dry weather, avalanches, and wild or domestic animals. Poor use of forest lands such as
improper harvesting of trees also causes considerable damage.

Once it was believed that the world’s forests were so vast that they could never be destroyed. Now we know this is not
true. As our population grows, demands for wood, water, and recreation will continue to increase. Making certain our
forests are productive now and in the future is important to human welfare.
Insect pests and tree diseases actually do more damage to forests than fires. Grubs of bark beetles bore into trees’ vital
cambium layer. When these pests are numerous, many trees are girdled and killed in a short time. Caterpillars of some
kinds of moths and butterflies eat the leaves from trees, starving the trees by preventing them from manufacturing food.
Other types of insects suck the fluids from trees’ stems and leaves, and some attack only the flowers or seeds. No tree is
immune to insect attack at any stage of its life. Foresters control outbreaks of destructive insects by good forest
management. Healthy, vigorous trees are less susceptible to insect attacks, but when insects become abnormally
abundant, spraying with insecticides is often necessary.
Insects can also be beneficial. Some types destroy pest insects. Others hurry the decay of fallen or damaged trees,
converting them to rich and useable humus on the forest floor.

Activity 1
Questions
1. “Foresters wage a constant battle”. What is the constant battle?
-

________________________________________________________________________

________________________________________________________________________

2. The expression “immune to” in paragraph 3 is best replaced by

(a) in danger of (b) treated against (c) free from (d) ready

3. According to the writer what is the worst danger to the forests?

________________________________________________________________________

________________________________________________________________________

4. The tall trees are turned into rich and useable humus. What does the humus

do? ________________________________________________________________________

________________________________________________________________________

5. Which of the following statements are false?

(a) Some insects only attack flowers and seeds.
(b) Fires are not as destructive to forests as insects pests and tree diseases. (c) Not all insects are
harmful
(d) Harvesting of trees does the most serious damage to the forests.

6. According to the passage, why are forests most needed?

________________________________________________________________________

________________________________________________________________________
 7. Use one word or phrase to replace each of the following:
improper (line 4) damage (line 4) vast (line 5) important (line 8) numerous (line 11) vigorous ((line 16)
beneficial (line 19)
________________________________________________________________________

________________________________________________________________________

8. Give a suitable title for the passage.

________________________________________________________________________
________________________________________________________________________

Topic: Comprehension – Recipe

Activity 1
1. Which of the following is not needed?
a) salt
b) sugar
c) water
d) chocolate
2. Which of the following is NOT correct?
a) preheat the oven to 170 degrees.
b) cover the dough and chill in the fridge for 20 minutes
c) put grease proof paper in two baking trays.
d) Put the cookies in the oven for 10-12 minutes
3. What is the third step in making these cookies?
________________________________________________________________________________
________________________________________________________________________________
4. What do you think “overdo them” means in line 8?
________________________________________________________________________________
________________________________________________________________________________
5. The cookies should be chewy. True ___________ False ____________________
6. Explain the meaning of the following verbs. Use your dictionary to help you.
i. Chop _______________________________________________________________________
ii. Crack ______________________________________________________________________
iii. Chill _______________________________________________________________________
iv. Serve ______________________________________________________________________
Topic: Comprehension

Instructions: Read the following extract and then answer the questions that follow.

Paul’s grandfather loves to smoke. He likes beer too. A few days ago, he felt a sharp pain in his chest. He went to see
the doctor. The doctor told him to stop smoking. She wanted him to drink less beer, too. She gave him some pills and
told him to take each one morning.
The old man decided to give up smoking but he did not want to stop drinking beer. He felt quite unhappy. When Paul
showed him the following article from a magazine he soon cheered up.
How to live to be 100

Mrs. Nikko is 110 years old and lives in a small fishing village in Japan. She has six sons, five daughters and 41
grandchildren. She sleeps eight hours a night and exercises regularly. Over the past 50 years, she has gone swimming at
the nearby beach every morning. She often goes for long walks in the woods and also goes fishing with her
grandchildren when the weather is fine.
She was having dinner when we visited her. There were fish, vegetables, rice and black bean soup on the table. Mrs.
Nikko told us that these were what she usually had for the evening meal. The old lady seemed very healthy and strong.
We thought that the reason for her good health was her diet, so we questioned her.
“Mrs. Nikko, you exercise a lot. Do you eat a lot?”
“No. I don’t eat much. And I eat only rice, vegetables and fish. I rarely eat anything that has sugar in it. It’s not good
for you.
“Do you like fruit?”
“Oh yes. I love fruit and so I eat a lot of it.”
“And what do you drink?”
“I drink plenty of water, never coffee or tea. I also have a glass of beer with my dinner.” “Every night?”
“Yes, I’ve had a glass of beer every night for 80 years.”

Activity 1

A. Write briefly on the following topics using information from the passage.
1. Her age _____________________________________________________________
2. Where she lives _______________________________________________________
3. Her family ____________________________________________________________
4. Thing (s) she does regularly ______________________________________________
5. Thing (s) she does often _________________________________________________
6. Thing (s) she does occasionally ____________________________________________
7. Her usual diet__________________________________________________________
8. Favourite food and drink_________________________________________________
9. Thing(s) she avoids _____________________________________________________

B. Choose the most suitable options to complete the sentences.

1. The doctor asked Paul’s grandfather to ________ smoking.
A. prevent B. stopped C. quit D. give into
2. Paul’s grandfather has to take the pills that the doctor_________ for him.
A. prescribed B. sold C. gave D. dedicated
3. Paul’s grandfather was very __________
A. strong-willed
B. upset after reading the article
C. reluctant to follow the doctor’s advice D. unhappy because he was ill
4. Mrs. Nikko is ___________ for her age.
A. happy
B. talkative
C. quite alert
D. quite active and strong

5. The reporter interviewed Mrs. Nikko ___________

A. By the seaside
B. after her evening meal
C. during the dinner time
D. because of her diet
C. Answer the following questions in complete sentences.
1. Why did Paul’s grandfather go to see his doctor?
______________________________________________________________________________

2. Why do you think Paul showed his grandfather the article?

______________________________________________________________________________

______________________________________________________________________________

3. Find a phrase in the passage to explain the reason why Mrs. Nikko does not drink coffee.

_____________________________________________________________________________

4. Name two possible reasons for Mrs. Nikko’s good health at such an advanced age.
______________________________________________________________________________

______________________________________________________________________________

5. In what way (s) is Mrs. Nikko an interesting subject to read about?

_____________________________________________________________________________

_____________________________________________________________________________
 Week: Four
Topic: Figurative Device

Sub-topic: Review of Simile, Metaphor and Personification

Name:________________________________________

Simile, Metaphor and Personification Review

Content:

Simile is a comparison using like or as. It usually compares two unlike objects.
Example: His feet are as big as boats. Feet and boats are being compared.

Metaphor states that one thing is something else. It is a comparison, but does NOT use like or as to make the comparison.

Example: Her hair is silk. Hair and silk are being compared.

