WEEK LESSON 1 LESSON 2 LESSON 3 LESSON 4

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MINISTRY OF EDUCATION

SECONDARY WORKSHEET

TERM 2 OF 2020- 2021

ENGLISH LANGUAGE

GRADE 7

WEEK: One

WEEK LESSON 1 LESSON 2 LESSON 3 LESSON 4 1 Narrative Writing :

Conflict

Context clues in

sentences

Synonyms Building vocabulary-

word search on terms

related to exams

2 Narrative Writing:

planning to write your

own story

Comprehension: Poetry

(Literary Devices)

Phrases and Clauses –

introduction

Word formations

3 Introduction to

Descriptive writing

Prose Comprehension Antonyms Crossword- health related

terms

4 Describing places Poetry Comprehension Subject/ verb Agreement Jumbled words- holiday

and tourism

5 Describing people Interpreting Graphical

Data- Tables

Subject/ verb Agreement Word search- travel

6 Expository writing-

explaining a topic

Interpreting Graphical

Data- Pie charts

Coordinating

Conjunctions

Matching words and

meaning


explaining a process

Drama- understanding

terms and jargon

Punctuation- Four basic

comma rules

Sentence completion

8 Expository essays-

building essays using

prompt and an organizer

Poetry Comprehension-

inference questions

Punctuation- the semi

colon (basic rules)

Sentence completion

9 Narrative Writing-

building another story

based on a picture

Prose Comprehension-

inference questions

(prose fiction)

Punctuation – the colon Matching words with

meaning

10 Describing people-

practice writing


inference questions

(nonfiction prose)

Usage: has and have Compound word

11 Describing places -

descriptive techniques

(concrete sensory details

Context clues- building

vocabulary through

context clues

Punctuation overview-

punctuation of a passage

(capitalization, comma,

semicolon, colon)

Crossword- internet

12 Narrative writing – plot

devices

Main idea- identifying

the main idea in short

paragraphs

Review of tenses- the

simple present tense

Sentence completion

13 Writing a short story

using the narrative

technique, foreshadowing


the main idea along

with supporting ideas

in short paragraphs


simple past tense

Spelling- detecting errors

14 Writing book reviews Comprehension-

nonfiction passage

Subject and verb

agreement- exercise on

rules studied

Word formations

15 Creating a writing

journal


Review of literary

devices.

Antonyms and Synonyms

review

Word search

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LESSON: One

TOPIC: Narrative Writing- Conflict

UNDERSTANDING THE USE OF CONFLICTS IN SHORT STORIES

What is Conflict?

It is a struggle between opposing forces or characters in any form of literature. It is that element

that makes the story interesting. Without it the story has no life!

CONFLICT= struggle, problem, opposition, difficulty, battle, clash, fight etc.

Whenever any of these arise in a story, we refer to it as CONFLICT.

There are two broad categories of Conflict: EXTERNAL and INTERNAL.

External Conflict Internal Conflict

Occurs inside a character’s mind or

heart. It often involves making a

difficult decision

This type of conflict occurs outside

of the character’s mind or heart and

is usually a struggle with another

character, nature, society etc.

Here is an example. See if you can identify what type of conflict Raj experiences.

“After breaking his mother's favorite vase, Raj struggles to decide whether he should tell his

mother the truth or attempt to hide his mistake and blame the family dog”

It is clear that Raj has a difficult decision to make. If he tells the truth then he may be punished

and will also have to face the hurt and disappointment of his mother. If he blames the dog then

he is spared but will still have to live with the guilt of lying. What should he do?

Raj is surely having an internal conflict.

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Now read each of the following scenarios and see if you can identify what kind of conflict is

faced by the main character (protagonist). Write your answer in one sentence.

1. Kirstin was once teased for being heavy, but then she lost a lot of weight. Now Kirstin is very

skinny, but there is just one problem: she still sees an overweight girl when she looks in the

mirror. Her friends and family try to convince her of how beautiful she is, but she doesn't believe

them. Worse still, she is continuing to diet. Will Kirstin be able to align her body image with

reality or will she destroy herself?

2. After years of saving money, John bought his dream home. It was a two-story beach house in

a secluded area. John thought it was absolutely perfect, until he noticed the termites. First there

were just a few, nibbling away at the back deck, but soon there were thousands. This is the story

of how John went to war with the termites, a war that he eventually won, but one that cost him

his dream home.

3. When an evil ogre kidnaps the princess, the brave knight Lewis sets out to return her safely to

the castle. Along the way he must defeat monsters, powerful wizards, and an evil dragon. Will

Lewis prevail on his quest or will the powerful ogre crush him?

ANSWERS- WEEK 1 LESSON 1

1. Kirsten is having an internal conflict.

2. John is caught up in an external conflict with the termites.

3. Lewis’s conflict is external.

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WEEK: One

LESSON: Two

TOPIC: Context Clues

USING CONTEXT CLUES IN SENTENCES TO DERIVE MEANING OF WORDS

HERE IS AN EXAMPLE:

Celestial bodies, including the sun, moon, and stars, have fascinated man through the centuries.

Can you figure out the meaning of “Celestial” based on how it is used in the sentence? Well

judging from the clues in the sentence, “Celestial” objects are those in the sky or heavens since a

number of similar obects are also listed.

As you can see, we arrived at the meaning of the word without consulting a dictionary!!!!

Hurray!!!

Let us try another example:

Determination: Even when the wooden block tower fell over, the little girl showed great

determination by picking up the pieces and trying again.

Definition -willingness to keep trying even when you don’t succeed.

Context Clues- the girl kept building a tower even when the first one fell over.

NOW TRY THE FOLLOWING ON YOUR OWN

Instructions: Read each sentence. Figure out the meaning of the word from clues in the

sentence. Write the definition and what clues led you to figure it out.

1. Eternity: The movie was four hours long and took what seemed like an eternity before it

ended – we were so bored.

Context clues are hints found within a sentence, paragraph, or

passage that a reader can use to understand the meanings of new

or unfamiliar words.

Learning the meaning of a word through its use in a sentence or

paragraph is the most practical way to build vocabulary, since a

dictionary is not always available when a reader encounters an

unknown word.

A reader must be aware that many words have several possible

meanings

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Definition _________________________________________________

Context Clues _____________________________________________

_________________________________________________________

2. Reflection: The mom asked her daughter to behave well in public, since the daughter’s

behavior was a reflection on the mother’s capability.

Definition _________________________________________________

Context Clues _____________________________________________

_________________________________________________________

3. Courage: The boy showed courage when he stood up to the school bully on the playground.

Definition _________________________________________________

Context Clues _____________________________________________

_________________________________________________________

4. Spire: The spire on top of the church was so tall that it stuck up above the rooftops

surrounding the church for all to see.

Definition _________________________________________________

Context Clues _____________________________________________

_________________________________________________________

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ANSWERS FOR WEEK 1 LESSON 2

1. Eternity.

Definition __forever, a very long time__

Context Clues ___the movie was four hours long, the people got bored

2. Reflection:

Definition__ the image of someone or something else__

Context Clues__ the mom thought that the daughter’s image would impact her image

3. Courage:

Definition __bravery, fortitude__

Context Clues ___he stood up to the bully

4. Spire:

Definition __tall point on top of a building__

Context Clues ___it towered over everything else, it was on top of a church

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WEEK: One

LESSON: Three

TOPIC: Synonyms

USING SYNOYMS TO IMPROVE WRITTEN EXPRESSION AND VOCABULARY

REMEMBER A WORD MAY HAVE NUMEROUS SYNONYMS!!!

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Look at the words NICE and GOOD for example.

WELL WHAT ARE YOU WAITING FOR?

GO GET YOUR DICTIONARY OR THESAURUS!!!! AND LET’S GO!!!!!

Write a word that is a synonym for the underlined word in each sentence. If you do not

know a synonym, consult a reference source, such as a thesaurus or dictionary.

Example: If you want to pass the class, you should heed my advice to study. Listen to

1. I really do detest bitter gourd. ___________________

2. The water on the lake was so placid that it looked like a mirror. ___________________

3. Elizabeth tried to appear graceful, but the high-heeled shoes hampered her efforts.

___________________

4. I think that adding curtains to the windows will really enhance our classroom.

___________________

5. I explained to Mr. Harris about my missing homework, but he said my story wasn’t credible.

___________________

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Now check the table below to see if you found a synonym that matches each word above.

Remember, if you do not find one that matches, that’s quite alright since a word may have

dozens of synonyms. Also research, learn and use the new words you come across on the table.

DETEST PLACID HAMPERED ENHANCE CREDIBLE

abhor

despise

loathe

abominate

execrate

reject

repudiate

dislike intensely

hate

gentle

peaceful

quiet

serene

tranquil

collected

composed

cool

detached

even

imperturbable

block

curb

frustrate

handicap

hinder

hold up

inhibit

obstruct

prevent

stymie

thwart

boost

build up

complement

enlarge

heighten

increase

intensify

strengthen

upgrade

adorn

aggrandize

conceivable

conclusive

dependable

honest

plausible

rational

reasonable

reliable

satisfactory

sincere

trustworthy

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WEEK: One

LESSON: Four

TOPIC: Vocabulary- examination

BUILDING VOCABULARY TO ENHANCE READING AND WRITING SKILLS

Without a sufficient understanding of words you cannot understand others or express your ideas.

Vocabulary is important across the curriculum from language arts and social studies to

mathematics and science. It is closely connected to both effective reading and writing skills,

and these skills in turn are necessary for doing well in school.

WORDS ASSOCIATED WITH EXAMINATIONS – write, spell and study the words

carefully

Subject diploma

examination exercise

fail paper

pass project

essay grade

result take

test match

admission mark

qualify thesis

Find the words below on this wordsearch puzzle:

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WEEK: Two

LESSON: One

TOPIC: Narrative Writing

PLANNING TO WRITE YOUR OWN STORY

REVIEW

Narratives provide the writer with an opportunity to share their imagination, creativity, skill and

understanding of nearly all elements of writing. Narratives can be referred to as 'creative writing'

or story writing.

The purpose of a narrative is simple, to tell the audience a story. It can be written to motivate,

educate or most commonly entertain. Narratives can be both fact and fiction.

The challenge in writing a good narrative is to captivate the audience and keep them engaged as

the story is told.

Elements of Narrative Writing

1. Setting

2. Characters

3. Plot

4. Theme

5. Point of view

NOW IT IS TIME TO PLAN AND WRITE YOUR OWN STORY INCORPORATING AS

MANY OF THE ELEMENTS AS POSSIBLE!!!

NARRATIVE PLAN

TITLE:_________________________________

AUTHOR:________________________________(your name)

Fun fact: you can use a pseudonym. A pseudonym is a fictitious or pen name used

by

an author to conceal his/ her real name for various reasons.

PARAGRAPH 1- Sizzling

short orientation

Start your story with a sizzling “hook” so that your readers can

be engrossed and interested. Introduce the characters and setting

WHERE?

WHO?

WHEN?

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PARAGRAPH 2-

Conflict

What will go wrong with your characters? What conflicts will

they encounter? What complications will exist?

PARAGRAPH 3- Series

of events

Identify two or three events that will occur as your characters

seek to overcome their problems

PARAGRAPH 4- Ending

or resolution

How will the problem be solved? Think of an exciting way that

this could happen

Now it is time to draft up your plan and write your own story. Have a family member read your

story and see their reaction.

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WEEK: Two

LESSON: Two

TOPIC: Poetry Comprehension

UNDERSTANDING LITERARY DEVICES IN POEMS

A poem is a work of literature that uses the sounds and rhythms of a language to evoke deeper

significance than the literal meanings of the words. There are numerous literary devices that may

be found in any given poem.

