WEEKS TOPICS

1. Grammer: Nouns- Definitions and types

Writing: Introduction to Narrative Essay

Vocabulary: Words associated with words and family

2. Grammar : Countable and uncountable nouns(Regular and irregular plural)

Writing: Narrative Essay, Linking Paragraphs

3. Grammar: Noun - Nouns and determiners/articles

Writing: Narrative - Writing and inductory paragraph

Vocabulary: Words associated with Agriculture - Animal Husbandry - Fishing

4. Grammar: Noun Phrase - The Structure of a Noun Phrase

Vocabulary: Words associated with Animal Husbandry

Writing: Informal Letter (Introduction

5. Grammar: Verb Phrase - Meaning and structure

Writing: Informal Letter - exercise

Vocabulary: Words associated with Animal Husbandry

6. Grammar: Nominalization of adjectives - Eg braves = bravery, brief= brevity e.t.c.

Writing: Summarizing in a specific numbers sentence

Vocabulary: Words associated with religioun

7. Grammar: Nominalization of verbs - describe= description, invest = investment e.t.c.

Writing: Semi- formal letter (Language and exercise)

Vocabulary: Words associated with home and family

8. Grammar: Irregular verbs - simple, past and past participle forms

Vocabulary: Words associated with religioun (Christianity)

Writing: Semi- formal letter - Excercise

9. Grammar: Regular verbs

Writing: Record keeping

WEEK 1
GRAMMAR: NOUNS

A noun is a naming word. It is the name of a person, place, animal, thing, or idea. In every sentence,
nouns are very important because they tell us who or what we are talking about. Example:

1. Teacher teaches the students.

2. Lagos is a busy city.
3. The dog is barking.
4. She has a beautiful bag.
5. Honesty is a good virtue.

In the examples above, the words teacher, Lagos, dog, bag, and honesty are nouns because they name
something.

Without nouns, communication would be very difficult because we would not be able to name people,
places, or things.

Types of Nouns

There are different types of nouns. Each type has its own meaning and function.

1. Proper Noun: A proper noun is the specific name of a person, place, or thing. It always begins with a
capital letter. Examples: Lagos, Nigeria, Chinua Achebe, University of Lagos

Sentence examples:

1. I live in Lagos.
2. Nigeria is a great country.
3. Chinua Achebe wrote many books.

Notice that all proper nouns start with capital letters.

2. Common Noun

A common noun is a general name for a person, place, animal, or thing. It does not begin with a capital
letter unless it starts a sentence. Examples:boy, school, market, river, teacher

Sentence examples:
1. The boy is playing football.
2. My school is far from home.

3. Concrete Noun

A concrete noun is something you can see, touch, hear, smell, or taste. It can be experienced through
the five senses. Examples: table, phone, bread, music, rain

Example in sentences:

1. The rain is falling heavily.

2. She bought fresh bread.

4. Abstract Noun

An abstract noun is the name of a quality, idea, or feeling. You cannot see or touch it. Examples: love,
happiness, freedom, wisdom, courage

Example in sentences:

1. Love is important in a family.

2. Courage helps us face challenges.

5. Collective Noun

A collective noun refers to a group of people, animals, or things. Examples: team, class, family, herd,
crowd

Sentence examples:

1. The team won the match.

2. Our class is very quiet today.

6. Countable Nouns

Countable nouns are nouns you can count. Examples: book, pen, chair, apple.

Sentence examples

1. I have three books.

2. She bought five apples.
7. Uncountable nouns

Uncountable Nouns cannot be counted individually. Examples: water, rice, sugar, information.

Sentence examples

1. She drank water.

2. We need more rice.

You cannot say “two waters” unless you mean bottles or cups of water.

WRITING: INTRODUCTION TO NARRATIVE ESSAY

A narrative essay is a type of essay that tells a story. It can be a true story or an imagined one. In a
narrative essay, the writer shares an experience in a clear and interesting way.

The word “narrative” means “story.” So, when writing a narrative essay, you are simply telling a story in
paragraph form.

Features of a Narrative Essay

1. It tells a story.

2. It has characters.

3. It has a setting (place and time).

4. It has a plot (what happens in the story).

5. It has a beginning, middle, and ending.

Structure of a Narrative Essay

1. Introduction

The introduction is the first paragraph. It introduces the story. It may include:

 The main character

 The setting
 A hint of what the story is about

Example:

"It was a bright Monday morning when I received the news that changed my life forever. I never
imagined that a simple school competition would teach me such an important lesson"

2. Body
The body tells what happened. It explains events in order. The events should be arranged clearly so that
the reader can understand the story.

Use words like:

 First
 Next
 Suddenly
 Later
 Finally

3. Conclusion

The conclusion ends the story. It may state the lesson learned.

Example:

"From that day, I learned that hard work and determination always bring success."

Tips for Writing a Good Narrative Essay

 Use simple and clear language.

 Write in paragraphs.
 Use past tense (most times).
 Add emotions and descriptions.
 Make your story interesting.

VOCABULARY: WORDS ASSOCIATED WITH “FAMILY

Words associated with family are words that are related in meaning or commonly used when talking
about family. These words help us understand and discuss family relationships better.