Personification is giving human qualities, feelings, actions, or characteristics to inanimate (not living) objects.

Example: The house stared at me with looming eyes. The verb, stared, is a human action. A house is a non-living object. Therefore,
we have a good example of personification.

Directions:
1. Highlight or circle the objects being compared or the object being personified in each sentence.
2. Then, circle the answer that correctly identifies the figurative language used in the sentence.

1. His life was an open book.

a. Simile
b. Metaphor
c. Personification

2. “My love is like a red, red rose . . . “ (Robert Burns)

a. Simile
b. Metaphor
c. Personification

3. The dry leaves gathered in groups, chattering happily.

a. Simile
b. Metaphor
c. Personification

4. “I wandered lonely as a cloud . . .” (William Wordsworth)

a. Simile
b. Metaphor
c. Personification

5. The train pulled itself up the mountain and screamed once it reached the top.
a. Simile
b. Metaphor
c. Personification

6. The blank page stared up at me, daring me to sit down and write something.
a. Simile
b. Metaphor
c. Personification

7. The herd of approaching elephants sounded like rolling thunder

a. Simile
b. Metaphor
c. Personification
 8. Her temper was as explosive as a bomb.
a. Simile
b. Metaphor
c. Personification

9. Your smile is sunshine to me.

a. Simile
b. Metaphor
c. Personification

10. Mom! The T.V. begged me to watch it!

a. Simile
b. Metaphor
c. Personification

Create your own (Make sure there is a clear comparison. Adding detail after the example can help prove the comparison.
Example: He is a pig, because he never cleans his room!)

Simile:________________________________________________________________________________________________

Metaphor:____________________________________________________________________________________________

Personifciation:__________________________________________________________________________________

Sub-topics: Alliteration, Onomatopoeia, Pun, Exaggeration

Alliteration:
Content:

Note: Although the word “write” in the example below begins with a “w” it is the sound of the constant “r” that is heard;
therefore, it is concerned a part of the alliteration.
I rarely read but I rather write with no reason.
Activity:
Read the sentences below and then highlight the syllables that contain Alliteration.
1. The tornado tossed the truck on to the tree.
2. The students stood up and stared at the stone sword.
3. My mother makes marvelous melon cakes.
4. The four friends finished their feast on Friday.
5. Benny bought butter and made breakfast better.
6. Sally stopped staring as soon as someone said hello.
7. The pupils passionately played with the puppies.
Onomatopoeia:
Content:
Onomatopoeia is a word or phrase that sound of something. Another definition is words whose sounds suggest their meaning.
Example:
Sizzle: I heard the bacon sizzle in the pan. The word sizzle is the sound of the bacon frying in the pan.
Instructions: Each of the words in the word-bank is an example of onomatopoeia. Complete each of the sentences below by using
one word from the word-bank. You can only use a word once.

WORD BANK
SPLASH HOOT PURR SPLAT BOOM

1. The cat’s ______________ told me it was happy

2. Jake made a big ______________ when he jumped in to the swimming pool.
3. I laid in bed and listened to the thunder ___________________.
4. My ice-cream cone went ________________ on to the sidewalk.
5. The ___________________ of the owl told him someone was coming.

Sub-topic: Pun
Content:

A pun is a play on words that usually plays on similarities of spelling and/or pronunciation between words that different meanings. A
pun could also utilize a word that has several different meanings.

Puns are often used for comedy and humor, but they can also completely change the meaning of a text.

There are a few categories of puns:

1. Homographic puns: these puns use words that are spelled the same but sound different. These puns work well in writing
rather than vocally. E.g. Every calendars days are numbered.

2. There are also homophonic puns. These puns use homonyms, or words of similar sounds, with different meanings and play
on those different meanings. E.g No matter how much you push an envelope, it will remain stationery.

3. A homonymic pun involves words that are spelled the same and sounds the same but takes on different meanings through
context. E.g. Two silk worms has a race. It ended in a tie.

4. There are recursive puns as well, which are puns that forces the first part of the joke to understand and inform the later part of
the joke.

5. A compound is a pun that has more than one play on words or is a pun that builds into yet another pun that follows it. One
hundred hares have escaped from the zoo, the police are combing through the area for clues.

A pun does not necessarily constitute a joke. A pun requires wordplay to occur. While some jokes may use wordplay, some do not.

For instance, the following is a joke that is also a pun:

What do you call cheese that is not yours?

Nacho cheese.

The joke is pun because “nacho” sounds similar to “Not your.” This happens to be both a pun and a joke. Also Nacho is a name of a
Mexican dish.
 Examples of Puns:

 Santa Claus' helpers are known as subordinate clause

 She had a photographic memory but never developed it.
 The two pianists had a good marriage. They always were in a chord.
 I was struggling to figure out how lightning works, but then it struck me.
 The grammarian was very logical. He had a lot of comma sense.
 I've been to the dentist many times, so I know the drill.

Activity:
A. Highlight the puns in each of the following sentences.
1. What do you call a cinnamon bun that does well in school? An honour roll.
2. Don’t spell part backward. It’s a trap.
3. Why couldn’t the bike stand up by itself? It was two tired.
4. What’s the worst part about space travel? You have to planet.
5. I’m not scared of insects… But they really bug me.

B. Match the opening of the statement in Column A to the closing line in Column B

COLUMN A COLUMN B

Two antennas on a roof; fell in “Does this taste funny to you?”

love and got married.

A set of jumper cables walk in to a One turns to the other and says “Dam!”
bar, the bartender says:

Two cannibals are eating a clown; The wedding wasn’t good but the reception was
one says to the other: excellent.

An invisible man marries an But I couldn’t find any.

invisible woman

I went to buy some camouflage The kids were nothing to look at either.
trousers the other day,

Two fish swim in to a concrete I’ll serve you but don’t start anything.
wall

Exaggeration:
Content:
Exaggeration is a statement that makes something sound better or worse or more intense than it really is. It can be used to help
convey strong emotion, to create imagery, or just to create an impression, and it is used commonly throughout everyday life as well as
literature.
Examples of Exaggeration:
1) My dog only has cat friends.
2) He snores louder than a cargo train
3) He is drowning in his tears.
4) His brain is the size of a pea.
5) This bicycle is a hundred years old.

Activity:
Highlight the exaggeration found in each sentence below.

 My parents almost killed fluffy when he destroyed their leather chair.

 My bag weights almost a ton.
 I searched the entire school a thousand times for her.
 That book remains me of the 19th century.
Week 5
Topic: Narrative Essay.
Content:

Elements of a short story:

The plot of the short has several charts; however, we will be studying Freytag’s Pyramid. It is commonly known as the “Witch Hat”.
The plot has several elements:
 The exposition
 Inciting incident
  Rising action
 The climax
 Falling action
 Resolution

Below is the plot for the Three Little Pigs.