Last term, you studied a number of literary devices that are used in poetry. Examples include:

Metaphor

Simile

Personification

Mood

Here is a poem for you to read and review the use of some of these literary devices.

The Black Land By Joseph Warren Beach

I will plough the land,

Turning up the black soil.

I will ride upon this heaving surface

As a boat rides upon the water.

Even as a boat

Cleaving the water with an eager keel,

I have run a furrow1

Straight across the ridges.

I will sow down this field,

Scattering gems.

With both hands will I scatter

Quivering emeralds out of a bottomless

pouch.

As I tread the loam2

My feet sink deep.

The black earth embraces my ankles

And clings to my bent knees.

I sing as I go

Scattering emeralds.

The wind sings upon my lips,

And pearls stream off my neck and

forehead.

I am bathed in a sweat of pearls.

Eyes straight forward

Rest on a brightening ultimate slope.

1. A long narrow trench made in the ground by a

plow, 2. Soil with equal amounts of sand, silt, and clay

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QUESTIONS: Answer the questions to the best of your ability.

1. Identify one example of simile: explain which two things are being compared.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

2. Identify two examples of metaphor: explain which two things are being compared in each

metaphor.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Identify two examples of personification: explain what is being personified and how.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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WEEK: Two

LESSON: Three

TOPIC: Introduction to Phrases and Clauses

IMPROVING ORAL AND WRITTEN EXPRESSION

A phrase is a group of words that makes some sense but not complete sense. Therefore a

phrase cannot be used as a sentence. A phrase does not have a subject or verb.

A clause is a group of words that makes complete sense. A clause must have a subject and a

verb.

Look at the following Examples:

The underlined part of each of following sentences shows a clause, while the rest (non-

underlined part) of each sentence shows a phrase.

1. Harish reached the station in time.

Clause containing a subject (Haresh) and a verb (reached).

2. Sarita was sitting in a corner.

This is a phrase. It contains words that do not make much sense unless they are part of sentence.

Notice also that there is no verb and subject.

EXERCISE

In the following sentences, state whether the underlined part is a phrase or a clause by

placing P or C at the end of each sentence.

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1. In spite of the heavy rains, we reached on time.

2. She passed her test because of her teacher.

3. She failed her exams because she had a bad teacher.

4. Though she performed well in the interview, she didn’t get the job.

5. In spite of his good grades, he couldn’t secure admission in a good college.

6. Driven by the storm, we took shelter under a bridge.

7. Having delivered the message, he departed.

8. Not knowing what to do, she stood there motionless.

9. Now that he is married, he has become more responsible.

10. Despite her protests, they took the child away.


1. P 6. C

2. P 7. P

3. C 8. P

4. P 9. C

5. C 10. C

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WEEK: Two

LESSON: Four

TOPIC: Vocabulary-word formations

BUILDING VOCABULARY TO ENHANCE READING AND WRITING SKILLS

WORD FORMATIONS

In linguistics (the scientific study of language), word formation refers to the ways in which new

words are formed on the basis of other words.

Examples:

To neglect is to not find the time to take care of your responsibilities. (If you neglect your

garden, the grass and weeds will grow and it may become a jungle, or plants may die for lack of

water.) Someone who often neglects parts of his or her job is negligent. His negligence can cause

the company problems.

Tolerant is an adjective meaning 'willing to accept different people or ideas.' (Intolerant means

being unwilling to accept differences.) Its adverb is tolerantly. Its verb is to tolerate, and its

nouns are toleration, tolerance, and intolerance.

USE THE WORDS IN CAPITALS TO FORM A NEW WORD THAT FITS INTO EACH

BLANK

EXAMPLE:

Parents should raise their children to become valuable members of ______________.

(SOCIAL)

Parents should raise their children to become valuable members of society

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1. You must _________________ your account before you can write posts. (ACTIVE)

2. The _________________ of the film brought all his favourite actors together. (DIRECT)

3. I had an _________________ visit from a colleague who normally avoids me. (EXPECT)

4. The doctor _________________ my dad to stay at home and rest for a few days. (ADVICE)

5. The internet _________________ became weaker and weaker and, suddenly, there was no

signal at all. (CONNECT)

6. The treatment the patient got was completely _________________. (PAIN)

7. It was an _________________ sound that came from the forest. I had never heard anything

like it before. (FAMILIAR)

8. It was their first _________________ of the season. (LOSE)

9. Some machines and tools we have in our house are totally _________________. Nobody

needs them. (USE)

10. Every witness in court must tell the _________________ and not lie. (TRUE)

11. The passengers in the car escaped with only minor _________________. (INJURE)

12. Singapore became _________________ from Great Britain after World War II. (DEPEND)

13. In her _________________ she dropped a glass. (EXCITE)

14. Soldiers were blocking the _________________ to the building and let nobody in. (ENTER)

15. Everyone has a right to _________________ of speech. (FREE)

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1. You must activate your account before you can write posts.

2. The director of the film brought all his favourite actors together.

3. I had an unexpected visit from a colleague who normally avoids me.

4. The doctor advised my dad to stay at home and rest for a few days.

5. The internet connection became weaker and weaker and, suddenly, there was no signal

at all.

6. The treatment the patient got was completely painless.

7. It was an unfamiliar sound that came from the forest. I had never heard anything like it

before.

8. It was their first loss of the season.

9. Some machines and tools we have in our house are totally useless. Nobody needs them.

10. Every witness in court must tell the truth and not lie.

11. The passengers in the car escaped with only minor injuries.

12. Singapore became independent from Great Britain after World War II.

13. In her excitement she dropped a glass.

14. Soldiers were blocking the entrance to the building and let nobody in.

15. Everyone has a right to freedom of speech.

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WEEK: Three

LESSON: One

TOPIC: Introduction to Descriptive Writing

DEVELOPING CREATIVE WRITING STRATEGIES

The primary purpose of descriptive writing is to describe a person, place or thing in such a

way that a picture is formed in the reader's mind. Capturing an event through

descriptive writing involves paying close attention to the details by using all of your five senses.

Good descriptive writing includes many vivid sensory details that paint a picture and

appeals to all of the reader's senses of sight, hearing, touch, smell and taste

when appropriate. Descriptive writing may also paint pictures of the feelings the person, place or

thing invokes in the writer.

Good descriptive writing makes use of precise language such as adjectives as well as figurative

language such as similes and metaphors.

Below are lists of simple descriptive words that are useful when writing descriptive paragraphs

and essays

See Hear Smell Taste Feel

colours

(green, blue,

red)

loud

grating

metallic

atonal

sweet

pungent

acrid

delicious

delicious

sour

sweet

savoury

soft

creamy

rubbery

firm

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contrast

(light vs.

dark)

depth (near

vs. far)

texture

(rough,

pebbly,

smooth)

shape

(round,

square,

triangular)

dimensions

(height,

width)

melodic

euphonious

discordant

screeching

gravelly

harmonious

disgusting

appetizing

fresh

stale

fruity

tantalizing

salty

spoiled

bitter

earthy

spicy

bland

cool/hot

unctuous

porous/smooth

knobby

sticky

dry/moist

Observe the following examples which talk about the event of taking a test

Example 1: Ever since grade school, I have always been nervous during tests.

Example 2: Staring blankly at my exam, I tapped my pencil rapidly on the side of my desk

and desperately tried to focus. Mustering up some courage, I wrote an answer to the second

question. Just as quickly, I erased the answer frantically, not wanting to leave a trace of it on

the blank white paper. As the teacher announced that time was almost up, I remembered the

taunt of my evil grade-school teacher: “You’ll never pass this test. Just give up already.” The

memory of her words paralyzed my mind. Even more panic-stricken than before, I stared

wildly at my blank test, trying to remember what the teacher had said in class last week or what

I had read in the textbook.

Clearly example 2 gives many more vivid and interesting details that allow the reader to almost

experience the nervousness that comes with the event being described.

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WEEK: Three

LESSON: Two

TOPIC: Prose Comprehension

BUILDING COMPREHENSION SKILLS

When given a reading comprehension passage with questions, it is always useful to remember

the following:

-Try to understand the meaning of every word in context to the passage.

-After reading the passage thoroughly, turn to the questions that follow. Try to find the answers.

-Check your answers before writing them.

-Answer should be in the same tense, in which the question is given.

-Answer the questions on the basis of the information given in the passage. Do not add your own

views, expressions and imagination.

-Try to answer the questions in your own words but strictly to the point and as briefly as

possible.

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-Revise your-answers carefully to avoid any mistake.

Read the passage given below and answer the questions that follow.

An elderly carpenter was ready to retire. He told his employer of his plans to leave the house

building business and live a more leisurely life with his family. He would miss the pay cheque,

but he needed to retire. The employer was sorry to see his good worker go and asked if he could

build just one more house as a personal favour. The carpenter said ‘yes’, but in time it was easy

to see that his heart was not in his work. He resorted to shoddy workmanship and used inferior

material. It was an unfortunate way to end his career.

When the carpenter finished his work, his employer handed over the key of the house to the

carpenter— “This is your house, my gift to you.”

What a shock! What a shame! If he had only known he was building his own house, he would

have done it all so differently! Now he had to live in a poorly built house. So it is with us. We

build our lives, a day at a time, often putting less than our best into the building. Then, with a

shock, we realize we have to live in the house we have built. If we could do it over, we would do

it much differently. But, you cannot go back. You are the carpenter, and every day you hammer

nail, place a board, or erect a wall. Someone once said, your attitude, and the choices you make

today, help build the “house” you will live in tomorrow. Therefore, build wisely!

Questions:

1. What did the carpenter tell his employer?

2. What favour did his employer ask from the carpenter?

3. What surprise did the employer have for the carpenter?

4. Why was the surprise a’shame’for the carpenter?

5. Which word in the first paragraph means the same as ‘art of skill of a workman’?


1. The carpenter told his employer of his plans to retire from his house building business and live

a leisurely life with his family.

2. The employer asked if he could build just one more house as a favour.

3. The employer handed over the keys of the new house to the carpenter.

4. As the carpenter resorted to shoddy workmanship and used inferior material.

5. Workmanship.

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WEEK: Three

LESSON: Three

TOPIC: Antonyms

ENRICHING VOCABULARY AND EXPRESSION

ANTONYMS

Antonyms are words that have opposing meanings. They are used to show a contrast between

two things.

Antonyms fall within three categories: Relational Antonyms, Graded Antonyms, and

Complementary Antonyms.

Relational Antonyms: These are word pairs showing the relationship between two opposites

such as there can’t be a child without a parent or it’s either all or nothing.

Examples – Front: Back, Uncle: Aunt, Hello: Goodbye

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Graded Antonyms: These are word pairs showing variation between the two opposites such as

little and big.

Examples – Sad: Happy, Healthy: Sick, Smart: Stupid

Complimentary Antonyms: These are the sets of word pairs that have no degree of meaning.

There is only one opposite possible for the word.

Example: Dead-Alive, Male-Female, On-Off

The English language also lets its speakers make antonyms just by adding a prefix.

Examples:

Un: Able becomes unable. Accounted becomes unaccounted.

In: Flexible becomes inflexible. Complete becomes incomplete.

Im: Proper becomes improper. Polite becomes impolite.

Ir: Relevant becomes irrelevant. Reparable becomes irreparable.

Dis: Honest becomes dishonest. Grace becomes disgrace.

Il: Licit becomes illicit. Legible becomes illegible.

Mis: Fortune becomes misfortune. Advice becomes misadvice.

However, adding a prefix does not always make the word an antonym.

Against each key word are given five suggested meanings. Choose the word or phrase which is

opposite in meaning to the key word.

