{"id":2367,"date":"2023-10-02T14:06:54","date_gmt":"2023-10-02T14:06:54","guid":{"rendered":"http:\/\/localhost\/ecole9ja\/?p=2367"},"modified":"2023-10-02T14:07:29","modified_gmt":"2023-10-02T14:07:29","slug":"all-weeks-ss1-second-term-english-language-notes","status":"publish","type":"post","link":"https:\/\/ecolebooks.com\/nigeria\/posts\/all-weeks-ss1-second-term-english-language-notes\/","title":{"rendered":"All Weeks – SS1 Second Term English Language Notes"},"content":{"rendered":"

<\/p>\n

\t\t\tSIGMA TERM ENGLISH LANGUAGE CLASS : SS.1
\n<\/strong>SCHEME OF WORK
\n<\/strong>WEEK 1: WORD FORMATION PROCESS \u2013 AFFIXATION [PREFIX AND SUFFIX]
\n<\/strong>WEEK 2: COMPREHENSION- NOSEC . HOME AND FAMILY LIFE.
\n<\/strong>WEEK 3: COMPOSITION\/ LETTER WRITING- FORMAL LETTER
\n<\/strong>WEEK 4: VOCABULARY DEVELOPMENT- SYNONYMS
\n<\/strong>WEEK 5: COMPREHENSION- READING [SCANNING]
\n<\/strong>WEEK 6: WORDS ASSOCIATED WITH PHOTOGRAPHY
\n<\/strong>WEEK 7: GRAMMAR \u2013ADVERBS AND TENSE
\n<\/strong>WEEK 8: ANTONYMS
\n<\/strong>WEEK 9: COMPOSITION \u2013MORE ON ESSAY TYPES
\n<\/strong>WEEK 10: GENERAL REVISION CLASS [GRC]
\n<\/strong>
\n\u00a0WEEK 1 SS1
\n<\/strong>TOPIC: <\/strong> AFFIX (AFFIXATION)
\nAffix :<\/strong> An element that is added to a base or root word to form another word. Affixes can be in the form of prefixes or suffixes.
\nA PREFIX: <\/strong>is an affix that is added to the beginning of a word e.g. “audio” in “audio-visual” is both a prefix and an affix.
\n“lA SUFFIX:<\/strong> is an affix that is added to the end of a word. Thus, aholic” in “workaholic “is a suffix and an affix. Here are some common prefixes with their meaning.<\/p>\n

\u00a0PREFIX\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0MEANING\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0EXAMPLES
\na-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0on\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0afloat, above
\nab-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0away, from\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0absolve, abnormal
\nante-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0before\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0ante-natal, ante-room
\nanti-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0against\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0ante-aircraft, anti-body
\ncon-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0with, together\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0confederation, conjunction
\nde-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0down, below, opposite\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0defreeze, depress
\ndi-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0two, twice, double\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0disyllabic, detractive
\nen-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0in, make\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0enclose, enlarge
\nbi-,\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0two, twice, double\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0bicycle, bilingual
\nex-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0out, away\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0export, exhale
\nex-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0former\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0ex-wife, ex-student
\nfore-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0before\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0forehead, forever on
\nhyper-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0more, greater\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0hyperactive, hypertension
\ninter-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0between, among\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0international, interchange.<\/p>\n

\u00a0SUFFIXES: examples are<\/p>\n

    \n
  1. Some suffixes make the new words adjective. They include \u2013any, -evy, -en, -ish, -less, -ly, -ous, -ic, like, -y, -ful, e.g dangerous, useless.\n<\/li>\n
  2. Those which make the words verbs include, -ing, -ed, -ude, -em, -ure, -ise, -ize, -yse, e,g nationalize, lighten.\n<\/li>\n
  3. Suffixes which two words into nouns include: -er, -or, -ar, -er, -ship, -hood,-ness, -ance,-ism,-dom,-tion, -ity, -ure, e.g punishment, friendship, childhood.\n<\/li>\n<\/ol>\n

    \u00a0A ROOT: is the smallest or basic part of a word which is joined by a prefix or suffix. E.g happy \u2013 unhappy, solve \u2013dissolve, come \u2013 welcome. We can also add suffixes to these words such as happiness, solvent, comes\/comedy<\/p>\n

    \u00a0EVALUATION: <\/strong>Complete the following by supplying suitable prefixes, using these: (dis, ex, il, im, in, ir, fore, de, mis, un)<\/p>\n