Below is a blank template for you to work with when drafting your short story.
Activity:
Below is an example of a short story draft. It charts a young girl who wishes to make friends but has some difficulty doing so. Using
the information below, complete the Freytag’s pyramid.
Week 6

Topic: Exposition

Sub-topic: Sequence or Process Writing

Sequence or Process Essay

The process essay refers to the process of something i.e. how to make an apple pie. This type of writing includes a step by step process
of making or doing something.
For example: You are writing about how to bake a cake. You’ll provide the complete recipe in a proper sequence i.e.
Have you ever had a stressful day and thought how you can make it better?
I have and I am ready to share it with you.
Run to your pantry or cupboard, then grab the following ingredients:
 1 table spoon of baking powder
 2 tablespoons of cocoa powder
 1 pound of flour
 ½ pound of white sugar
 9 eggs
 Juice of one lemon
 Rind of the lemon
 Essence
 1 pound butter

1. Preheat the oven for half an hour at 180 degrees.

2. Mix the baking powder, cocoa powder, flour, and sugar.
3. Beat the eggs.
4. Add the beaten eggs into the mixture.
5. Melt the butter and chocolate and add them into the mixture.
6. Add the remaining ingredients.
7. Pour the batter into the pan and bake.
8. Bake for 45 minutes at 350 degrees Celsius or until golden-brown.
9. Insert a toothpick in the center, if it comes out clean the cake is finished.
10. Let it cool for 20 minutes.
11. Place it on a cooling rack for an additional 20 minutes.

Now sit in a comfy chair and devour that delicious chocolate cake as your worries just melt away.

This is how you write a process essay. It provides the complete process of doing something. The goal is to provide the process in such
a way that the reader can follow the sequence without any mistake.

Activity:

Write the process for any of the following:

1. How to make cassava bread?

2. How to make a rocking chair?
3. How to make a go-cart?
4. How to make chowmein?
5. How to make jam?
Sub-topic:

Expository Writing-Comparison-Contrast

The idea of comparing items is quite interesting. A person may find many things which are similar and at the same
time, find differences between two items. The word comparison means to look at similarities and differences.
Contrast means to look at differences only.

Study this chart and note some of the signal words for comparison-contrast.

Methods of comparison and contrast. When comparing we can use either the point-by-point method or block
method. Examine the chart below.

Activity 1
Read the extracts below and make a list of the differences between the eagle and seagull.
Week 7:

Topic: Descriptive Essay.

Sub-topic: Sensory Detail

 Sight
 Smell
 Sound
 Taste
 Touch

Descriptive writing is a literary device in which the author uses details to paint a picture with their words. This process will provide
readers with descriptions of people, places, objects, and events through the use of suitable details. The author will also use descriptive
writing to create sensory details as a means of enhancing the reading experience. If done effectively, the reader will be able draw a
connection through the use of sensory details that include seeing, hearing, smelling, touching, and tasting. These techniques will assist
you in becoming not only a better writer, but will also make your writing more engaging for readers.

Descriptive Writing Techniques

Here are some examples of descriptive writing techniques that you can utilize and effectively apply to your own writing.
 Choosing your focus: When you first begin writing, it's extremely important to decide what your topic is going to be. This will
prevent you from losing focus on the theme or main idea of your writing. When you decide what you are going to write about,
you can begin to add details about the specific event, object, or person.
 Use of words: In most cases, you'll use adjectives to make your writing more detailed for the reader. For example, rather than
just saying: 'The dog sniffs around,' you'd say: 'The big brown dog sniffed around the red rose bushes in the front yard.' The
use of 'big,' 'brown,' 'red rose bushes,' and 'front yard' assists the reader in visualizing the event and what the dog looks like.
This process will allow the reader to create a mental image through the use of your word choice.
 Reader interest: As a writer, it's important paint a picture with your words. One of the best ways to do this is through the use of
the five senses. This won't only engage your target audience, but it'll appeal to other readers as well. By using taste, smell,
hearing, sight, and touch, you are creating an opportunity for the reader to develop an emotional connection to your writing.
The following table is a list of descriptive words and phrase. There is space provided for you to add to the list.

Descriptive words/phrases
People Places Animals Colours Sound Movement
Appearance: Geographical: Adorable Red Speech: Run
Afro-Guyanese Hilly Alert Black Soft Race
Albino Sandy Evil White Loud Sprint
Attractive Mountainous Scary Grey Whisper Dash
Blonde Rural Fluffy Blue Raucous Jog
Brunette Urban Messy Green Erupted Dart
Curvy Asphalt Troublesome Aquamarine Audible Lope
Cute Clay Well-trained Turquoise Scream Scuttle
Fat Muddy Vicious Azure Octave Scamper
Feminine Forested Deadly Beige Low Scurry
Lanky Tract Lovable Purple Murmur Rush
Masculine Path Friendly Mauve Mutter Hurry
Petite Course Warm Lilac Utter Hasted
Scarred Pink Shout Speedily
Stylist Yellow Mumble Gait
Sophisticated Brown Slur Walk
Tall Ruby Moan Step
Thick Emerald Hoarse Pace
Thin Silver Bellyache Stride
tattooed Cobalt Grumble Jump
Gold Leap
Strawberry- Hop
pink Skip
Raspberry-red Fast
Olive green Haphazardly
Sky blue Lazily
Navy blue Swiftly
Burnt orange Rapidly
Orange Velocity
Off-white Patrol
Cream Wander
Monitor
control
Disposition: Climate: Noise:
Angry Hot Clang
Arrogant Cold Bang
Calm Freezing Blare
Cruel Warm Uproar
Dumb Lukewarm Blast
Excited Tepid Racket
Friendly Furnace Clatter
Funny Lonely Commotion
Grumpy Hiss
Happy Fizz
Hot-headed boom
Ill-mannered
Introvert
Extrovert
Mean
Moody
Shy
Tiresome
Stupefied
Serious

Weather: Instruments:
Sunny Clang
Rainy Ding
Winter Ping
Autumn Ring
Spring
Bloom
Fall

Buildings:
Beautiful
Derelict
Deserted
Abandoned
Unique
Shanty
Bilious
Rusty
Modern
Contemporary
Aged
Old
Hideous
Death-trap
Tacky

Example:

Adolf Hitler stood in front of me and gripped my hands and held them tight. He had never made such a gesture before. I felt from his
grasp how deeply he was moved. His eyes were feverish with excitement. The words did not come smoothly from his mouth as they
usually did, but rather erupted, hoarse and raucous. Never before and never again have I heard Adolf Hitler speak as he did in that
hour.

Young Hitler-The Story of Our friendship by August Kubizek.

Conclusion: Adolf Hitler was nervous, excited to give the speech.