EXAMPLE

1. Discrepancy

a) inconsistency

b) consistency

c) inappropriate

d) variance

e) vagary

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1. Disdain

a) attitude

b) honesty

c) admiration

d) zeal

e) disgust

2. Disheveled

a) tidy

b) clumsy

c) unkempt

d) long

e) exasperated

3. Disingenuous

a) sincere

b) sophisticated

c) trained

d) experienced

e) uncomfortabl

4. Dismal

a) remarkable

b) trivial

c) reserved

d) puzzled

e) dislocated

5. Dismay

a) intimidate

b) mitigate

c) soothe

d) hearten

e) mystify

6. Dispel

a) scatter

b) gather

c) dissipate

d) refract

e) agonize

7. Disposition

a) sparking

b) watchfulness

c) inclination

d) unwillingness

e) temperament

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8. Dissipate

a) vanish

b) unite

c) dispel

d) disappear

e) contemplate

9. Disburse

a) collect

b) gather

c) pay out

d) discard

e) distinguish

10. Keen

a) dull

b) sharp

c) brilliant

d) focused

e) unnecessary


1. admiration

2. tidy

3. sincere

4. remarkable

5. hearten

6. gather

7. unwillingness

8. unite

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9. pay out

10. dull

WEEK: Three

LESSON: Four

TOPIC: Vocabulary- health

Complete the crossword on words related to Health

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Across 3. to lose blood (5)

5. to experience something physical or

emotional (4)

7. to damage a muscle or similar soft part of the

body caused by using that part too much (6)

8. to cut a body open for medical reasons (7)

9. to use drugs, exercises, etc. to cure a person of

a disease or heal an injury (5)

13. to produce liquid through your skin because

you are hot or nervous (5)

14. to fall down because of illness or weakness

(8)

15. to feel pain in a part of your body (4)

16. to make air come out of your throat with a

short sound (5)

Down 1. to hurt or cause physical harm to a person (6)

2. to suddenly become unconscious for a short

time, usually falling down (5)

3. to cause something to be hurt by heat (4)

4. to swallow or use a medicine or drug (4)

6. to take care of someone or something (4-5)

10. to rub your skin with your nails (7)

11. to have or cause an uncomfortable feeling on

the skin (4)

12. (an illness) to become more serious (7)

14. to get an illness, especially one caused by

bacteria or a virus (5)

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Solution

Across 3. BLEED

5. FEEL

7. STRAIN

8. OPERATE

9. TREAT

13. SWEAT

14. COLLAPSE

15. HURT

16. COUGH

Down 1. INJURE

2. FAINT

3. BURN

4. TAKE

6. LOOK AFTER

10. SCRATCH

11. ITCH

12. DEVELOP

14. CATCH

33

WEEK: Four

LESSON: One

TOPIC: Describing Places

IMPROVING WRITTEN EXPRESSION AND VOCABULARY

Remember the main objective of descriptive writing is to paint a vivid picture through the use of

appropriate words and expressions so that the reader is transported to that place.

The task today is for you to write a descriptive composition of a real or imaginary place that you

would like to visit.

Here is an example:

34

Here is a plan that you can use:

PARAGRAPH 1

Describe the place. What is it like? How is it perhaps different from

where you live? Pay attention to the scenery.

PARAGRAPH 2

Add extra information: weather, food, people, sites etc.

PARAGRAPH 3

What do you like most about the place? Would you recommend it

to others?

Now it is time for you to form a plan and write your composition. Remember to use rich

imagery.

35

WEEK: Four

LESSON: Two


BUILDING COMPREHENSION SKILLS- POETRY

Read the following carefully and then answer the questions that follow. Remember it may be

necessary to read the poem more than once and to scrutinize particular sections based on the

questions:

1. Which of the following words best describes the feeling created by the description in line

3?

A. peaceful

B. surprised

C. impatient

D. suspenseful

36

2. In line 4, the phrase “like a stream of glass” suggests the water is

A. cold.

B. deep.

C. dirty.

D. clear

3. In line 5, what do the “first bird” and the “first bud” most likely represent?

A. the cage

B. the springtime

C. the bud’s beauty

D. the bird’s ancestor

4. How is the first stanza most different from the rest of the poem?

A. The stanza suggests the bird is bored with his life.

B. The stanza describes how the bird looks, rather than how he acts.

C. The stanza suggests the bird is unwise for wanting his life to change.

D. The stanza describes what the bird desires.

5. Which of the following words best describes the tone of the poem?

A. fearful

B. apologetic

C. passionate

D. wondering

6. Which meaning of the word faint is used in line 6?

A. exhausted

B. whispered

C. lacking courage

D. barely noticeable

37


1. A 4. D

2. D 5. C

3. B 6. D

38

WEEK: Four

LESSON: Three

TOPIC: Subject and verb Agreement

DEVELOPING ACCURATE ORAL AND WRITTEN EXPRESSIONS TO ENHANCE

COMMUNICATION

RULES FOR SUBJECT-VERB AGREEMENT

RULE 1 – A verb agrees with its subject in number.

Singular subjects take singular verbs:

The car stays in the garage.

The flower smells good.

There is an old saying: “Opposites attract.” The rule for singular and plural verbs is just the

opposite of the rule for singular and plural nouns. Remember this when you match subjects and

verbs. You might guess that stays and smells are plural verbs because they end in‘s’. They

aren’t. Both stays and smells are singular verbs.

RULE 2 – The number of the subject (singular or plural) is not changed by

words that come between the subject and the verb.

Example: One of the eggs is broken.

“Of the eggs” is a prepositional phrase. The subject ‘one’ and the verb ‘is’ are both singular.

Mentally omit the prepositional phrase to make the subject verb-agreement easier to make.

EXERCISE

Direction: Circle the correct verb in each of the sentences below.

1. Your friend (talk-talks) too much.

2. The man with the roses (look-looks) like your brother.

3. The women in the pool (swim-swims) well.

4. Bill (drive-drives) a cab.

39

5. The football players (run-runs) five miles every day.

6. That red-haired lady in the fur hat (live-lives) across the street.

7. He (cook-cooks) dinner for his family.

8. The boys (walk-walks) to school every day.

9. The weather on the coast (appear-appears) to be good this weekend.

10. The center on the basketball team (bounce-bounces) the ball too high

ANSWERS FOR WEEK 4 LESSON3

1. talks

2. looks

3. swim

4.drives

5. run

6. lives

7. cooks

8. walk

9. appears

10. bounces

40

WEEK: Four

LESSON: Four

TOPIC: Vocabulary building- words related to holiday and tourism

A fun way to learn new words about any topic is unscrambling them. Try to unscramble these

mixed up letters to form words related to holiday and tourism. See how many you can get in 20

minutes!

smuemu creptieon

okob nccela

seigehtinsg batuhnes

urto ltcuure

ccaho idgue

prit omciaonmtcoda

outtris reih

ocbhrure cihnekc

gggaelu ertmalni


museum

book

sightseeing

tour

coach

trip

tourist

brochure

luggage

reception

cancel

sunbathe

Culture

Guide

accommodation

Hire

check in

terminal

1


SECONDARY WORKSHEET

TERM 2 OF 2020- 2021

ENGLISH LANGUAGE

GRADE 7

WEEK LESSON 1 LESSON 2 LESSON 3 LESSON 4 5 Describing people Interpreting Graphical

Data- Tables

Subject/ verb Agreement Word search- travel


explaining a topic

Interpreting Graphical

Data- Pie charts

Coordinating

Conjunctions

Matching words and

meaning


explaining a process

Drama- understanding

terms and jargon

Punctuation- Four basic

comma rules

Sentence completion

8 Expository essays-

building essays using

prompt and an organizer


inference questions

Punctuation- the semi

colon (basic rules)

Sentence completion

9 Narrative Writing-

building another story

based on a picture


inference questions

(prose fiction)

Punctuation – the colon Matching words with

meaning

10 Describing people-

practice writing


inference questions

(nonfiction prose)

Usage: has and have Compound word

2

WEEK: Five

LESSON: One

TOPIC: Describing People


We describe people all the time. For example, you might tell your friends what your mother is

like. You might tell your sister what that scary guy you saw looks like.

Even outside of everyday conversations, it’s very useful to know how to describe people.

Descriptions are used a lot in books, in articles and in other kinds of communication in English.

Reading or hearing a description of someone can give you a better idea of what they look like or

act like.

Let’s say you want to describe a friend, a family member or your teacher. You will probably use

a few kinds of information.

Appearance is what someone looks like on the outside.

Mannerisms are the ways that someone acts or behaves.

Character traits are the little things that make someone who they are. In other words, they make

up someone’s personality.

Emotions are what someone feels at a certain time.

To effectively describe persons it is important to use the correct adjectives to communicate what

you want to say

3

EXERCISE

1. My friend likes to exercise and eat fruits and vegetable, so he’s ___________.

2. A: Are you a lazy person? B: No, in fact, I’m very ___________.

3. My son Thomas is very ___________. He’s only five years old.

4. He should play basketball because he is ___________. He’s not short.

5. My sister isn’t very ___________. She’s shy and doesn’t like to meet new people.

6. He worked very hard his whole life and saved lots of money. He’s ___________.

7. I went on a diet last year and lost five kilograms, so now I’m ___________.

8. Sarah always says, “Thank you”. She’s a ___________ person.

9. Of course, I’m very ___________! I got an A+ on all of my exams!

10. My uncle loves to tell jokes to make us laugh. He’s ___________.

11. My friend can lift 200 kilograms, so he’s really quite ___________!

12. Jennifer and Kelly always look left and right before they cross a busy street. They are

___________ when they cross a busy street.

13. My classmate always smiles and has many friends. She’s ___________.

14. Nothing seems to make my grandfather sad. He’s a ___________ person.

15. Khaled can make many different animal sounds. Most people can’t do that. He’s

___________.


4

WEEK: Five

LESSON: Two

TOPIC: Subject and Verb Agreement Rules


COMMUNICATION

RULE 3 – Some subjects always take a singular verb even though

the meaning may seem plural.

These subjects always take singular verbs:

EXAMPLES:

1) Someone in the game was (not were) hurt.

2) Neither of the men is (not are) working.

RULE 4 – The following words may be singular or plural, depending upon

their use in a sentence:

Some any all most

EXAMPLES

Most of the news is good. (singular)

This is a singular subject. Therefore we use a singular verb ‘is’.

Most of the flowers were yellow. (plural)

This is a plural subject. Hence, a plural verb is used.

5

Observe these additional examples :

All of the pizza was gone. (singular)

All of the children were late. (plural)

EXERCISE

Direction: Circle the correct verb in each of the sentences below.

6


9. is

10. were

7

WEEK: Five

LESSON: Three

TOPIC: Interpreting graphical data

IMPROVING COMPREHENSION SKILLS

Reading comprehension involves more than reading words. Informational texts such as

textbooks, manuals and newspapers often contain graphical elements, e.g., tables, illustrations,

diagrams and timelines. Students who can interpret graphical elements have an advantage over

those who cannot.

Today we will look at a common graphical tool: TABLES

Tables present facts or figures displayed in columns and rows. Information in the title and

headings (labels) tell what the columns and rows represent.

Now, study the information provided on the following table. Read the titles, rows and columns

carefully:

The table shows some of the fastest growing occupations and information about each for

a particular country.

Column one gives a list of six occupations.

The second column, Employment, is split into two to show the increase of people from

2010 to 2020 for each job area.

The column name “Change” shows the number of the increase as well as the percentage.

8

The final column shows the pathway to each job area or the necessary qualifications.

EXAMPLE:

There is an increase of 23 health educators (36% more). You need a bachelor degree to be a

health educator.

Write a similar sentence for Carpenters.

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9

EXERCISE

Now answer these questions on the table. Circle the correct answer:


1. C

2. C

3. C

4. B

10

WEEK: Five

LESSON: Four

TOPIC: Vocabulary building- travel

This wordsearch puzzle is related to travel. Find as many of the words as you can.