      \n
    1. ——- port, (b) —— legal (c) —– take (d) —–quality (e) —– press (f) —–manage (g) —-safe (h) —-rail (i) ——sufficient (j) —- moral (k) —- direct (l) —- polite.\n<\/li>\n<\/ol>\n

      Complete the following by supplying suitable suffixes using these: (ful, ness, able, less, ment, er, ant, al, or)<\/p>\n

        \n
      1. Happy (b) accident (c) profession (d) harm (e) hope (f) engine (g) fair (h) attend (i) miser (j) enjoy (k) judge (l) farm\n<\/li>\n<\/ol>\n

        \u00a0ASSIGNEMT: Give 2 examples of words that have the following prefixes in them: mat, ploy, post, pro, re, sub, super, tele, tri, trans, uni, dis, in, mis, non, un, im, il
        \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0
        \nWEEK 2
        \n<\/strong>TOPIC: <\/strong> COMPREHENSION (THE QUEST FOR HEALTH) page 68 -69
        \nReading for Details and inference.<\/p>\n

          \n
        1. The word “key “as used in the first paragraph in the passage refers to a fuller degree of physical Health.\n<\/li>\n
        2. \n
          Health is being in a perfect state and where the body and mind are active.\n<\/div>\n

          Disease is when there is no health, and where one does not maintain perfect health, one welcomes attack by different types of diseases.\n<\/li>\n

        3. The five (S) things that a nurse must be taught are: (i) giving attention to diet (ii) cleanliness (iii) fresh air (iv) rest (v) exercise\n<\/li>\n
        4. A person needs to correct certain injurious habits because bodily healthy must be restored.\n<\/li>\n
        5. A physician fights disease by seeking to maintain and restore health\n<\/li>\n
        6. The right method for avoiding disease is to concentrate on resting or maintaining positive health.\n<\/li>\n<\/ol>\n

          EVALUATION: Give the meaning context or contextual meanings of these words as used in the passage:<\/p>\n

            \n
          1. Endeavour\n<\/li>\n
          2. Afflicted\n<\/li>\n
          3. Ailment\n<\/li>\n
          4. Concentrating\n<\/li>\n
          5. Adhere\n<\/li>\n
          6. Restoration\n<\/li>\n
          7. Nutrition\n<\/li>\n<\/ol>\n

            Summarizing the story: (page 70) use the questions that follow to make up a list of points for writing a summary of the passage.
            \nUse appropriate linking words and verbs like the ones in these lists
            \nLinking words\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0reporting verbs
            \nConsequently\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0noted
            \nApparently\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0observed
            \nFurthermore\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0explained
            \nFinally\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0maintained.<\/p>\n

            \u00a0ASSIGNMENT: summarize the passage in six (6) sentences.<\/p>\n

            \u00a0WEEK 3
            \nTOPIC: COMPOSITION\/ WRITING: LETTER TO THE CHAIRMAN OF YOUR LOCAL GOVERNMENT ARAE REQUESTING FOR SOME AMENITIES NEEDED IN YOUR COMMUNITY (CDA)
            \nCONTENT:
            \nFormal letter is an official letter or business letter, written to those in places of authority to lodge a complaint, make a request, make a recommendation or even express your concern or any negative development that may be hindering progress of a place or community.
            \nQuestion: write a letter to the chairman of your local government area requesting for some amenities needed in your community.<\/p>\n