The descriptive words/phrases appeal to the sense of:

Touch/Tactile- gripped, tight

Hearing/Aural- smooth (fluent), erupted, hoarse, raucous

Sight/Visual- in front, feverish with excitement (eyes)

Descriptive words/phrases appeal to senses (space has been provided for you to add to the list):

Aural (Hearing) Olfactory Gustatory (Taste) Tactile (Touch) Visual (Sight)

(Smell)
Whisper Burnt rubber Delicious Gripped Beautiful
Audible Rancid Savoury Rough Rusty
Hizz Musty Bitter Soft Shiny
Murmur Moldy Sweet Smooth Glitter
Loud Perfumed Bland Liquid Decrepit
Squeak Fragrant Sour Watery Mold
Yell putrid Tart Hard Mildew

Description of a place:

Santander is the capital of Cantabria; it is situated on the north cost of Spain. The city has a fantastic location between the sea and the
mountains, therefore it offers a wide variety of breathless landscapes. I would say it is not too big, it is medium-sized, and I find it so
beautiful for walking around. It is surrounded by fabulous beaches views; thus, you can enjoy the town and the sea at the same time.
The most popular of Santander beaches is “El Sardinero” which lies a couple of kilometres from the entre.

This beach has magnificent views and the fine white sand makes it very elegant. It is also a very clean beach. For this reason, in the
summertime it is very crowded and if you go by car there is no place to park. The main building of Santander is the huge Cathedral
with its amazing interior. It is situated in the very centre, near to the city hall. Palacio de la Magdalena is another important building.
Besides it is the most visited place of the city. It was the official summer residence for the royal family.

Nowadays it is used as a center for meetings and conferences. Santander has also a small port called Porto Chico, it is situated very
close to the centre, but It is a very quiet area. It is full of small boats and it is surronded by beautiful coastal scenery. The city contains
many public institutions and private organisations including University of Cantabria, Valdecilla Hospital and Grupo Santander. The
mains streets of Santander are paseo Pereda, Reina Victoria Avenue and probably Burgos Street which is the oldest one.

People say that Victoria Avenue is one of the most scenic way to walk into the centre of Santander. Santander is full of restaurants,
bars, shops and many tourism attractions. During the summer months many tourists come here to practice watersports as surfing and
windsurfing. The major drawback to Santander is the traffic. People are used to go by car even if it’s a small city and public transport
is on hand. I guess the best and the easiest way to travel around is simply by foot. To sum up, I think there are many good reason to
visit Santander: it’s very safe and friendly city!

Activity:

Directions: Read the extract below and underline the descriptive words and/or phrases, categorize the descriptive words according
to the senses they appeal to and provide a conclusion of the persona based on the description given.

Melda was eight, a thin, under-grown girl with black skin and large wonderful, wondering eyes always open as if suddenly
startled from sleep on a Christmas morning. Her hair was arranged on her head and between the plaits, the shining, black-brown skull.
Her nose was delicately moulded and had a waxen appearance. Her mouth, large in her narrow face with thin lips like lines drawn by a
fine artist’s paintbrush, tapered tremulously at the corners and showed susceptibility to easy laughter.

She sat in her stiff, blue organdie dress lined with rayon with a bodice pleated many times across the front, which gave to her
chest a fullness that her body did not possess.

Visual/Sight Olfactory/Smell Gustatory/Taste Aural/Hearing Tactile/Touch

Conclusion:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________

Directions: On the lines provided write a descriptive piece on ONE of the topics (Your description must be 200-250 words in length):

1. Describe your school environment. (Be sure to include the tone, atmosphere, student’s and staff’s general attitude, appearance)

OR

2. Describe a person from your neighbourhood/ family/school/religious body whom you admire. (Be sure to highlight a few of the person’s
character traits as well as his/her physical appearance)

OR

3. Describe yourself to your pen-pal whom you are writing to for the first time. (be sure to include your physical and non-physical
traits/characteristics)

Name: ……………………………………………….. Question: ……………… Date: ……………………… Class: …………………….

______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
_____________________________________________________
Week 8:

Topic: Summary Writing- Choosing main ideas

What is a summary?
A summary: a short restatement of the main idea and important details in a piece of writing or another work.
Summary Tips

 Identifies and tells only the main points or elements

 Written in the reader’s own words.
 Short and focused on specific topic.

Main points
- Emperor Shah Jahan built the Taj Mahal in 1631 for his wife
- The marbled monument can be found in Agra
- It houses the tombs of the couple
- It is one of the seven wonders of the world

Activity
Instructions: Read this extract on pollution of the atmosphere. Before you make notes, ensure that you re-read the extract
a few times. Focus on the main points and in point form make your notes, then write a paragraph using the points. Look at
the factors responsible for pollution.
Polluting the Atmosphere
Human activities release vast amount of pollution every day. Exhaust fumes from 700 million motor vehicles
worldwide, together with plumes of smoke and gases from industry send a huge variety of pollutants into the
atmosphere.
The thick layer of pollution released by a large city can create a choking, brownish-grey smoke, especially when there is
no wind to blow the pollutants away, acid gases from factory chimneys and motor vehicles mix with fog, rain and snow
can result in acid rain, which damages buildings and forests and kills fish. Some pollutants escape into the stratosphere
and destroy the natural ozone gas that protects animals and plants from the sun’s harmful ultraviolet rays.
Points
_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

______________
Paragraph
_________________________________________________________________________________________________

_____________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________
Lesson: One
Topic: Summary Writing

On Making a Summary
Identifying and combining the ideas
In trying to make a summary of something you have heard or read about, you must first of all ask yourself what the
whole thing is about- its theme (main idea) or topic. Then, you must choose only the important ideas related to that
theme and put them together as briefly as possible.
Instructions: Study this passage below. Identify what its theme is and what seem to be the main points the writer is
making, as if you are preparing to make a summary of it.
When thinking and learning about the world we should not forget that our world is the home of a very great many
people-peoples with different coloured skins, living different lives and having very different ideas about a great many
things such as religion, governemnt, education and social behaviour.
The circumstances under which different people make a great difference between the way in which they live and the way
in which we live, and it ought to be our business to try to understand those different circumstances so that we can
understand better the people of other lands. Above all, we should avoid deciding what we think about people different
from ourselves without first having learned a great deal about them and the kind of lives they have to live. It is true to say
that the more we learn about other people the better we understand their ideas and, as a rule, the better we like those
people themselves.
From Trinidad, Tobago and Beyond by I.B. Beddoe, TRINIDAD
Points for Summary
- our world is the home of a very great many people
-very different ideas
- The circumstances under which different different people make a great difference between the way in which they live
- our business to try to understand
- our business to try to understand
Here is an attempt at a summary
In learning about the world remember it is the home of people who differ physically and socially. Different
circumstances cause people to live in a different way from us. So we must try to understand those circumstances and
avoid forming opinions before we learn why they live differently.
Week 9
Topic: Direct and Indirect Speech

English Language has two ways to narrate the spoken words of a person. These two ways are as follows:
1. Direct Speech
2. Indirect Speech
These two ways usually are usually used to convey a message (spoken words) of one person to another person. For
example, you are at your school. Mr. David, who is your teacher, says to you, “I want to meet your parents’. When
you come home, you inform your parents in the following two ways:
Direct Speech: Mr. David said, “I want to meet your parents”.
Indirect Speech: Mr. David said that he wanted to meet my parents.
Here’s another example.
Direct Speech: Mr. John said, “I bought a book for you”.
Indirect Speech: Mr. John said that he had bought a book for me.
Direct and Indirect Speech are also called Direct and Indirect Narrations.
Basic Rules for Indiect Speech
Rule No. 1. Words of the speaker (reported speech) are enclosed in inverted commas or quotation marks “ “.
Rule No. 2. Usage of the word “that”. The conjunction is always used between reporting verb and reported speech
in indirect speech.
Example
Direct Speech: He said, “I write a letter”.
Indirect Speech: He said that he wrote a letter.