Can you find these travel

words in the puzzle?

station

ticket

airport

platform

stop

delay

journey

passenger

luggage

cancel

destination

route

cruise

port

timetable

inspector

rank

excursion

11

WEEK: Six

LESSON: One

TOPIC: Expository Writing- writing about a topic


We will explore the first kind of expository writing: EXPLAINING OR WRITING ABOUT A

TOPIC

Expository essays discuss topics by using facts rather than opinions, requiring students to

evaluate and investigate while setting forth their arguments clearly and concisely. The important

thing to remember is that these expository essays are based on facts rather than the writer's

beliefs or feelings.

EXAMPLE 1: Writing about a topic

Here is an example of a paragraph that gives facts about GREEN TECHNOLOGY.

Advances in science and technology have made the use of "green" energy possible. In places

where climate conditions permit, people are able to use solar energy or wind energy for power.

Solar energy is the use of sunlight for energy and power. Humans are able to harness the energy

of the sun by installing solar panels on their homes or businesses. Humans have also found ways

to harness the power of the wind by using wind turbines to capture wind energy. Both of these

forms of "green" energy are being used more and more.

12

Now try writing on any one of the following topics. Write a simple paragraph of about 8-10

sentences. Remember you MUST ONLY INCLUDE FACTS.

1. The main precautions to protect yourself from COVID 19.

2. Cyberbullying

3. Social Media

4. Cricket

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13

WEEK: Six

LESSON: Two

TOPIC: Interpreting graphical data- pie charts


Pie charts can be used to show percentages of a whole. Unlike bar graphs and line graphs, pie

charts do not show changes over time. Below are some of the components found on a pie chart:

The Title

The title offers a short explanation of what is in your graph. This helps the reader identify what

they are about to look at. It can be creative or simple as long as it tells what is in the chart.

The Legend

The legend tells what each slice represents. Just like on a map, the legend helps the reader

understand what they are looking at.

The Source

The source explains where you found the information that is in your graph. It is important to give

credit to those who collected your data!

The Data

The most important part of your chart is the information, or data, it contains. Pie charts represent

data as part of 100 (a percentage). Each slice represents a different piece of data.

14

Here is an example of a pie chart:

Look at the pie chart. Circle the correct answer below:

15


1. A

2. C

3. C

4. B

WEEK: Six

LESSON: Three

TOPIC: Coordinating Conjunctions


COMMUNICATION

Above is a list of the coordinating conjunctions. These are used to join two items/clauses of

equal importance.

“and” “nor” are used to show an agreement between items/clauses.

“yet”, and “but” are used to show a disagreement between clauses.

“for” and “so” are used to show a reason between clauses.

“or” is used to show agreement or disagreement between items/clauses.

Remember, when using a coordinating conjunction to join two independent clauses (complete

thoughts) you must insert a comma before the conjunction.

Example:

I want to buy the new jacket, but it is too expensive.

In this example, there are two independent clauses:

#1: “I want to buy a new jacket.” (complete thought)

#2 “It is too expensive.” (complete thought)These clauses are separated by a comma and the

conjunction “but” which is used to show disagreement.

16

EXERCISE

Directions: try to fill in the blanks using the appropriate conjunction. Use commas if necessary.

1. My dad _______ I are going fishing this afternoon.

2. The old man doesn’t have much money _____ he always seems to have nice things.

3. Either we are going to win ______ they are going to win.

4. I don’t have much time _____ hurry up!

5. He wasn’t a popular king _____ all of his countrymen hated him.

6. I want to get there early ____ we should leave soon.

7. It doesn’t matter whether they get the job ___ not.

8. We don’t like red ____ I like blue.

9. I ran after the cat _____ could not catch her.

10. We played very well ____ we still lost the game.


1. My dad __and_____ I are going fishing this afternoon.

2. The old man doesn’t have much money, __but___ he always seems to have nice things.

3. Either we are going to win, ___or___ they are going to win.

4. I don’t have much time __so___ hurry up!

5. He wasn’t a popular king, __so___ all of his countrymen hated him.

6. I want to get there early, __so__ we should leave soon.

7. It doesn’t matter whether they get the job _or__ not.

8. We don’t like red, __but__ I like blue.

9. I ran after the cat __but___ could not catch her.

10. We played very well, _yet___ we still lost the game.

17

WEEK: Six

LESSON: Four

TOPIC: Matching words with meaning

Directions: Match each word in the left column with its definition in the right. You may

know some of the words but you can use your dictionary to research the ones you are

unfamiliar with.

1. imperfect

2. instruct

3. mankind

4. relief

5. narrate

6. guardian

7. divinity

8. carnage

9. guess

10. labor

the state or quality of being divine

the easing of a burden or distress

one who guards or protects

to predict

physical or mental exertion

to teach, educate

the human race

massive slaughter or bloodshed

to give an account of or tell

not perfect


2. to teach, educate 9. To predict

3. the human race 10. Physical or mental exertion

4. the easing of burden or distress

5. to give an account of or tell

6. one who guards or protects

7. the state or quality of being divine

8. massive slaughter or bloodshed

18

WEEK: Seven

LESSON: One

TOPIC: Expository writing- explaining a process.


One important tool which is used in process writing is transition words or phrases.

What are transition words?

Transition words are words like ‘and’, ‘but’, ‘so’ and ‘because’. They show your reader the

relationship between phrases, sentences, or even paragraphs. When you use them, you make it

easier for your readers to understand the process you want to explain. What is more, they prepare

your reader for what’s coming.

Let’s consider an example.

I pushed the domino. As a result, it fell over.

When you start a sentence with ‘as a result’, your reader will immediately know two things:

What happened in the first sentence caused something;

The second sentence is going to describe the effect.

Consider the following paragraph:

Explaining a process

First, preheat the oven to the correct temperature. This will ensure that the oven is hot enough

upon completion of the batter. Secondly, grease the pan; this is a necessary step to keep the cake

from sticking to the pan. Then, get out all the necessary ingredients, which can be done while the

oven is still preheating. Afterwards, combine the proper ingredients in order to create the perfect

birthday cake.

The underlined transition words help the reader to understand and follow the process with more

ease.

Here are additional examples of transition words you can use in your writing:

19

Now, you will write two paragraphs explaining any ONE of the following processes. Ensure that

you use the transitional works to link your sentences and paragraphs:

1. Growing a plant

2. Changing bicycle tubes

3. Making my favourite snack

4. Playing my favourite indoor game

20

WEEK: Seven

LESSON: Two

TOPIC: Comprehension- Drama


Drama is one of the main genres in literature along with prose and poetry. Unlike the others,

drama is written to be performed; there are no long descriptive passages or insights into a

character’s thoughts. In drama, everything must be conveyed through an actor’s actions and the

dialogue.

The following activities will aid in your understanding of drama and will introduce you to further

comprehension activities related to drama extracts.

Read the following and then complete the tasks below:

21

B. Choose which words describe these examples.

Word bank: audience, characters, settings, events, costumes, props, stage

1. a mother, father, grandfather, and child who act

________________________________________________________

2. a forest, city, and magical land

________________________________________________________

3. a crown, pair of shoes, fancy dress, and overalls

________________________________________________________

4. the families, friends, and others who view the play

________________________________________________________

5. a sign, bench, and basket

________________________________________________________

6. a raised area or front of a room

________________________________________________________

22

7. there was a storm, the roof of the house blew off, the family moved

________________________________________________________


B. Find the word.

1. characters 2. settings

3. costumes 4. audience

5. props 6. stage

7. events

23

WEEK: Seven

LESSON: Three

TOPIC: Punctuation- basic use of the comma

FOUR BASIC COMMA RULES

1. Use commas to separate items in a series of three or more.

• Subjects in the program of study include English, math, and psychology.

• Go up two flights of stairs, turn right, walk to the end of the hall, and you will be there.

• The receptionist will admit you, the radiologist will x-ray you, the nurse will prepare you for

surgery, and the surgeon will operate.

Note: The final comma in the list is optional. However, be consistent: either use it routinely or

don't use it at all.

2. Use a comma to separate independent clauses (complete thoughts) when they are joined

by these transition words: and nor for or so but yet

• Max started writing the draft two weeks ago, and he completed it today.

• We wanted to go to the movie, yet the idea of a quiet afternoon at home was also appealing.

• I have no intention of celebrating when I complete my degree, nor do I intend to go to the

graduation.

24

3. Use commas to separate independent clauses (complete thoughts) from the word or

words that introduce them.

• If I could relive my teenage years, I would do many things differently.

• However, Marx had a different theory.

• As a student, Ron had dreamed of being an Olympian athlete; unfortunately, his health made

this dream impossible.

• By the time we got home, the late night news was over.

4. Use comma(s) to separate from the rest of the sentence any word or expression that is not

essential to the sentence’s meaning.

• Writing essays is not difficult, if you plan them well.

• Carol Shields, a university chancellor, wrote The Stone Diaries and Larry’s Party.

• Valerie, predictably, was named class valedictorian.

EXERCISE

Please add or delete commas, as necessary. If a sentence needs no corrections, mark it with

a “C.”

1. The guard dog a German Shepherd caught and permanently maimed the intruder.

2. The chief administrators and board members have private offices with windows.

3. While I was eating the dog was begging.

4. A child, who likes to play with matches, must be carefully watched.

5. He won two awards for novel of the year and he was named poet laureate of his country.

6. The hockey team acknowledging poor judgement lack of leadership and inadequate practice

pulled out of the finals on April 3, 1996.

7. Mercy killing is condoned by some theorists but condemned by others.


1. The guard dog, a German Shepherd, caught and permanently maimed the intruder.

2. C

3. While I was eating the dog was begging.

25

4. A child who likes to play with matches must be carefully watched.

5. He won two awards for novel of the year, and he was named poet laureate of his country.

6. The hockey team, acknowledging poor judgement, lack of leadership, and inadequate practice,

pulled out of the finals on April 3, 1996.

7. C

26

WEEK: Seven

LESSON: Four

TOPIC: Vocabulary building- travelling

Below is an activity that will allow you to interact with words associated with travelling

especially by air.

The activity is multiple- choice. Circle the correct answer to complete each sentence.

27


1 B 6 C

2 A 7 C

3 C 8 C

4 D 9 B

5 B 10 A

28

WEEK: Eight

LESSON: One

TOPIC: Writing Expository Essays

ENHANCING WRITING SKILLS

Previously, you have engaged with two types of expository writing: explaining a topic and

explaining a process. You have also written expository paragraphs using simple prompts.

Now, let’s move to writing an expository composition or essay.

Before you write your essay, it is necessary to plan. Use the graphic organizer below to plan how

you will write your essay or composition. Draw your own organizer and fill out the information

before starting your essay. Remember to also keep the following in mind:

*Make your paragraphs connect with transitions.

*Use appropriate language, spelling, and grammar.

*Do not be repetitive – this is the death of any essay!!!

*Do not use the same detail/example twice

29

A GRAPHIC ORGANIZER FOR EXPOSITORY ESSAY – 4 PARAGRAPHS

v

Body Paragraph 1 Topic

Sentence (Write out the entire

sentence)

Supporting detail Give an explanation that

supports your topic sentence

Supporting Detail – Give an example that

supports your topic sentence and

explanation

Give a statement that analytically

summarizes your topic sentence and details

Body Paragraph 2 Topic Sentence

(Write out the entire sentence)

Supporting detail Give an explanation that

supports your topic sentence

Supporting Detail – Give an example that

supports your topic sentence and

explanation

Give a statement that analytically

summarizes your topic sentence and details

CONCLUSION

Restate the thesis ideas without repeating the thesis word for word

Summarize and connect the main points of your essay with a universal idea/theme

INTRODUCTION

Attention Getter (Write the sentence(s) you will use to capture your reader’s attention).