            \u00a0
            \n\u00a0
            \n\u00a0
            \n\u00a0
            \n\u00a0
            \n\u00a0
            \n\u00a0
            \n\u00a0
            \n\u00a0
            \n\u00a0Answer:
            \n7 Olarenwaju Street,
            \n Oke-odo,
            \n Agege.
            \n Lagos State.
            \n 30th<\/sup>January, 2018.
            \nThe Chairman,
            \nAgbadoOkeodo Local government,
            \nArea ,
            \nP.O. Box 4219.
            \nDear Sir,
            \nA REQUEST FOR SOME AMENITIES NEEDED IN MY COMMUNITY
            \n<\/strong>Since you assumed office about a year ago, there had been rapid development that has been experienced by the citizens of our local government, keep up the good work sir.
            \nI use this medium to request for some amenities that are needed in my community which are: street lights, public toilet and a functional hospital.
            \nOur roads are now good and the only facility that we need is the installation of street light. This is because my community is densely populated hence, the crime rate is high. If we have functioning street lights, it will aid the security of life and property.
            \nThere are no functioning public toilets and the ones that are available are being over stretched. They are not being maintained property. Some people do defecate all around the environment and as a result, there might be an outbreak of cholera and any other serious ailments attached to this.
            \nWe also need two or three functioning hospital because health is wealth. As you have promised us in your manifesto, that the total well-being and comfort of the people will be your top priority.
            \nWe will be very grateful if all our requests are given thoughtful consideration. Our people also want to enjoy the dividend of democracy that you party stands for.
            \n Yours Faithfully,
            \n Signature of Writer,
            \n Olanrewaju Abraham.
            \nEVALUATION:
            \n<\/strong>Write a letter to the chairman of your local government area, suggesting some ways by which proper sanitation and cleanness of your surrounding \/ environment can be maintained. (450 words)
            \nASSIGNMENT: Compare and contrast formal letter and an informal letter (writing).
            \nTOPIC:
            \nSTRUCTURE : TENSE (simple, present, tense, simple past tense, present perfect tense, past perfect tense, present continuous present perfect continuous tense.
            \n<\/strong>CONTENT
            \n<\/strong>TIME AND TENSE
            \n<\/strong>The words time and tense are not synonymous. Time stands for a concept with which all humans are familiar. Time is divided into past, present, and future<\/strong>. Time is independent of language. Tense stands for a verbs form or series of verb forms used to express a time relation. Tense vary in different languages. Tense may indicate whether an action, activity, or state is past, present, or future.<\/p>\n

              \n
            1. THE SIMPLE PRESENT TENSE: <\/strong>This is used to show an action that occurs always or an occupation. (a) They work hard (b) she sells rice
              \n\t\t\t\t<\/strong><\/li>\n
            2. THE SIMPLE PAST TENSE: <\/strong>Is used for an action that took place in the past. (a) They worked hard (b) She sold bead a year ago
              \n\t\t\t\t<\/strong><\/li>\n
            3. THE PRESENT PERFECT TENSE: <\/strong> Is used for an action which has just finished. It is formed by using has <\/strong> orhave <\/strong> and a past <\/strong>participle. No definite time such as yesterday, last year, orat 4 o’clock <\/strong>should be used with has <\/strong> or have. <\/strong>(a) They have<\/strong> really worked hard (b) She has<\/strong> just sold some bread
              \n\t\t\t\t<\/strong><\/li>\n
            4. THE PAST PERFCT TENSE: <\/strong>Is used to indicate than an action took place before another in the past. It is formed by using had <\/strong>and a past participle. (a) When she had sold <\/strong>bread she went home. (b) Before the supervisor arrived, they had worked <\/strong>very hard.
              \n\t\t\t\t<\/strong><\/li>\n
            5. THE PRESENT CONTINUOUS TENSE: <\/strong>Is used for an action that is going on now. Now that you should always show that the action is still going on as at the time of reporting in \u00efng”. (a) She is selling <\/strong>bread to a customer now. <\/strong>(b) They are working <\/strong>hard.
              \n\t\t\t\t<\/strong><\/li>\n
            6. THE PRESENT PERFECT CONTINUOUS TENSE: <\/strong>Is used to show an action that began sometime ago and is still going on. (a) She has been selling <\/strong>bread for three years. (b) They have been working <\/strong>hard.
              \n\t\t\t\t<\/strong><\/li>\n<\/ol>\n

              \u00a0EVALUATION: <\/strong>Select the right option from these questions<\/p>\n

                \n
              1. Are you deaf? I asked you\u2026 (a) how old are you (b) how old is your age (c) how old you were (d) what is your age.
                \n\t\t\t<\/strong><\/li>\n
              2. We would have many geniuses if students \u2026.(a) are always reading (b) can read more often (c) are willing to read always (d) would read more often
                \n\t\t\t<\/strong><\/li>\n
              3. Sometimes I wish my husband ——(a) doesn’t snore so badly (b) didn’t snore so badly (c) won’t snore so badly (d) will stop snoring when he sleeps.
                \n\t\t\t<\/strong><\/li>\n
              4. Would your parents like it —– <\/strong>(a)if I am to visit you more often? (b) you are to visit me more often? (c) I visited you more often? (d) if I visit you less often?
                \n\t\t\t<\/strong><\/li>\n
              5. Who —-? Because now we can’t use it to hold water (a) had broken the jug (b) has broken the jug (c) could break the jug (d) wanted to break the jug.
                \n\t\t\t<\/strong><\/li>\n<\/ol>\n