Rule No. 3 -Change in tense of the reported speech.

Example
Direct Speech: She said, “I am watching a movie”.
Indirect Speech: She said that she was watching a movie. (Tense changed)

Activity 1 -Try these:

Sentences are given in the direct speech. Change them into indirect speech.

1. The captain said, ‘This is an occasion to celebrate.’

_________________________________________________________________________________________________

_____________________________________

2. The mother said to her daughter, ‘I’m proud of your achievements.’

_________________________________________________________________________________________________

_____________________________________
 3. ‘I’ve spoken nothing but the truth,’ the prisoner said.

_________________________________________________________________________________________________

____________________________________

4. The mother said to her son, ‘I will lend you the money but you have to listen to me.’

_________________________________________________________________________________________________

_____________________________________

5. ‘Is your father at home?’ the stranger asked me.

_________________________________________________________________________________________________

_______________________________________

6. ‘Get out of the class,’ the teacher yelled at the boy.

_________________________________________________________________________________________________

_____________________________________

7. Sarika said, ‘Let’s get something to eat.’

_________________________________________________________________________________________________

_____________________________________

8. Karan said, ‘Alas, how foolish I have been.’

___________________________________________________________________________________________________

_____________________________________

9. The traveler said, ‘I’ve lost all my money.’

________________________________________________________________________________________________________
____________________________________________

10. They said to her this morning, ‘We will meet you tomorrow evening.’
____________________________________________________________________________________________________________
________________________________________________
Week 10

Phrases: Prepositional

Content:
A preposition is a word used to link nouns, pronouns to other words in a sentence.

Examples of prepositions: (please note this list is NOT exhausted).

Prepositional Phrases:

A prepositional phrase is a group of words that begin with a preposition and ends with a noun or pronoun. That noun or pronoun is called the
object of the preposition.

Examples of prepositional phrases: (please note this list is NOT exhausted).

1. Near the table and chairs

P o
2. After a cool refreshing swim
P o
Prepositional phrases act as information givers as they answer the questions of:

 “With whom/What”- tells us with whom or what is used to complete the action.
E.g. Megan washed her car with a hose.
P o
 “When”- expresses the time of the event/action.
E.g. My match will start after the lunch break.
P o
 “Where”- tells the location.
E.g. The sugar is in the top left hand cupboard.
P o
 “Why”- gives the reasons for the activities.
 E.g. Stephen studied all night for the big test.
P o
 “Who”- tells who completed the action or who received the action
E.g. Mitch was scared by the dog. (Who did it)
P o

Mom gave the present to my sister. (Who received it)

P o

Based on the examples above, we can clearly see that prepositional phrases can be classified as adjectival or adverbial.

1) Adjective Prepositional Phrase:

Adjectives modify nouns, pronoun or other adjectives.

E.g. The old book sounded so intriguing. (The adjective “old” modifies the noun “book”)

Prepositional phrases can also act as adjectives; providing additional information about the noun or pronoun.

 The book with the tattered cover has been read many times. (States exactly which book. The word “tattered” is used as an adjective to
describe the noun “cover”)
 The present inside the big box is mine. (States exactly which box. The word “big” is used as an adjective to describe the noun “box”)

Adverb Prepositional Phrase:

2) Adverbs modify verbs, other adverbs, adjectives and whole sentences.

E.g.

 Sarah danced gracefully. (The adverb gracefully tells how Sarah danced. It modifies the verb “danced”)
 Sarah danced very gracefully. (The adverb “very” tells how gracefully Sarah danced)
 Sarah looked extremely beautiful in her costume. (The adverb “extremely” modifies the adjective beautiful)
 Personally, Sarah looked extremely beautiful in her costume. (The adverb “personally” modifies the entire sentence and says it is the
writer’s opinion.)

Prepositional phrases can also act as adverbs; providing additional information about the verb, other adverb, adjectives and whole sentences.

 The balloon drifted up the stairs. (Tells where the balloon drifted)
 We will order pizza during the half-time of the games. (Tells when the pizza will be ordered)

Activities:

Directions: Using the prepositional phrases identified above state whether they are adjectival or adverbial prepositional phrases on the lines below.

1. _____________________________
2. _____________________________
3. ______________________________
4. ______________________________
5. ______________________________
6. ______________________________
7. _______________________________
Directions: Create six prepositional phrases: three adjectival and three adverbial.

1. ______________________________________________________________________________________________________________
______________________________________________
2. ______________________________________________________________________________________________________________
______________________________________________
3. ______________________________________________________________________________________________________________
______________________________________________
4. ______________________________________________________________________________________________________________
______________________________________________
5. ______________________________________________________________________________________________________________
______________________________________________
6. ______________________________________________________________________________________________________________
_____________________________________________
Week 11

Lesson One

Topic: Clauses

Sub-topic: Independent Clause

Content:

A clause is a combination of related words containing a subject and verb.

Example:

 I saw a man who was crying.

 The above statement has two clauses
 “I saw a man” is the first clause. It gives a complete meaning and can stand alone as a complete thought.
(Independent/Main clause)
 “who was crying” is the second clause. It does not give a complete meaning and cannot stand alone as a complete
sentence. (Dependent/Subordinate clause)

Clauses have two major parts:

A. Independent/Main clause
B. Dependent/Subordinate clause

Independent Clauses- express a complete thought. Therefore, it can stand as a sentence.

Examples:

1. The professor asked me many questions.

2. I met a friend.
3. They contacted the customer.
4. She loves her English teacher.
5. Thomas loves Chemistry.
6. The average man does not want to be free. He simply wants to be safe.
7. I was born when you kissed me. I died when you left me. I lived a few weeks while you loved me. (Humphrey Bogart)

Directions: Write five Independent Clauses on the lines provided below.

1. ______________________________________________________________________________________________________
______________________________________________________
2. ______________________________________________________________________________________________________
______________________________________________________
3. ______________________________________________________________________________________________________
______________________________________________________
4. ______________________________________________________________________________________________________
______________________________________________________
5. ______________________________________________________________________________
Lesson Two:

Sub-topic: Dependent/ Subordinate clause

Content:

A clause is a combination of related words containing a subject and verb.

Example:

 I saw a man who was crying.

 The above statement has two clauses
 “I saw a man” is the first clause. It gives a complete meaning and can stand alone as a complete thought.
(Independent/Main clause)
 “who was crying” is the second clause. It does not give a complete meaning and cannot stand alone as a complete
sentence. (Dependent/Subordinate clause)

Dependent/Subordinate Clauses- do not express a complete thought.