Detail – something to add to or support your attention getter

Complete Thesis Statement

30

WEEK: Eight

LESSON: Two



Read the poem carefully and then answer the questions that follow. Circle the correct answer for

each question.

32


1. D

2. C

3. A

4. C

5. C

33

WEEK: Eight

LESSON: Three

TOPIC: Punctuation- the semi colon

DEVELOPING ACCURACY IN WRITTEN EXPRESSION

SEMICOLON (;)

The semicolon is most times referred to as the most intimidating of punctuation marks. This is

because it is often confused with the comma. However, following THREE simple rules can

overcome the intimidation.

1. Use a semi-colon in place of the comma and conjunction to separate the two independent

clauses in a compound sentence.

Example: I like working outside; I also enjoy reading.

2. Use a semi-colon before the conjunctive adverb (such as however and therefore) that

joins two independent clauses.

Be sure to put a comma after the conjunctive adverb.

Example: I like working outside; however, I also enjoy reading.

3. Use semi-colons to separate elements in a series if they contain internal punctuation.

Example: On his fishing trip, Jeff caught rainbow, brook, and lake trout; large-mouth, small

mouth, and white bass; and a few northern pike

EXERCISE: Insert semicolons where they are needed in the following sentences.

1. Because there was heavy fog, the airport was closed many travelers were delayed all night.

34

2. Bernie was depressed about his fortieth birthday his spirits improved, however, when he

opened his presents.

3. Drivers must always remain alert it's hard to predict, I think, what people will do when they

get behind a wheel.

4. The city has adjusted its traffic regulations to accommodate bicycles for example most

avenues now have clearly marked bike lanes.

5. If you like to travel, you will probably enjoy Paul Theroux's books he is a master of

description.

6. Every year more and more Americans move to the Sunbelt the climate there, it seems, is

irresistible.


1. closed; many

2. birthday; his spirits

3. alert; it's

4. bicycles; for example

5. books; he is

6. Sunbelt; the climate

35

WEEK: Eight

LESSON: Four

TOPIC: Vocabulary building- Job and Career

Below is an activity that will allow you to interact with words associated with the topic: Job and

Career.

The activity is multiple- choice. Circle the correct answer to complete each sentence.

36


1 A 6 C

2 C 7 D

3 D 8 A

4 B 9 C

5 B 10 B

37

WEEK: Nine

LESSON: One

TOPIC: Narrative writing – building a story from picture stimulus

IMPROVING EXPRESSION THROUGH CREATIVE WRITING

Sometimes you may be given a writing prompt (question) based on a picture. You will be

expected to look at the picture and plan your story. Below are two different pictures. Look at

them carefully and try to plan a story based on any one of the pictures. You can use the narrative

plan explored in week two lesson or the new one shown below. After planning, go ahead and

write your story.

PICTURE 1

PICTURE 2

38

NARRATIVE PLAN

TELL A STORY

MAIN CHARACTERS

------------------------ -------------

--------

------------------------ -------------

--------

THE SETTING

---------------------------------------------------------------------------------------

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---------------------------------------

THE PLOT

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--------------------------------------------------------------------------

THE MAIN CONFLICT

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THE RESOLUTION

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39

WEEK: Nine

LESSON: Two

TOPIC: Punctuation – the colon

DEVELOPING ACCURACY IN WRITTEN EXPRESSION

40

EXERCISE

Directions: Fill in the missing colons.

1) I gave you the spray bottles for one reason to clean the windows.

2) You will need the following ingredients milk, sugar, flour, and eggs.

3) Johann set the alarm clock for 6 00.

4) My father ended every conversation the same way “Don’t give up.”

5) Dear Mr. Kurasu of the Kiragowa Corporation

6) Mix the oil and vinegar at a 1 2 ratio.

7) I have invited the following people to my party Kevin, Amy, and Keeley.

8) There is only one way to make it to the top hard work.

ANSWERS FOR WEEK 9LESSON 2

1) I gave you the spray bottles for one reason : to clean the windows.

2) You will need the following ingredients: milk, sugar, flour, and eggs.

3) Johann set the alarm clock for 6: 00.

4) My father ended every conversation the same way: “Don’t give up.”

5) Dear Mr. Kurasu of the Kiragowa Corporation:

6) Mix the oil and vinegar at a 1: 2 ratio.

7) I have invited the following people to my party: Kevin, Amy, and Keeley.

8) There is only one way to make it to the top : hard work.

41

WEEK: Nine

LESSON: Three

TOPIC: Prose Comprehension


The following is a comprehension passage (prose fiction). Read it carefully and then answer the

questions that follow. Before beginning, review the guidelines given for the week two lesson on

comprehension .

42

1. Why is the narrator feeling stressed?

A. The narrator does not want to move away.

B. The narrator dislikes baking bread with father.

C. The narrator does not make the swim team.

D. The narrator has never made bread.

2. What is the meaning of the phrase, “you’d think I was being knighted” in paragraph 5?

A. It was a chance to do something with Dad after work.

B. It was an opportunity to improve my bread-baking skills.

C. It was exciting to use the new stainless steel mixing bowl.

D. It was an honor to be included in my father’s baking activities.

43

3. The word deflated is used in paragraph 8. Which word is the antonym of deflated?

A. contracted B. expanded

C. collapsed D. swerved

4. What type of figurative language is found in the sentence, “Silence is a blank space that

begs to be filled”?

A. irony B. simile

C. metaphor D. hyperbole

5. What does the author suggest would fill the emptiness of blank space?

A. baking B. talking

C. drumming D. working

6. What is the theme of the story?

A. It is important to find ways to relax.

B. It is important to know how to bake bread.

C. It is difficult to relax in times of stress.

D. It is difficult to enjoy time with family.


1. C

2. D

3. B

4. C

5. B

6. A

44

WEEK: Nine

LESSON: Four

TOPIC: Building Vocabulary by using your dictionary

Use each word from the word box to match the definitions given. Remember to use your

dictionary to look up words you do not know.

45


1. huge

2. hilarious

3. patriarch

4. tawny

5. fortnight

6. causeway

7. insufficient

8. googol

9. permit

10. perjury

11. caduceus

12. banjo

13. decamp

14. omnivore

15. zoologist

46

WEEK: Ten

LESSON: One

TOPIC: Describing people- practice writing


Read the following conversation in which Alice and Heather talk about Heather’s twin sister.

From the details provided by Heather; can you identify her sister ?

Now you will complete a similar activity in which you will write a composition of FOUR

paragraphs about any one of your family members or relative. Study the plan below carefully

before beginning

47

DESCRIPTIVE WRITING PLAN

Describing a person (family member or relative )

PARAGRAPH 1: INTRODUCTION

Identify the person you will describe. Provide some

interesting fact about the individual to grab your

reader’s attention. Provide some amount of

background information about the person

PARAGRAPH 2: PHYSICAL CHARACTERISTICS

Give many details about the physical attributes of the

individual. Remember to make use of various adjectives

and sensory words.

PARAGRAPH 3: PERSONALITY TRAITS

Describe aspects of the individual’s personality that you

wish to point out. You can provide examples of situations

that exposed the traits you described

PARAGRAPH 4: CONCLUSION

Explain why you like or dislike the family member

or relative. Write one sentence that sums up the

physical characteristics you described. Write

another sentence that sums up the personality

traits.

48

WEEK: Ten

LESSON: Two

TOPIC: Prose Comprehension- inference questions (nonfiction prose)

Read the following passage about the Ospreys carefully and then answer the questions that

follow .

49

DIRECTIONS: Circle the correct answers below.

1. What is the main purpose of paragraph 2?

A To compare ospreys to other birds

B To discuss the life span of ospreys

C To describe the appearance of ospreys

D To tell how ospreys protect their young

50

2. The name “the osprey garden” in paragraph 4 gives the reader the impression of —

A fields of flowers eaten by ospreys

B colorful ospreys that look like flowers

C fields filled with flowers and ospreys

D ospreys living together as thickly as flowers

3. Which of these best describes the author’s word choice in paragraph 4?

A Enthusiastic B Cautious

C Factual D Cheerful

4. Paragraph 5 contains the most information about —

A how ospreys cause power failures

B how people can help ospreys

C where ospreys like to build nests

D why ospreys like tall buildings

5. In paragraph 6, the phrase “Get away immediately” tells the reader —

A what people should do when they see an osprey

B what an osprey should do if it is near an electric pole

C what an angry bird call from an osprey means

D what people should do when an osprey nest is discovered


1. C

2. D

3. C

4. C

5. C

51

WEEK: Ten

LESSON: Three

TOPIC: Usage—Has and Have

It is important to know when to use these auillary verbs in order to write and speak correctly.

Many times they are used inorrectly. Observe and study their uses below:

EXERCISE: Write the helping verb has or have to complete each sentence.

EXAMPLE: I _____have________ watched a game like that before.

1. We ___________________ been telling the truth the whole time.

2. They ____________________ gone the wrong way again.

3. He _____________ given all he has to the team.

4. My parents_____________ gone above and beyond for me.

5. You _____________ given me a great year.

6. She _____________ told the truth.

7. I _____________ heard about you before.

8. He _____________ shared a lot with me.

52

9. We _____________ tried our best this year.

10. The zebras _____________ been at the zoo a long time.

53


1. We _________have__________ been telling the truth the whole time.

2. They _________have___________ gone the wrong way again.

3. He _____has________ given all he has to the team.

4. My parents_______have______ gone above and beyond for me.

5. You _______have______ given me a great year.

6. She ______has_______ told the truth.

7. I ______have_______ heard about you before.

8. He _____has________ shared a lot with me.

9. We _____have________ tried our best this year.

10. The zebras ____have_________ been at the zoo a long time.

54

WEEK: Ten

LESSON: Four

TOPIC: Building Vocabulary- Compound Words

A compound noun is a noun that is made up of two or more words. It is usually made up of two

nouns, or an adjective and a noun. Pick words from the box, and add them to the provided list to

form compound nouns.

FIRST WORD SECOND WORD COMPOUND NOUN

56

ANSWERS FOR WEEK TEN LESSON 4


SECONDARY WORKSHEET

TERM 2 OF 2020- 2021

ENGLISH LANGUAGE

GRADE 7

WEEK LESSON 1 LESSON 2 LESSON 3 LESSON 4

11 Describing places -

descriptive techniques

(concrete sensory details

Context clues- building

vocabulary through

context clues

Punctuation overview-

punctuation of a passage

(capitalization, comma,

semicolon, colon)

Crossword- internet

12 Narrative writing – plot

devices


the main idea in short

paragraphs


simple present tense

Sentence completion

13 Writing a short story

using the narrative

technique, foreshadowing


the main idea along

with supporting ideas

in short paragraphs


simple past tense

Spelling- detecting errors

14 Writing book reviews Comprehension-

nonfiction passage

Subject and verb

agreement- exercise on

rules studied

Word formations

15 Creating a writing

journal


Review of literary

devices.

Antonyms and Synonyms

review

Word search

WEEK: Eleven

LESSON: One

TOPIC: Describing places - descriptive techniques (concrete sensory details


What is the difference between these two paragraphs?

.

In the first paragraph, the writer is telling the reader what is happening. In the second

paragraph, the writer is showing the reader, or putting the reader in the story, allowing him

or her to experience what the writer experienced. The writer accomplishes this through

concrete, or sensory, detail. Words like “scared” or “excited” tell an emotion, but don’t show it.

These are abstract descriptions, because there is nothing to see, hear, feel, taste or smell. This is

showing, rather than telling. Concrete details are things that we can detect with our

senses.