                ASSIGNMENT: <\/strong>With two examples (each) in sentences explain yhe following tenses<\/p>\n

                  \n
                1. The present perfect continuous tense\n<\/li>\n
                2. The present continuous tense\n<\/li>\n
                3. The past perfect tense.\n<\/li>\n<\/ol>\n

                  \u00a0WEEK 4
                  \nTOPIC
                  \n: VOCABULARY DEVELOPNMENT; SYNONYMNS (WORDS EXACTLY THE SAME INMEANING AND WORDS THAT ARE NEARLY THE SAME)
                  \nCONTENT
                  \nSYNONYMS
                  \nSynonyms are words that are nearest in meanings for example, odour, smell, scent,. Note that it is very rare indeed for two words to have exactly the same meaning. If it does happen, the tendency is for one to drop completely out of use and be totally forgotten. Consider these examples
                  \nPainting, drawing, portrait, print, and sketch.
                  \n<\/strong>These are all words for a scene, person, or thing that has been represented on paper by drawing, painting e.t.c
                  \nPicture:<\/strong> a scene, person or thing that has been represented on paper using a pencil, a pen or paint. Sentence: <\/strong>The children were drawing pictures <\/strong>of their pet
                  \nDrawing: <\/strong>A picture that has been made using pencil or pen, not pant Sentence: <\/strong>This is a pencil drawing<\/strong>\/ charcoal drawing.
                  \n<\/strong>Portrait:<\/strong> a painting, drawing or photograph of a person, especially of the head and shoulders. Sentence:<\/strong> The portrait <\/strong>of Nelson Mandela.
                  \nNote :<\/strong>A self \u2013portrait (is a painting that you do yourself)
                  \nPaint :<\/strong>A picture that has been copied from a painting using photography. Sentence:<\/strong> The printed <\/strong>copy is out.
                  \nSketch:<\/strong>A simple picture that is drawn quickly and does not have many details. Sentence: <\/strong>I usually do a few very rough sketches <\/strong>before Istart on a painting.
                  \nEVALUATION:
                  \n<\/strong>The following exercise contain synonymous expression. Keep them apart by choosing the appropriate one in each context
                  \nSynonyms ( Arrange, organise, plan)
                  \n<\/strong>We were taught that to write a good essay, we must first organize <\/strong> our ideas logically. And, darling, before we buy anything, let’s plan<\/strong> the kitchen on paper. I shouldn’t be telling you that because as a Librarian, you are familiar with how to arrange books in alphabetical order. But could you arrange <\/strong> a meeting with the members of my family for Monday, please?
                  \nASSIGNMENT
                  \nGive the meaning of the following words and use them in sentences<\/p>\n

                    \n
                  1. Hide\n<\/li>\n
                  2. Great\n<\/li>\n
                  3. Funny\n<\/li>\n
                  4. Floor\n<\/li>\n
                  5. fabric\n<\/li>\n<\/ol>\n

                    \u00a0
                    \n\u00a0WEEK 5 SS1
                    \n<\/strong>TOPIC: (WRITING AND LISTENING) <\/strong>THE HINDING PARTH OF STEEL DEVELOPNMENT
                    \nCONTENT:
                    \nREADING FOR FACTS (SCAMMING)
                    \nREFERENCE BOOK INTENSIVE ENGLISH (PAGE 133 \u2013 136) ANSWER THE QUESTIONS
                    \n<\/strong>
                    \n\u00a0ASSIGNMNET: <\/strong>READ THE COMPR EHENSION AND ANSWER THE QUESTIONS THAT FOLLOWS ON PAGE 136 -137<\/p>\n

                    \u00a0
                    \n\u00a0
                    \n\u00a0WEEK 6
                    \nTOPIC: VOCABULARY DEVELOPNMENT (SEXUALITY AND RELIGION) WORDS ASSOCIATED WITH PHOTOGRAGHY
                    \nCONTENT:
                    \nWORDS ASSOCIATED WITH SEXUALITY AND RELIGION
                    \n<\/strong>Do you believe in life of the spirit<\/strong> and in one or more 1? if you believe that there is only one God, it means you are 2 (a monotheist) but if you believe that there is more than one good, you are 3 .
                    \n\tIn ant case, some people belief that God does not exist. They are referred to as 4 . Some others, are however, not sure whether or not God exists, they are called 5 . Every form of religion has its own 6 and particular mode of 7 .<\/p>\n