Examples of dependent/subordinate clauses:

1. Who had helped me a lot

2. Which amused me a lot
3. When you need my help

Types of dependent/subordinate clauses:

i. Noun clause- a subordinate clause which acts as a noun is called a “noun clause”. It usually begins with words such as:
‘that, what, whatever, who, whoever, whom, whomever’
e.g.
 Whatever we study increases our knowledge. (Noun as a subject)
 I buy whatever I need. (Noun as an object)
ii. Adjective clause- a subordinate clause which acts as an adjective is called a “adjective clause”. It usually begins with a
relative pronoun such as: ‘that, who, whom, whose, which, or whose’
e.g.
 I saw a child who was crying. (Modifies noun- child)
 The car, which I like, consumes less fuel. (modifies noun- car)
iii. Adverbial clause- a subordinate clause which acts as an adverb is called a “adverbial clause”.
 You live a happy life as long as you think positively. (modifies the verb- live)
 I worked in a factory while I was living in London. (modifies the verb- work)

Subordinate clauses usually begin with a subordinate conjunction.

Examples of subordinate clauses (please note this list is NOT exhausted):

Directions: Write six subordinate clauses on the lines provided.

1. ______________________________________________________________________________________________________
______________________________________________________
2. ______________________________________________________________________________________________________
______________________________________________________
3. ______________________________________________________________________________________________________
______________________________________________________
4. ______________________________________________________________________________________________________
______________________________________________________
5. ______________________________________________________________________________________________________
______________________________________________________
6. ______________________________________________________________________________________________________
______________________________________________________

Directions: Read each sentence carefully. Highlight the Independent clause and underline the dependent clause in each sentence
given.
Topic: Equivalent Sentences

Lesson Three

Content:

Equivalent sentences help us to paraphrase a statement without losing the original meaning.

An equivalent sentence is similar in meaning to the original, even though the structure and words are different.

The most memorable thing about Mabel was that she was always generous.

(A) Mabel was most memorable and generous.

(B) Mabel was most remembered for her generosity.
(C) She was a generous and memorable person.
(D) No one remembers that Mabel was a generous person.

The original sentence states that Mabel will be remembered for her generosity most of all.

(A) States she was memorable AND generous

(B) Correct response
(C) States her characteristics as easily remembered AND generous
(D) States that people forgot that she was a generous person

Activity 1
Instructions: Choose the sentence that means the same or almost the same as the ones given (a-d). EXAMPLE: Notice that

option C is equivalent to the original sentence.

1. The majority of our people will realise that it is only through hard work that a country will develop.
a) Our country will develop with hard work.
b) Most people will understand that they have to work hard for their country.
c) Most people recognise that a country’s development depends on hard work.
d) It is hard work that will develop the people of a country.

Now, complete the others on your own.

2. With telephone and computer links, some people do not have to leave home to go to work.

a) Through telephone and computer network some people can work at home.

b) Now in many cases we do not have to go to work because we can work at home through telephone and the
computer.
c) People may prefer to work at home and not go to work because of telephone and computer links.
d) We can work at home, thanks to telephone and computer linkage.

3. Speed and recklessness prove to be more dangerous than traffic congestion.

a) Traffic congestion is not dangerous; it is speed and reckless.

b) The dangers of speed and recklessness are greater than that caused by traffic congestion.
c) Traffic congestion though dangerous is not as severe as speed and carelessness.
d) Carelessness and excessive speed together with traffic cause problems.
4. It is important for us to look after the welfare of our friends.
a) Our friends’ welfare is important and useful.
b) There’s need for us to think of our friends.
c) Our care for our friends’ needs is important.
d) It is valuable for us to see our friends and what they need.
5. A holiday without adventure and thrill is boring.
a) A vacation without excitement and thrill is lacking.
b) A holiday without action and excitement is uninteresting.
c) A holiday without adventure and action is often boring and routine.
d) We cannot enjoy a holiday without adventure and sport.

6. His story is not only dull but incredible.

a) His dull story is difficult to listen to.
b) His boring story is hard to understand.
c) His story is not only boring but hard to believe.
d) It is too boring for us to believe his story.

7. In many cities motor vehicles cause more pollution than factories.

a) Factories help cause more pollution together with motor vehicles.
b) Motor vehicles are a greater pollutant than factories in many cities.
c) To pollute the many cities factories are not as harmful.
d) Motor vehicles in many cities and factories cause pollution.

8. Wetlands are drained so that farmers can use the areas for planting crops.

a) Crops are planted in wetland by farmers.

b) To plant crops, farmers are given the opportunity to drain wetlands.
c) The drainage of wetlands gives farmers the chance to use these areas for cultivating crops.
d) Areas for cultivation of wetlands by farmers are drained.

9. Laws have been passed to protect the wetlands and prevent further damage.
a) In order to protect the wetlands and prevent damage, laws have been made.
b) The making of laws to protect wetlands will prevent further damage.
c) Laws were passed for the wetland areas and this may prevent damage.
d) Damage to wetland areas causes laws to been forced.
10. In early times, most people manufactured foods for their own use at home.
a) In the early days most people made foods for their use at home.
b) Only home foods were made by people for their use in the early times.
c) Several people in the early times made foods for their home use.
d) The manufacture of foods for home use in early days was done.
Lesson Four

Topic: Sentences

Sub-topic: Types of Sentences

The Simple Sentence- A simple sentence is a sentence that has one subject and one verb. However, the verb, the subject or both may
be compound.
Examples:
1. Mary drove.
S V
2. Mary likes to drive.
S V
3. Mary and Kamala drove the van at alternative intervals.
Compound Subject V
4. Kamala drove the van to the warehouse and parked beside a sports car.
S V V

The Compound Sentence- is made of two or more independent clauses. These clauses can be joined together in one of three ways:
I. Using a coordinate conjunction (for, and, nor, but, or, yet, so)
e.g. You lock the bicycles and I will look for a picnic table.
Main clause C.C Main clause
II. Using a semi-colon
e.g. Li drove the car; Krishna studied the map.
Main clause Main clause
III. Using a semi-colon with a conjunctive adverb (then, however, nevertheless, moreover, consequently) and a comma.
e.g. The hikers were lost in the woods; moreover, their supplies were running low.
Main clause Main clause

The Complex Sentence- is a sentence that has one main clause and one or more subordinate clauses. When the subordinate clause
comes at the beginning of the sentence a comma is used to separate it from the main clause.
When it comes at the end of the sentence no punctuation mark is used to separate from the main clause.