As I slid into the red plastic seat of the roller

coaster, my mouth went dry and my hands felt

clammy. The bar in front of my clicked into place

and I gripped it so hard my knuckles turned

white. I could taste the cotton candy I had eaten

earlier at the back of my throat. When the car

jolted forward, my stomach dropped, I held my

breath, and I told myself I would survive.

PARAGRAPH 2

I was really scared to ride the roller coaster. I felt a

little sick, but excited at the same time. When the

bar clicked into place, I held on tight. When the ride

started, I hoped for the best.

PARAGRAPH 1

Use concrete details to describe the setting here. What do you hear? What do you see? What do

you smell? What does it feel like? Write a paragraph of about 12 lines. Underline all the concrete

sensory details that you used.

WEEK: Eleven

LESSON: Two

TOPIC: Context Clues – Additional Exercise

USING CONTEXT CLUES IN SENTENCES TO DERIVE MEANING OF WORDS

In Week 1 Lesson 2, you were introduced to context clues and how they can be used to gather

meaning for unfamiliar words. In this lesson you will engage in some additional exercises with

will further develop your skills in identifying context clues and therefore understand the meaning

of unfamiliar words as you read.

Remember to review the lesson mentioned above before starting the exercise below.

Directions: read each sentence and determine the meaning of the word using cross sentence

clues or your prior knowledge. Then, explain what clues in the sentence helped you determine

the word meaning.

1. inquisitive: Some people think that my little brother is annoying because he asks so many

questions, but I think that he just has an inquisitive nature.

Definition:

___________________________________________________________________________

What clues in the sentence lead you to your definition?

2. oblong: It is hard to catch a football that has been fumbled because the oblong shape of the

ball makes it difficult to predict where it will bounce.

Definition:

___________________________________________________________________________


3. prevalent: After seeing a third teenager walk by with a mullet, Clint reasoned that it must be

one of the more prevalent hair styles of the day.

Definition:

___________________________________________________________________________


4. spectacles: "I wish I had brought my spectacles," the old librarian remarked as she squinted

and strained to read the text.

Definition:

___________________________________________________________________________


5. writhe: After being bitten by snake, the cowboy writhed in pain on the ground.

Definition:

___________________________________________________________________________


6. diplomacy: General Kang was more than a brave commander. He was a good man, for he

knew better than to rush into battle when there was still time for diplomacy.

Definition:

___________________________________________________________________________


7. oblige: The last thing Bruce wanted to do was get in a fight, but when he saw the mugger grab

the old woman, Bruce felt obliged to assist her.

Definition:

___________________________________________________________________________


8. subservient: Don't tell Beth! She's so subservient to Mom that she'll probably let her know

about it and spoil the surprise.

Definition:

___________________________________________________________________________


9. daintily: The Snow Princess nibbled daintily at her cake, holding her teacup by the handle

between her thumb and index finger with her other three fingers high in the air.

Definition:

___________________________________________________________________________


10. dilute: This tea tastes absolutely terrible but if you dilute it with some water, you'll be able

to stomach it.

Definition:

___________________________________________________________________________


ANSWERS FOR WEEK ELEVEN LESSON 2

WEEK: Eleven

LESSON: Three

TOPIC: Punctuation overview- punctuation a passage

So far you have studied the use of some new punctuation marks. These are the

comma, semicolon and colon. However, you are also familiar with other rules

regarding punctuation e.g. capitalization and end marks. Punctuation is

essential, and is used to convey and clarify the meaning of written language. It

is such simple marks as the full stop or the comma, and the more complex

ones of semicolons and hyphens. Getting punctuation wrong can change the

entire meaning of a sentence. So, if you want to make sure your written

English is understood, you must take care to use punctuation correctly.

The passage below on Volunteering is missing some punctuation marks. Read it carefully

and insert punctuation marks where applicable.

Have you thought about working as a volunteer? Many local charities and organizations such as

the Salvation Army, rely on people who volunteer their time.

There are many reasons to start volunteering to help others; to beat boredom; to learn a new

activity; and to gain a new perspective on life. It can sometimes be difficult to find a

volunteering opportunity that is a good fit for you. However there are many different

possibilities. If you keep looking, you will find a volunteer position that works for you.

If you are interested in helping people who live in poverty, homeless shelters are always in need

of volunteers. You might be asked to prepare and serve meals at the shelter, help in the shelter’s

office, or help organize a fundraising campaign. Food banks also help people who struggle with

poverty by collecting and distributing food to those in need. In addition to providing food for

homeless shelters food banks also serve people living in the community.

Are you an animal lover? Many animal shelters welcome volunteers to help take care of animals,

clean the facilities, and work with the public. If you are concerned about the environment, there

are several organizations that welcome young people to become involved in environmental

activities. You may be asked to talk to people about the environment, clean up rivers or parks, or

help build hiking trails fortunately, these activities can be very rewarding.

Whatever your interests, you can get much out of volunteering. Scott, a high school student and

homeless shelter volunteer, sums up his volunteer experience “You will learn about yourself,

learn about others, and meet many interesting people along the way.


Have you thought about working as a volunteer? Many local charities and organizations, such as

the Salvation Army, rely on people who volunteer their time.

There are many reasons to start volunteering: to help others; to beat boredom; to learn a new

activity; and to gain a new perspective on life. It can sometimes be difficult to find a

volunteering opportunity that is a good fit for you. However, there are many different

possibilities. If you keep looking, you will find a volunteer position that works for you.

If you are interested in helping people who live in poverty, homeless shelters are always in need

of volunteers. You might be asked to prepare and serve meals at the shelter, help in the shelter’s

office, or help organize a fundraising campaign. Food banks also help people who struggle with

poverty by collecting and distributing food to those in need. In addition to providing food for

homeless shelters, food banks also serve people living in the community.

Are you an animal lover? Many animal shelters welcome volunteers to help take care of animals,

clean the facilities, and work with the public. If you are concerned about the environment, there

are several organizations that welcome young people to become involved in environmental

activities. You may be asked to talk to people about the environment, clean up rivers or parks, or

help build hiking trails; fortunately, these activities can be very rewarding.

Whatever your interests, you can get much out of volunteering. Scott, a high school student and

homeless shelter volunteer, sums up his volunteer experience: “You will learn about yourself,

learn about others, and meet many interesting people along the way

WEEK: Eleven

LESSON: Four

TOPIC: Building Vocabulary- Internet

Complete the crossword puzzle while interacting with words associated with the internet.

WEEK: TWELVE

LESSON: One

TOPIC: Narrative writing – plot devices.


When developing an exciting and stimulating short story, various plot devices can be useful.

Which plot devices are used in the following extracts?

1. Brad had been saving up a long time for the plane fare to New York. Someday soon he would

be taking the elevator up the Empire State Building, or joining the crowds in Times Square.

(Flash forward)

2. A hush fell on the arena as the athletes lined up for the big race. Jackson thought of all the

people who had helped him come this far. It seemed a long time since he had borrowed his

brother’s running shoes for his first inter-school competition.

(Flashback)

3. Cherisse went over her entry for the competition one last time. Little did she know that before

the end of the day, her hopes would be dashed.

(Plot twist)

Let us zoom in on one of the devices: FORESHADOWING

Foreshadowing is a device in which the writer places clues in a story to prepare the reader for

events that are going to happen later. Foreshadowing may clearly foretell an event or merely hint

at it. Foreshadowing can create a feeling of suspense, help draw the reader into the story, or add

layers of meaning that are only fully revealed at the conclusion of the tale.

Read the following short story and observe the use of foreshadowing:

Kanela had been the best hitter for her middle school’s softball team, but now, as she warmed up

in the on-deck circle, her confidence wavered. She thought the tryouts for the high school

softball team would be easy. Instead, the coach had thrown everyone into the pressure of a game

situation. So far, several of the batters ahead of her in the order had struck out. The opposing

pitcher was the team’s ace; she had mastered all of her pitches and knew the best time to use

them.

As she waited for her turn at bat, Kanela began to feel butterflies in her stomach. She loved

playing softball, but she could never shake off those pre-game jitters. The weather was a factor,

too. The afternoon was cool and hazy, and the light rain would make it tough to see the ball. It

was the kind of day in which the world seems half asleep, and Kanela, too, felt sluggish and

drowsy.

Her nerves made it tough for Kanela to relax and concentrate. The time moved very slowly,

giving her anxiety a chance to build.

All of a sudden, she heard a shout. “Kanela,” yelled the couch. “You’re up!” Kanela stepped

into the batter’s box, her heart thumping.

She looked out across the diamond. The bases were loaded, and the score was tied. It’s all up to

me, thought Kanela. Concentrate. Keep your eye on the ball. She dug in and took a deep breath.

Just then, as the pitcher was about to begin her windup, a bright ray of sunshine broke through

the dark clouds and lit up the field.

In seconds, a bright blue sky had opened overhead. With the field brightening, Kanela felt a

confident wave of calm rush over her. The pitcher got the sign from the catcher and nodded her

head. Then came the pitch. As the ball grew closer, it appeared huge to Kanela, as big as a beach

ball. With her eye clearly on it, she swung.

Early on in the passage (paragraph 2), the author makes a

comparison between the dreary weather and Kanela’s mood.

Later on, in paragraph 6, the sun suddenly breaks through the

clouds and the sky brightens. This shift in weather foreshadows

Kanela’s ultimate success.

Hoped you enjoyed the story

and noted how the writer

used foreshadowing in

paragraphs 2 and 6.

WEEK: TWELVE

LESSON: Two

TOPIC: Main idea- identifying the main idea in short paragraphs

• The main idea is the central, or most important, idea in a paragraph or passage. It states the

purpose and sets the direction of the paragraph or passage.

• The main idea may be stated or it may be implied.

• When the main idea of a paragraph is stated, it is most often found in the first sentence of the

paragraph. However, the main idea may be found in any sentence of the paragraph.

• To find the main idea of any paragraph or passage, ask these questions:

1. Who or what is the paragraph about?

2. What aspect or idea about the ‘who’ or ‘what’ is the author concerned with?

LOOK AT THE EXAMPLE BELOW. CAN YOU IDENTIFY A SENTENCE THAT

EXPRESSES THE MAIN IDEA?

Advertising affects our lives every day. Brand names are common household words. We start

each day using the toothpaste, soap, and breakfast foods promoted by advertisers. Ads have

made the cars we drive signs of our success. Our choices of food, dress, and entertainment are

swayed by ads. Not one aspect of life is untouched by advertising

The main idea of the paragraph is expressed in the first line.

Advertising affects our lives every day. Brand names are common household words. We

start each day using the toothpaste, soap, and breakfast foods promoted by advertisers. Ads have

made the cars we drive signs of our success. Our choices of food, dress, and entertainment are

influenced by ads. Not one aspect of life is untouched by advertising.

NOW TRY THESE TWO ON YOUR OWN. SELECT FROM THE OPTIONS THE

SENTENCE WHICH EXPRESSES THE MAIN IDEA OF EACH PARAGRAPH.

1. There is a common belief that while the dog is man’s best friend, the coyote is his worst

enemy. The bad reputation of the coyote traces back to his fondness for small animals; he hunts

at night and is particularly destructive to sheep, young pigs, and poultry. Yet it is sometimes wise

to encourage coyotes. Provided valuable farm animals are protected, the coyote will often free

the property of other animals, like rabbits, which are ruinous to crops and certain trees. He is

especially beneficial in keeping down the rodent population. Where coyotes have been allowed

to do their work without molestation, ranchers and fruit growers have found them so valuable

that they would no more shoot them than they would shoot their dogs.

a. Under certain conditions the coyote is helpful to man.

b. The coyote is feared because of his fondness for small animals

c. Modern ranchers would no sooner shoot coyotes than they would shoot dogs.

d. The coyote usually prefers rabbits and other rodents to sheep and poultry.