                    \u00a0\u00a0\u00a0\u00a0\u00a0A\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0B\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0C\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0D
                    \n1.\u00a0\u00a0\u00a0\u00a0Wizards\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0witches\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0beings\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0goods
                    \n2.\u00a0\u00a0\u00a0\u00a0Monotheist\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0monotheistic\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0polytheist\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0polytheistic
                    \n3.\u00a0\u00a0\u00a0\u00a0Multitheistic\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0bilingual\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0polytheist\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0polycap
                    \n4.\u00a0\u00a0\u00a0\u00a0Athiest\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0atheist\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0atheism\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0polythene
                    \n5.\u00a0\u00a0\u00a0\u00a0principle\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0rules\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0dogma\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0agnostics
                    \n<\/strong>6.\u00a0\u00a0\u00a0\u00a0principle\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0rules\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0dogma\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0doctrine
                    \n<\/strong>7.\u00a0\u00a0\u00a0\u00a0praises\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0worship\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0sacrifice\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0rituals
                    \n<\/strong>
                    \n\u00a0EVALAUTION: Use the options to fill in the blank spaces.
                    \n The 1you use when taking photographs has a2 . This button is pressed in order to take a photogragh. When you press the botton or —- 3— the switch, the \u20134\u2014allows light to pass through the \u20135\u2014of the camera on to the \u20136\u2014inside it producing a chemical change on the film. The \u20137\u2014(amount of time during which you allow the light in) can make or mar your photograph.
                    \n\u00a0\u00a0\u00a0\u00a0A\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0B\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0C\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0D
                    \n1.\u00a0\u00a0\u00a0\u00a0Lens\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0camera\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0phone\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0photo
                    \n2.\u00a0\u00a0\u00a0\u00a0Shutter button\u00a0\u00a0\u00a0\u00a0shutter release\u00a0\u00a0\u00a0\u00a0shutter\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0shutter release button
                    \n3.\u00a0\u00a0\u00a0\u00a0Switch\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0snap\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0tab\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0cassette
                    \n4.\u00a0\u00a0\u00a0\u00a0 Shutter\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0crank\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0darkroom\u00a0\u00a0\u00a0\u00a0exposure\u00a0\u00a0\u00a0\u00a0
                    \n5.\u00a0\u00a0\u00a0\u00a0camera\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0lens\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0lentor\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0button
                    \n6.\u00a0\u00a0\u00a0\u00a0Cartridge\u00a0\u00a0\u00a0\u00a0movie\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0film\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0crank
                    \n7.\u00a0\u00a0\u00a0\u00a0Shutter level\u00a0\u00a0\u00a0\u00a0shutter speed\u00a0\u00a0\u00a0\u00a0shutter rate\u00a0\u00a0\u00a0\u00a0shutter hight
                    \nASSIGNMNET:
                    \nTranscribe the following words and give their various meanings<\/p>\n

                      \n
                    1. Apostasy\n<\/li>\n
                    2. Ablutions\n<\/li>\n
                    3. Immersion\n<\/li>\n
                    4. Confirmation.\n<\/li>\n<\/ol>\n

                      WEEK 7
                      \nTOPIC:
                      \n<\/strong> GRAMMAR: ADVERBS AND TENSE
                      \n\t\t\t<\/strong>SUB TOPIC: (FEATURES AND FUNCTION, USING ADVERBS IN SENTENCES AND PRESENT TENSE.
                      \n<\/strong>CONTENT:
                      \n<\/strong>ADVERBS: An adverbs is a word that adds to our intonation about a verb, about an adjective and about another adverbs.
                      \nE.g\u00a0\u00a0\u00a0\u00a0 Work (verb) rapidly (adverbs)
                      \n\u00a0\u00a0\u00a0\u00a0Extremely (adverbs) beautiful (adjective
                      \n\u00a0\u00a0\u00a0\u00a0Sleeping (verb) soundly (adverb)
                      \nFEATURES OF ADVERBS
                      \nFrequently adverbs in the category of (adverbs of manner) are formed by adding ly<\/strong>to an adjective.<\/strong>
                      \n\t\"\"\/Examples of these include:
                      \n\"\"\/ADJECTIVE\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0ADVERBS
                      \n<\/strong>Anxious\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0anxiously
                      \n<\/strong>Bad\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0badly
                      \n<\/strong>Cautious\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0cautiously
                      \n<\/strong>Elegant\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0elegantly
                      \n<\/strong>Unwilling\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0unwillingly
                      \n<\/strong>Vain\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0vainly
                      \n<\/strong>Weak\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0weakly
                      \n<\/strong>Quick\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0quickly<\/strong><\/p>\n