Examples:
1. The actor bowed as the audience applauded wildly.
Main clause Subordinate clause
2. The player who scores the most points wins the game.
Main Clause Subordinate clause M. C continues
3. When you return the shoes, ask to see the same clerk who original waited on you.
Subordinate clause Main clause Subordinate clause

Read the following sentences carefully and then state whether it is a simple, compound or complex sentence.
Example:
The safe had been broken into, and several valuable coins were missing.
Answer: Compound Sentence

A. Please send me the spring catalog.

B. The injured man groaned when the doctor dressed his wound.
C. You should have waited until I was finished with dishes.
D. Cathy and Elaine had a quarrel last year, but they made up recently.
E. If Betty Lou would like to stay over, we could fix up the guest room for her.
F. Give him what he wants or he will bother you all day long.
G. Without realizing it, Tara drove through the red light.
Week 12

Lesson 1

Topic: Punctuation Comma

Lesson Two:

Quotation Marks

Punctuating Conversations

Conversations are very useful in story writing because we learn so much about the characters in a story from the way
they speak. Try to remember this when you are writing your own stories.
Example
“You are my whole world,” sighed Eddie
as he examined the most important of all
his possession. I cannot live without.
“Eddie, come downstairs! It’s time for
breakfast!” shouted his mother from the
kitchen.
“Coming Ma,” mumbled Eddie. Then
turning to the love of his life he
exclaimed, “I cannot live without you.
You are the best hamster I ever had!”

Activity 2
Punctuate the following conversation. Each speaker has already been put in a new line which has been indented.

Life could be much better if you would ask Mr. Weatherhead for a raise pleaded Janice to her husband Emmanuel.
You know I can’t do that sighed Emmanuel preoccupied with the remote control he is so grumpy and becomes fidgety
whenever anyone in the office brings up the subject of a raise.
If you don’t ask you’ll never know retorted Janice trying to reinforce her point but somehow she knew it was a lost cause
finally she ended then I’ll have to look for a job myself.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________

Lesson 3
The Apostrophe

Activity 1
Instructions: Rewrite these sentences by correctly inserting the ( ‘ ).
1. Look in the box for Graces earrings.
2. We went to the principals office.
3. My mother was shopping in the ladies department.
4. There is a childrens play area outside.
5. This is a mans watch not a ladys.

1. ____________________________________________________________

____________________________________________________________

2. ______________________________________________________________

______________________________________________________________

3.

______________________________________________________________________________________________

__________________________________

4.

______________________________________________________________________________________________

__________________________________
5.
________________________________________________________________________________________________
________________________________

Lesson 4

Activity:
Match the following:

Well free
Good two
Sugar grandfather
Ice known
Great cream
Twenty looking

Read the following sentences carefully and insert the hyphen in the correct place place.

1. The load bearing wall is important to the structure of the house.

2. The factory made candy was delicious.
3. Have you ever been to a full service gas station?
4. Low income families often struggle to pay bills.
5. The woman friendly event was held at the local park.
Lesson 5:
Topic: The Dash

Context: The dash are two kinds of Dashes: the “En Dash” and the “Em Dash”. Both are different in appearance and should not
be confused with the hyphen.

Activity 1

Punctuate the following sentences using the dash.

1. Tom who has never been lucky won the jackpot.

2. Only one person wears that perfume my mother.
3. She is a wonderful girl but
4. For the 2021 2022 school year, students will attend classes virtually.
5. My Georgetown Lethem flight was delayed.
6. The Guyana Amazon Warriors lost the game 6 0.

Lesson 6:
Mechanics: Usage
Some of the following sentences are incorrect because of inappropriate grammar, idiom, vocabulary or punctuation. Some sentences
are acceptable as they stand. Select the one underlined part you feel is inappropriate by shading the corresponding letter. No sentence
contains more than one inappropriate element. Select D if the sentence is correct.
Numbers 1 and 2 have been completed as a guide for you. In question 2 the apostrophe was omitted.

1. In the far corner of the island, there lived a hermit. No Error

A B C D
2. Jean’s uncle, a renowned physician, escaped serious injury in a car accident. No Error
A B C D
3. Tom wonders whether youve given enough thought to your sudden resignation. No Error
A B C D
4. Sheila, Grace and Khemraj live on Parade Street, Kingston. No Error
A B C D
5. He feels that he is capable of achieving anything at this point in his life. No Error
A B C D
6. The zealous lieutenant gave the attack order prematurely, which resulted in a massive
A B C
defeat. No error
D
7. He sat cross-legged and he eats his food in that pose. No Error
A B C D
8. The pride of lions were roaming the savannahs in search of prey. No Error
A B C D
9. When she vacuumed the rug she found the lost earring. No Error
A B C D
Week 13 Assessment

Instructions-Read the poem and answer the following questions.

1. Select a simile from the first stanza and explain its meaning.
____________________________________________
____________________________________________
____________________________________________
2. Which figure in the Hindu religion is important at this time according to the poem? How is this importance shown?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
3. What contrast is made between the houses which have lights and those that do not?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
4. What is believed will be brought to those who celebrate Divali?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
5. Describe the emotions of the poet.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Complete the chart below.

Week 14 Review of Assessment

Week 15

Topic: Homographs

Content: Homographs are words that are spelled the same, may have different pronunciations and have different meaning.
Example:

Activity:

Homophones – are words that are pronounced the same (sound alike), have different meaning and maybe spelt differently.

Examples of Homophone:
Activity:

Synonyms
Antonyms

Idioms
Idioms are phrases that have a different (figurative) meaning from the literal meaning of the individual words in that phrase. For
example, you "have bitten off more than you can chew" is an idiom that means you have tried to do something which is too difficult
for you.

Examples of Idioms:
Activities
Proverbs

Activity 1
Complete the proverbs by writing the last word.
1. You can’t teach an old dog new _____________ .
2. A chain is only as strong a its weakest ______________.
3. A change is as good as a __________________ .
4. You are what you _________________.
5. A journey of a thousand miles begins with a single _________________.
6. Blood is thicker than ___________________.
7. A penny for your _______________________.
8. A penny saved is a penny ___________________.
9. Easy come, easy ________________.
10. Laughter is the best _______________________.
11. Don’t count chickens before they _________________.
12. A problem shared is a problem ___________________.
13. Absence makes the heart grow ___________________.
14. Go the whole nine __________________.
15. Familiarity breeds __________________.
16. If you want something done right, you have to do it ___________________.
17. Cold hands, warm ____________________.
18. Don’t bite the hands that feed ____________________.

Activity 2
Read the following scenarios and say what the moral is.
1. The Fox and the Grapes
A fox was very hungry and came into a vineyard where lots of lovely ripe grapes were hanging on the vines. The
fox jumped up and up again until he was tired but he did not get one grape. So he said to himself, "Let somebody
else have the stupid grapes. They are so green and probably sour, I don´t want them."
________________________________________________________________________
________________________________________________________________________
2. Boys and Frogs
Some mischievous boys were watching at the side of a pond. When any frogs showed their heads, the boys threw
stones at them. One of the frogs said, "Maybe it´s fun for you to throw stones at us, but this sport could kill us".
________________________________________________________________________
________________________________________________________________________

3. Crow and Pitcher

A thirsty crow found a pitcher with a little water in it but the water level was so low that he could not reach it. He
first tried to break the pot and then to overturn it, but it was both too strong and heavy for him. At last, he decided to
drop many little pebbles into the water and this raised the water until he could reach it.
________________________________________________________________________
________________________________________________________________________
Week 16
Report Writing
Context: The Simple Report contains only facts about an incident; therefore, all opinion, preferences and judgements must not
be included.
The simple report contains information on the following:
 What happened
 Where it happened (Place)
 When did it happened (Time)
 How the incident occurred
 Who are the persons involved
 Witnesses (if any)
 Remedy to the problem/solutions taken
Example:

Lot 12 Public Road

Heading: Sender’s Address and date Crane
West Coast Demerara.
12th March, 2022

Claire Henry
Head-teacher
Leonora Secondary School
23-25 Orange Drive Recipient’s Address
Leonora
West Coast Demerara.