2. In earlier days those who had overseas business which they believed should be discussed

personally, took ship and set out across the briny deep. Once aboard they transacted their affairs,

engaging in commercial and social matters or conducting government business. Today ships and

passengers continue to sail the seven seas, and airplanes soar overhead. But above them all,

words speed through the sky – telephone conversations quickly bring together in the most

personal fashion people who are separated by thousands of miles.

a. Overseas telephone service today is ruling out all need for overseas travel.

b. Nothing can take the place of person-to-person conversation in settling business, social, and

government problems.

c. Many conversations which once required overseas travel can now be conducted by telephone.

d. Even with modern overseas telephone service people continue to travel abroad by ship or by

plane.


1. A

2. C

WEEK: TWELVE

LESSON: Three

TOPIC: Review of tenses- the simple present tense

DEVELOPING ACCURACY IN WRITTEN and ORAL EXPRESSION

Remember, the present tense is a verb tense used to describe a current

activity or state of being. While there are many forms of the present

tense, today we will review the use of the simple present tense.

EAMPLE: I wash my clothes.

Read the paragraph below and change the verbs where necessary so

that the actions reflect the simple present tense.

Right now I am looking at a picture of Barbara. She is not at home in the picture. She is at the park.

She is sitting on a bench. She is eating her lunch. Some boys and girls are running on a patch in the

park. A squirrel is sitting on the ground in front of Barbara. The squirrel is eating a nut. Barbara is

watching the squirrel. She always watches squirrels when she eats her lunch in the park. Some ducks

are swimming in the pond in the picture, and some birds are flying in the sky. A policeman is riding a

horse. He rides a horse in the park every day. Near Barbara, a family is having a picnic. They go on a

picnic every week.

ANSWER FOR WEEK 12 LESSON 3

Right now I look at a picture of Barbara. She is not at home in the picture. She is at the park. She sits

on a bench. She eats her lunch. Some boys and girls run on a patch in the park. A squirrel sits on the

ground in front of Barbara. The squirrel eats a nut. Barbara watches the squirrel. She always watches

squirrels when she eats her lunch in the park. Some ducks swim in the pond in the picture, and some

birds fly in the sky. A policeman rides a horse. He rides a horse in the park every day. Near Barbara,

a family has a picnic. They go on a picnic every week.

WEEK: TWELVE

LESSON: Four

TOPIC: Building Vocabulary- Sentence Completion

For each of the sentences here, choose the best word from a, b or c.

1. There are still too many countries which regularly ____________________ their citizens'

human rights.

a. break b. violate c. breach

2. In very hot climates, a considerable amount of petrol ____________________ from car

fuel tanks and into the atmosphere.

a. evaporates b. dehydrates c. dries

3. When writing a summary, try to ____________________ the main ideas into just a few

short sentences.

a. condense b. shrink c. collapse

4. The chief _______________________ which many companies have today is not the

property they own but rather the creativity and skills of their employees.

a. asset b. benefit c. liability

5. His health is so bad that it will be a _______________________ if he is alive next year.

a. wonder b. miracle c. marvel

6. When you hit a drum, the movement of the drum causes the air molecules to

__________________, which we hear as sound.

a. reverberate b. vibrate c. shake

7. Although the research team are all somewhat _____________________ people, they work

very well together and produce some very good ideas.

a. conventional b. odd c. bizarre

8. The professor __________________ several possible explanations for the rise in recorded

crime.

a. numbered b. enumerated c. named

ANSWER FOR WEEK 12 LESSON 4

1. violate, 2. evaporates, 3. condense, 4. asset, 5. miracle,

6. vibrate, 7. odd, 8. enumerated,

WEEK: Thirteen

LESSON: One

TOPIC: Writing a short story using the narrative technique, foreshadowing

IMPROVING WRITTEN EPRESSION THROUGH CREATIVE WRITING

Use any one of the following titles/ prompts and write a short story. Remember to use one of the

narrative plans explored in previous lessons. Most of all, you must try to use the narrative

technique of foreshadowing at some point in your story.

A narrow escape from trouble

A time that was just not fair

If only I would have listened!

We couldn't stop laughing!

We got caught!

WEEK: Thirteen

LESSON: Two

TOPIC: Main idea- identifying the main idea along with supporting ideas in

short paragraphs

Look at these examples

Read each paragraph. Write main idea or detail next to each group of words 1. Patricia Polacco often writes books that recall her childhood. Chicken Sunday is based on some neighbors. The books Thundercake and Meteor take place on her grandparents’ farm. A. _____ detail ________ neighbors B. ______main idea _______ books about Polacco’s childhood C. ______ detail _______ grandparents’ farm 2. Did you know that Orange is in Texas? Have you heard of Bacon, Georgia? Some towns are named for food. A. _____main idea________ food names for towns B. _____ detail ________ Orange C. ______ detail _______ Bacon 3. You might see animals in an African jungle. You might ride the big waves in a pool. You can visit the future too. Theme parks offer many different thrills. A. ____ detail _________ big waves B. ______ detail _______ the future C. _______main idea ______ theme park thrills

EXERCISE

Read the paragraphs below then fill out the bubble with the relevant information.

1.

2.


1. (1) C (2) A

2. (1) C (2) C

WEEK: Thirteen

LESSON: Three

TOPIC: Review of tenses- the simple past tense

A Complete these sentences in the PAST TENSE, using the correct verb:

* play * enjoy * watch * listen * talk * phone

* stop * walk * travel * like * stay

1. We really ………………….. the concert last night. It was great!

2. She ………………… with friends in Brighton last summer.

3. Italy ………………… very well in the last World Cup.

4. Her parents ………………….. by train from Shanghai to Moscow.

5. I ………………….. you four times last night but you were out.

6. We …………………. along the beach yesterday. It was lovely.

I studied the past

tense last term.

7. She …………………. the film but she didn’t like the music.

8. The men ………………….. working at exactly one o’clock.

9. I ……………………. to the new Sting album yesterday. It’s great.

10. They ………………… to us about their trip to Essequibo. It was very interesting.

B Complete the man’s statement with the PAST SIMPLE form of the verbs in brackets:

Last night I ……………… (go) to my favorite restaurant in West Street. I …………….. (leave)

the restaurant at about 11 o’clock. It …………….. (be) a warm evening and I ………………..

(decide) to walk along the beach.

Suddenly, I ………………… (hear) a noise. I ……………….. (turn) and ……………… (see)

three boys aged about eighteen. One boy ……………… (come) up to me and ………………..

(ask) me the time. When I ………………. (look) down at my watch, he ……………… (hit) me

and I ……………… (fall) to the ground. Another boy………………. (take) my wallet. I

……………….. (shout) for help. Then they ………………(run) away.


A

1. liked

2. travelled

3. played

4. travelled

5.phoned

6. walked

7. watched

8. stopped

9. listened

10. talked

B.

Last night I went to my favorite restaurant in West Street. I left the restaurant at about 11

o’clock. It was a warm evening and I decided to walk along the beach.

Suddenly, I heard a noise. I turned and saw three boys aged about eighteen. One boy came

up to me and asked me the time. When I looked down at my watch, he hit me and I fell

to the ground. Another boy took my wallet. I shouted for help. Then they ran away.

WEEK: Thirteen

LESSON: Four

TOPIC: Building vocabulary- spelling

Some of the words below are incorrectly spelt. Check each word carefully using your

dictionary and circle the ones that are incorrectly spelt.


WEEK: Fourteen

LESSON: One

TOPIC: Book reports

So let’s write a book report on one book you have enjoyed reading over the pandemic.

Book reports can take on many different forms. Three types of effective book reports are plot

summaries, character analyses, and theme analyses. Writing a book report helps you practice

giving your opinion about different aspects of a book, such as an author's use of description or

dialogue. No matter what type of book report you decide to write, however, there are a few basic

elements you need to include in order to convey why the book you read was

interesting. Always include the following elements in any book report:

-the type of book report you are writing

-the title of the book

-the author of the book

-the time when the story takes place

-the location where the story takes place

-the names and a brief description of each of the characters you will be discussing

-many quotations and examples from the book to support your opinions

Use the template below to write your book review/ report:

WEEK: Fourteen

LESSON: Two

TOPIC: Comprehension- nonfiction passage


Sometimes for comprehension, especially in examinations, you may be given longer

comprehension passages with more questions that scan a variety of comprehension skills. Here is

a similar task for you to do.

Directions: Read the following passage and answer the questions that follow. Refer to the

text to check your answers when appropriate. Circle the correct answer.

Garbage cans are not magical portals. Trash does not disappear when you toss it in a can. Yet,

the average American throws away an estimated 1,600 pounds of waste each year. If there are no

magic garbage fairies, where does all that trash go? There are four methods to managing waste:

recycling, landfilling, composting, and incinerating. Each method has its strengths and

weaknesses. Let's take a quick look at each.

Recycling is the process of turning waste into new materials. For example, used paper can be

turned into paperboard, which can be used to make book covers. Recycling can reduce pollution,

save materials, and lower energy use. Yet, some argue that recycling wastes energy. They

believe that collecting, processing, and converting waste uses more energy than it saves. Still,

most people agree that recycling is better for the planet than landfilling.

Landfilling is the oldest method of managing waste. In its simplest form, landfilling is when

people bury garbage in a hole. Over time the practice of landfilling has advanced. Garbage is

compacted before it is thrown into the hole. In this way more garbage can fit in each landfill.

Large liners are placed in the bottom of landfills so that toxic garbage juice doesn't get into the

ground water. Sadly, these liners don't always work. Landfills may pollute the local water

supply. Not to mention that all of that garbage stinks. Nobody wants to live next to a landfill.

This makes it hard to find new locations for landfills. As landfill space increases, interest in

composting grows. Compositing is when people pile up organic matter, such as food waste, and

allow it to decompose. The product of this decomposition is compost. Compost can be added to

the soil to make the soil richer and better for growing crops. While composting is easy to do

onsite somewhere, like home or school, it's hard to do after the garbage gets all mixed up. This is

because plastic and other inorganic materials must be removed from the compost pile or they

will pollute the soil. There's a lot of plastic in garbage, which makes it hard to compost on a large

scale.

One thing that is easier to do is burning garbage. There are two main ways to incinerate waste.

The first is to create or harvest a fuel from the waste, such as methane gas, and burn the fuel. The

second is to burn the waste directly. The heat from the incineration process can boil water, which

can power steam generators. Unfortunately, burning garbage pollutes the air. Also, some critics

worry that incinerators destroy valuable resources that could be recycled.

Usually, the community in which you live manages waste. Once you put your garbage in that

can, what happens to it is beyond your control. But you can make choices while it is still in your

possession. You can choose to recycle, you can choose to compost, or you can choose to let

someone else deal with it. The choice is yours.

1. Which best explains why the author begins the text by talking about magical garbage

fairies?

a. He is putting a common misconception to rest.

b. He is trying to get the reader's attention.

c. He is addressing his concern in a serious way.

d. He is supporting his argument with evidence.

2. Which best defines the meaning of incineration as it is used in the text?

a. To bury waste materials in a large hole

b. To allow waste products to decompose and become fertilizer

c. To burn waste materials and harvest the energy

d. To turn waste materials into products like book covers

3. Which was not cited in the third paragraph as an issue with landfilling?

a. Landfills are smelly. b. Usable materials are wasted in

landfills.

c. Landfills may pollute the water supply. d. It is difficult to find locations for

landfills.

4. Which conclusion could best be supported with text from the passage?

a. Each method of waste management has its drawbacks.

b. Recycling is without a doubt the best way to handle waste.

c. Incineration is the best way to process waste.

d. All large cities should create massive compost piles.