                      \u00a0TENSE (PRESENT TENSE)
                      \nWhat is Tense? This is the form of a verb that is used to show the time at which the action of a the verbs takes place. One of the tenses in English is the present tense.
                      \nWhat is present tense? The present tense is used to indicate an action now going on or a state now existing.
                      \n A distinction can be made between the habitual present which works habitual or repeates actions or recurring events, and the staure present, which indicates something that is true at all times.
                      \nExamples:<\/p>\n

                        \n
                      1. He works <\/strong>long hours\n<\/li>\n
                      2. She walkst<\/strong>o work\n<\/li>\n
                      3. The world is<\/strong> round\n<\/li>\n<\/ol>\n

                        The simple present tense is used to show an action that occurs always or an occupation.
                        \nI eat<\/strong> rice every day.
                        \nShe sells<\/strong> bread.
                        \nEVALUATION:<\/strong> Make each of these an adverbs <\/p>\n

                          \n
                        1. QUICK\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a02.\u00a0\u00a0\u00a0\u00a0BRIGHT\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a03.\u00a0\u00a0\u00a0\u00a0CAREFUL\u00a0\u00a0\u00a0\u00a04.\u00a0\u00a0\u00a0\u00a0BAD\n<\/li>\n
                        2. GOOD\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a05.\u00a0\u00a0\u00a0\u00a0DEEP\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a06.\u00a0\u00a0\u00a0\u00a0CLEARER\u00a0\u00a0\u00a0\u00a07.\u00a0\u00a0\u00a0\u00a0HARD\n<\/li>\n<\/ol>\n

                          8.\u00a0\u00a0\u00a0\u00a0TRUE
                          \nASSIGNMENT:<\/strong> PROGRESIVE ENGLISH (PAGE 69) EXERCISE 3A QUESTION 1 \u2013 10
                          \nWEEK 8: ANTONYMS \u2013WORDS THAT ARE OPPOSITE IN MEANING
                          \nAntonyms is a concept used to describe oppositeness of meaning. Unlike Synonyms, there are true Antonyms. In Natural languages, there are different types of oppositeness and their various types of oppositeness and these various types are :
                          \nGRADABLE ANTONYMS which are antonyms used in comparative construction and they are usually comparative Adjectives either ending in \u2013er or occurring with more- . e.g older, younger, more brilliant e.t.c
                          \nCOMPLIMENTARITY is a type of oppositeness that exhibits incompatibility in that the items are usually complementary to each other.e.g
                          \nMr Lanre is married -implies that Mr Lanre is not single.
                          \nASSIGNMENT:
                          \nExplain the following types of ANTONYMS with adequate examples in words:<\/p>\n

                            \n
                          1. Gradable\n<\/li>\n
                          2. Complimentarity\n<\/li>\n<\/ol>\n

                            WEEK 9 :
                            \nTOPIC : COMPOSITION : MORE ON ESSAY TYPES
                            \n THE DESCRIPTIVE ESSAY
                            \nTHE EXPOSITORY ESSAY
                            \nTHE ARGUMENTATIVE ESSAY
                            \nTHE NARRATIVE ESSAY.
                            \nASSIGNMENT : <\/p>\n

                              \n
                            1. Teachers are more essential to a community than Doctors\n<\/li>\n
                            2. Benefits of self discipline among today’s youths\n<\/li>\n<\/ol>\n

                              WEEK 10: GENERAL REVISION CLASS [GRC] <\/p>\n","protected":false},"excerpt":{"rendered":"

                              SIGMA TERM ENGLISH LANGUAGE CLASS : SS.1 SCHEME OF WORK WEEK 1: WORD FORMATION PROCESS…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,201],"tags":[],"class_list":["post-2367","post","type-post","status-publish","format-standard","hentry","category-posts","category-second-term-ss1-english-language"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/2367","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/comments?post=2367"}],"version-history":[{"count":1,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/2367\/revisions"}],"predecessor-version":[{"id":2368,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/2367\/revisions\/2368"}],"wp:attachment":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/media?parent=2367"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/categories?post=2367"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/tags?post=2367"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}