Dear Mrs. Henry: Salutation

Ref: Report on the incident on the recreational ground on the 11th March, 2022. Subject of the letter

Introductory
paragraph

The incident occurred on the school’s recreational ground on the 11th March, 2022 at 12:40 hours. The girls of form two were
engaged in a cricket match with the girls of form three. Shane Williams, a student of form four, and Khemraj Singh, a student of
form five, entered the field and began heckling the girls. As Sasha, one of the players ran to take the catch, Shane ran towards
her, tripped he and caused her to fall. Her mouth struck Shane’s boots and began to bleed.

Khemraj tried to stop the bleeding with his handkerchief but he failed. Mrs. Nicola Smith – the sports teacher—was called to
assist. She took Sasha to the hospital where she was treated by a nurse in the Casual department. Mrs. Smith then took her home.
An explanation was given to Sasha’s parents as to the cause of the incident. The sports teacher –Mrs. Smith is conducting an
investigation of the incident.

Concluding
Paragraph
Yours truly
Betty-Sue Ferreira
Closure Betty Ferreira
Head Prefect

Activity 1

While playing in the classroom during recess (Break) two girls accidentally smashed two window panes.

In 200-250 words, write the report to be sent to your form teacher.

Week 17

Comprehension

Activity 1
Read the extract carefully and then write responses for the questions which follow:

1. What does the writer say about the streams in their upper course?
________________________________________________________________________
________________________________________________________________________
2. In what way are the streams different in their lower course?
________________________________________________________________________
________________________________________________________________________
3. What is the reason for the change in the lower course?
________________________________________________________________________
________________________________________________________________________
4. What happens when the river overflows?
________________________________________________________________________
________________________________________________________________________
5. Select the words which describe the movement of the river?
________________________________________________________________________
________________________________________________________________________
6. What does the writer think about Trinidadian?
________________________________________________________________________
7. Which of the following is the best title for the passage?
a. Pollutants
b. Changing the river
c. The streams of Northern Range
d. Pollution of the Streams

Activity 2

THE CAT

Pleasures, that I most enviously sense,

Pass in long ripples down her flanks and stir
The plume that is her tail. She deigns to purr
And take caresses. But her paws would tense
Humbly, I bend to stroke her silken fur,
I am content to be a slave to her.
I am enchanted by her insolence.
No one of all the women I have known
Has been so beautiful, or proud, or wise
As this angora with her amber eyes.
She makes her chosen cushion seem a throne,
And wears the same voluptuous, slow smile
She wore when she was worshipped by the Nile.

W. Adolphe Roberts
 1. Two images of the cat are presented in stanza 1. What are they?
________________________________________________________________________________
________________________________________________________________________________
2. What does the poet mean by “I am content to be a slave to her.”?
________________________________________________________________________________
________________________________________________________________________________
3. What comparison is made at the start of the second stanza?
________________________________________________________________________________
________________________________________________________________________________
4. What final quality of the cat is stated in the second stanza?
________________________________________________________________________________
________________________________________________________________________________
5. In your own words explain the meaning of “ …when she was worshipped by the Nile”.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Activity 3

Study the bar graph carefully and then answer the question below.

1. Which fruit got the most votes? Explain your answer.

The fruit that got the most votes is banana since it received eight votes.
2. How many votes did apples receive?
_________________________________________________________________________
3. How many votes did pears and oranges get altogether?
_________________________________________________________________________
4. Which two fruits were the disliked by the students?
_________________________________________________________________________
5. Name the two fruits that were equally liked by the students.
_________________________________________________________________________
Week 18

Topic: Persuasive Writing

Sub-topic: Techniques

Persuasive writing is writing that tries to convince a reader to do something or to believe what you believe
about a certain topic.
It takes a position for or against something.

Persuasive Writing can be used to…

Purpose Persuasive Statement

 Support a cause “Please support my football team by buying discount coupons.”

 Urge people to action “Vote for Sarah!”

 Make a change “The principal should let us wear hats.”
 Prove something wrong “Cell phones don’t cause brain cancer.”
 Stir up sympathy “If you don’t adopt this dog, it could have to live in a shelter.”
 Create interest “Better grades get you a better job and more money.”
 Get people to agree with you “I am sure you’ll agree that Milky Way is the best candy bar.”

Persuasive writing follows a certain format:

 INTRODUCTION with a “hook” and thesis statement

 BODY where the argument is explained
 CONCLUSION where main points are summarized and reviewed and the reader is left with something to
think about.

Before you start writing, you should know your audience: o Who will read your writing? Who do
you need to convince?
o The audience may be your friends, your teacher, your parents, your principal, the readers of a newspaper or
the President of the United States!
o Will you be graded? On What?
o Should you be casual or professional?

Pick a side!
 The writer must clearly state his/her position and stay with that position.
 Generally, the position is stated in the opening paragraph or introduction.

Do your research.
In order to convince the reader, you need more than just an opinion; you need facts or examples to back your
opinion. So, be sure to do the research!

The great introduction

What makes a good introduction?
 It grabs or “hooks” the reader’s attention by using one or more of the following strategies: o An anecdote or
scenario
o A quotation
o An interesting fact or statistic
o A question
 It tells how the writing will be organized.
 The author’s position is clearly stated in a thesis statement.
Examples
Get your reader’s attention with a challenging thought.
 “What’s plain, and boring? What makes all students in a school building look the same and lose their individuality? If
you guessed UNIFORMS, you’re correct!”
Begin with a strong statement.
 Fast food consumption has risen 500 percent since 1970 and today reaches nearly every part of society, including some
public schools’ cafeterias.
Here’s an example!
Fast Food Is Killing The Youths! {CATCHY TITLE}
Did you know that a typical child needs 2,000 calories for an entire day and Burger King’s Whopper with triple
cheese has 1,230 calories? That is far more calories than anyone needs in one day! Fast food consumption has risen
500 percent since 1970 and today reaches nearly every part of society, including some public schools’ cafeterias.
Fast food is harmful because it rapidly increases weight, causes high blood pressure, and leads to sluggishness. Fast
food is bad for your health! {THESIS STATEMENT}
{YOUR THREE POINTS TO ARGUE}
Activity 1
Instructions: Select any two of the following statements and then write an introduction for each. Then, using one of
the introductions write a three-paragraph persuasive essay. Make sure your discussion supports your position.
 Should computer games be used to teach?
 Do students sleep enough?
 Should the elderly receive free bus rides?
 Should public school students wear uniforms?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

Week 19:

Revision

Week 20

Assessment