5. Which best expresses the main idea of the fourth paragraph?

a. Landfills take up a lot of space.

b. Composting is good for the soil but it can be hard to do.

c. The process of composting is very complicated and scientific.

d. There is a lot of plastic garbage in landfills.

6. Which best expresses the meaning of the word compacted as it is used in the third

paragraph?

a. Garbage is burned before it is thrown in a hole.

b. Garbage is put in trucks before it is thrown in a hole.

c. Garbage is crushed smaller before it is thrown in a hole.

d. Garbage is put in a can before it is thrown in a hole.

7. Which best expresses the author's main purpose in writing this?

a. To convince readers to recycle and compost

b. To persuade readers that recycling is a waste of resources

c. To compare and contrast recycling and landfilling

d. To inform readers of methods of waste management

8. Which is not included in this text?

a. A description of how trash is collected

b. A description of the uses of compost

c. A description of the two methods of incinerating trash

d. A description of how landfills have advanced over time

9. Which best explains why composting is not feasible on a large scale?

a. People wouldn't want to touch all of that gross rotting food.

b. It would smell too bad in densely populated cities.

c. It would attract rodents that would spread disease.

d. Plastic would get into the compost and turn it into a pollutant.

10. Which title best expresses the main idea of this text?

a. The Magic of Recycling: Bringing Back What Was Once Lost

b. Methods of Waste Management: Pros and Cons

c. Recycling, Landfilling, or Composting: Which is Best For You?

d. Do Your Part: How to Save the Earth by Recycling and Composting


1.B 6.C

2.C 7.D

3.B 8.A

4.A 9.D

5.B 10.B

WEEK: Fourteen

LESSON: Three

TOPIC: Subject and Verb Agreement- Review of rules

IN EARLIER LESSONS THIS TERM, YOU HAVE STUDIED RULES REGARDING

THE AGREEMENT OF SUBJECTS AND VERBS IN SENTENCES. REVIEW THOSE

LESSONS THOROUGHLY BEFORE STARTING THE EXERCISE BELOW.

Subject-Verb Agreement Practice Exercises- choose the correct verb from the brackets to

complete the sentences

1. Everyone (has/have) done his or her homework.

2. Each of the students (is/are) responsible for doing his or her work.

3. Either my father or my brothers (is/are) going to sell the car.

4. Neither my sisters nor my mother (is/are) going to sell the house.

5. The samples on the tray in the lab (need/needs) testing.

6. Mary and John usually (plays/play) together.

7. Both of the dogs (has/have) collars.

8. Neither the dogs nor the cat (is/are) very hungry.

9. Either the girls or the boy (walk/walks) in the evening.

10. Either the boy or the girls (walk/walks) in the evening.

11. At the end of the fall (comes/come) the hard tests.

12. The slaughter of animals for their fur (has/have) caused controversy.

13. The student, as well as his teacher, (was/were) going on the field trip.

14. The hard tests (comes/come) at the end of the fall.

15. Both of my roommates (has/have) decided to live in the dorms.


1. Everyone has done his or her homework.

2. Each of the students is responsible for doing his or her work.

3. Either my father or my brothers are going to sell the car.

4. Neither my sisters nor my mother is going to sell the house.

5. The samples on the tray in the lab need testing.

6. Mary and John usually play together.

7. Both of the dogs have collars.

8. Neither the dogs nor the cat is very hungry.

9. Either the girls or the boy walks in the evening.

10. Either the boy or the girls walk in the evening.

11. At the end of the fall come the hard tests.

12. The slaughter of animals for their fur has caused controversy.

13. The student, as well as his teacher, was going on the field trip.

14. The hard tests come at the end of the fall.

15. Both of my roommates have decided to live in the dorms

WEEK: Fourteen

LESSON: Four

TOPIC: Word Formation

Use the words in capitals to form a new word that fits into each blank!

EXAMPLE: The politician's SUPPORTERS did not come to the event. (SUPPORT)

1. _________________ people are not always the happiest. (WEALTH)

2. There was an _________________ line of cars waiting to cross the border. (END)

3. He runs a _________________ restaurant near the beach. (FASHION)

4. The new cars are equipped with very _________________ engines. (POWER)

5. It was at a very early age that she decided to become a _________________. (MUSIC)

6. She deserved the _________________ she was given by the headmistress. (PUNISH)

7. The refugees got _________________ from the local police force. (PROTECT)

8. _________________, a number of people died in the accident. (FORTUNATE)

9. It was very _________________ at the disco, so we decided to go somewhere else. (NOISE)

10. We _________________ eat out. In most cases we get some takeaway food. (RARE)

11. There are thousands of _________________ people in the large cities of the world. (HOME)

12. Use your _________________ and think of something that will work. (IMAGINE)

13. If you accept this job you will have an enormous _________________ towards your

colleagues. (RESPONSIBLE)

14. The test was _________________ easy. We were finished in no time. (SURPRISE)

15. The pupils thought they were treated _________________ by the teacher and wrote a protest

letter to the headmaster. (FAIR)


1. Wealthy people are not always the happiest. (WEALTH)

2. There was an endless line of cars waiting to cross the border. (END)

3. He runs a fashionable restaurant near the beach. (FASHION)

4. The new cars are equipped with very powerful engines. (POWER)

5. It was at a very early age that she decided to become a musician. (MUSIC)

6. She deserved the punishment she was given by the headmistress. (PUNISH)

7. The refugees got protection from the local police force. (PROTECT)

8. Unfortunately, a number of people died in the accident. (FORTUNATE)

9. It was very noisy at the disco, so we decided to go somewhere else. (NOISE)

10. We rarely eat out. In most cases we get some takeaway food. (RARE)

11. There are thousands of homeless people in the large cities of the world. (HOME)

12. Use your imagination and think of something that will work. (IMAGINE)

13. If you accept this job you will have an enormous responsibility towards your colleagues.

(RESPONSIBLE)

14. The test was surprisingly easy. We were finished in no time. (SURPRISE)

15. The pupils thought they were treated unfairly by the teacher and wrote a protest letter to the

headmaster. (FAIR)

WEEK: Fifteen

LESSON: One

TOPIC: Creating a writing journal

ENHANCE WRITING THROUGH JOURNALING AND REFLECTION

A journal is mostly a written record of your thoughts, experiences, and observations. However,

the task we want to get done is to create a CREATIVE WRITING JOURNAL which will have

all of the written pieces you do every week.

WHAT WILL YOU NEED?

Well, you simply need a book and other general stationary supplies that you may already have at

home. Try to use a book that is large enough to hold all of your writings that you have done and

all that you will do for the rest of the school year.

GET CREATIVE!!!!

You can enhance your journal cover with art and craft or any other creative means. You can

border the pages to show your creativity and even accompany your written pieces with pictures

or drawings. It is all up to you!

WHAT TO DO EXACTLY!!

1. Secure a good book or journal to use. A favourite pen/ pencil is also a must.

2. Dedicate a particular day and time to writing and updating your journal. This may be a day

and time you and your teacher set, if you are working with your teacher.

3. Complete all the written tasks you get each week in the journal. At the end of each written

piece complete a REFLECTION section. Here you will write not less than 5 sentences about

your written piece. That is, what it is about and how you felt about writing it.

4. Remember, for each reflection you can also include your drawings and pictures.

WHY SHOULD YOU KEEP THE CREATIVE WRITING JOURNAL?

Improve your writing.

Generally, the more you write, the better a writer you become. Writing regularly makes writing

easier, and it helps you develop your own writing voice. Even if your journal is just for yourself

and it doesn't matter how "good" it is, journaling builds ‘muscles’ that you can use for other

kinds of writing.

WEEK: Fifteen

LESSON: Two

TOPIC: Poetry Comprehension- Review of literary devices.

Figurative language is used to describe and imply ideas indirectly. The expressions used are not

literally true, but express truth beyond the literal level. Figurative language appears most often in

poetry. Two main types of figurative language are simile and metaphor. A simile is a

comparison using the words like, than, or as. A metaphor is a direct comparison.

simile: hair smooth as silk

metaphor: thoughts swimming lazily

DIRECTIONS: Read the poem “Hockey” by Scott Blaine. As you read, notice the comparisons

he uses to describe what it is like to play hockey. Answer the questions that follow.

1. Identify two metaphors in the first stanza and one simile in the third stanza. For each example

of figurative language, explain the two concepts that are being compared.

2. Out of all the figurative language in this poem, which comparison do you like most or find

most effective? Identify this phrase and explain why you like it.


1. Metaphors in the first stanza: “The air bites to the center/ Of warmth and flesh...”(the air is

being compared to something that bites, such as an animal); “The puck swims...” (the puck is

being compared to something that swims, such as a person or fish). The simile in the third

stanza: “Sticks click and snap like teeth/ Of wolves on the scent of a prey.” (The hockey sticks

are being compared to wolves’ teeth).

2. Answers will vary according to the students’ taste.

WEEK: Fifteen

LESSON: Three

TOPIC: Antonyms and Synonyms- review tasks

Review the lessons on Synonyms and Antonyms and then complete the following:

A. Select the options which are closest in meaning to the underlined words.

1. After the enquiry, the athlete was acquitted of all the charges against him.

a. freed c. exonerated

b. convicted d. forgiven

2. The sprinter accused the race official of fabricating evidence against him.

a. manufacturing c. falsifying

b. concealing d. showing

3. The coach promised not to divulge the athlete’s secret.

a. confess c. admit

b. reveal d. conceal

4. The rules stipulate that no athletes may take performance-enhancing drugs.

a. imply c. inform

b. promise d. specify

5. Before the end of the marathon, several athletes succumbed to the heat.

a. fell victim c. endured

b. suffered d. regretted

6. By the end of the first lap, the women’s relay team had outstripped their rivals.

a. threatened c. overtaken

b. beaten d. challenged

B. Select the options which are most nearly OPPOSITE in meaning to the underlined

words.

1. Investors in mining companies may inadvertently profit from environmental damage.

a. definitely b. intentionally c. regrettably d. luckily

2. There are always predatory entrepreneurs ready to exploit natural resources.

a. innovative b. thoughtful c. ethical d. adventurous

3. The pristine waters of the Caribbean must be protected from pollution.

a. pure b. sterile c. cloudy d. tainted

4. Many believe that a lax attitude to discipline is at the root of our current social problems.

a. remiss b. strict c.random d. austere

5. The demonstration culminated in complete success for the demonstrators.

a. started b. initiated c. developed d. failed

6. After several months of discussion it was decided to amalgamate the two companies.

a. administer b. terminate c. blend d. separate

7. Intermittent showers caused the cricketers to leave the pitch on several occasions.

a. perpetual b. continuous c. heavy d. seasonal

8. The clerk was cautioned for making defamatory remarks about his employer.

a. complimentary b. pleasant c. reputable d. disruptive

9. Although his approach to the situation was unorthodox, it appeared to be effective.

a. tolerable b. warranted c. indifferent d. conventional

10. Everyone thought that the idea of closing the town’s only library was preposterous.

a. unforgivable b. sensible c. possible d. predictable


NO. A B

1 A B

2 C B

3 A D

4 D B

5 A A

6 C D

7 B

8 A

9 D

10 B

WEEK: Fifteen

LESSON: Four

TOPIC: Word search

Find the words on the puzzle.

ACCESSIBLE BILINGUAL CHAOS

GOVERNMENT INCOME ORIGINALITY

PATIENCE POINT SERIAL

STAMINA STUN SYMBOL

TARIFF TREK UNIVERSAL

WEEK LESSON 1 LESSON 2 LESSON 3 LESSON 4

Documents

Transcript of WEEK LESSON 1 LESSON 2 LESSON 3 LESSON 4