Immediate Family

 father
 mother
 brother
 sister
 parents
 siblings

Example:

"My parents care for me and my siblings."

Extended Family

 uncle
 aunt
 cousin
 grandfather
 grandmother
 nephew
 niece

Example:

"I visited my grandmother during the holiday."

Family Relationships

 marriage
 home
 care
 support
 love
 unity
 responsibility

Example:

"Love and unity keep a family strong."

Words Related to Family Activities

 celebration
 reunion
 gathering
 dinner
 holiday

Example:

"We had a family reunion last December."

Importance of Learning Family Vocabulary

1. Learning words associated with family helps students:

2. Speak clearly about relationships.
3. Write better essays.
4. Understand stories and passages.
5. Improve communication skills.

CONCLUSION

Nouns are naming words that help us identify people, places, animals, things, and ideas. They are
divided into types such as proper nouns, common nouns, abstract nouns, and collective nouns.

A narrative essay is a story written in essay form. It has an introduction, body, and conclusion. It should
be interesting and well arranged.

Family vocabulary includes words that describe family members, relationships, and activities. Learning
these words improves communication and writing skills.

WEEK TWO(2)
Countable and Uncountable Nouns (Regular & Irregular Plurals)

Countable Nouns

These nouns refer to things we can count one by one (individual items). They have singular (one) and
plural (more than one) forms. We use them with: a/an (singular), numbers (one, two…), many, few,
several, these/those, etc.

Examples:

- book → books

- child → children

- car → cars

Uncountable Nouns (Mass/Non-count Nouns)

These nouns refer to things we cannot count individually (substances, liquids, abstract ideas, groups
treated as one mass). They have no plural form — never add -s/-es. They are always singular. We use
them with: some, any, much, little, a lot of, a piece of, etc. We do not use a/an or numbers directly with
them.

Examples:

- water → cups of water (NOT a water / waters)

- rice → cups or dericas of rice

- advice →pieces of advice (NOT advices)

- furniture →pieces of furniture (NOT furnitures)

- information → pieces of information

- money, luggage, news, equipment, weather, knowledge, homework, traffic

Special note: Some uncountable nouns can be countable in specific situations (context changes
meaning):

- Coffee (substance) → uncountable: I like coffee.

- Coffee (cups of coffee) → countable: Two coffees, please.

Regular Plural Forms (for Countable Nouns Only)

Most countable nouns add -s or -es to form plurals.

S/N Rule Singular Plural Explanation

1. Add -s pen, dog, table pens, dogs, tables Most common rule

2. Add -es bus, box, brush, buses, boxes, brushes, Words ending in -s, -sh, -ch, -
church, watch churches, watches x, -z (for easier pronunciation)

3. Consonant + y → baby, city, story, fly babies, cities, stories, y after consonant changes
change y to ies flies

4. Vowel + y → just boy, day, key, toy boys, days, keys, toys y after vowel stays
add -s

5. f or fe → often knife, leaf, wife, shelf, knives, leaves, wives, Common change (but not all:
change to ves loaf shelves, loaves roof → roofs, proof → proofs)
|

6. o → usually -es tomato, potato, hero, tomatoes, potatoes, But exceptions: photo →
 echo heroes, echoes photos, piano → pianos, radio
→ radios

Irregular Plural Forms

These do not follow any -s/-es rule. Memorize them — very common in exams!

S/N Singular Plural Singular Plural

1. man men woman women

2. child children person people

3. foot feet tooth teeth

4. mouse mice goose geese

5. louse lice ox oxen

6. deer deer sheep sheep

7. fish fish (or fishes = aircraft aircraft

types/species)

8. series series species species

Exam tip: Never make uncountable nouns plural (wrong: furnitures, informations, advices).

Narrative Essay – Detailed Explanation of Structure

A narrative essay tells a story (real or imagined) with a clear beginning, middle, and end. The main
purpose is to entertain while often teaching a lesson, showing character growth, or sharing an
experience.

The structure (organization) is very important for high marks. It follows this clear pattern (usually 4–6
paragraphs total):

1. Introduction Paragraph (1 paragraph – sets everything up)

This paragraph introduces the story to the reader.

a) Start with a hook (attention-grabbing opening: exciting action, surprising statement, question,
short dialogue, vivid description, or dramatic moment).
b) Give background information (when, where, who is involved, basic situation).
c) Introduce the main character(s) and the central conflict/problem (what starts the trouble or
adventure).
 d) End with a thesis-like sentence that hints at the direction of the story or the lesson (e.g., “That
day taught me never to trust strangers easily”).

→ Goal: Make the reader want to continue reading.

2. Body Paragraphs (3–4 paragraphs – tells the main story)

This is the longest part — it develops the plot step by step.

1. Arrange events in chronological order (time sequence: what happened first, next, then, later).
2. Paragraph 1 of body: Describe rising action (events building up tension or leading to the main
problem).
3. Paragraph 2 of body: Build to the climax (the most exciting/dramatic moment — the turning
point or highest tension).
4. Paragraph 3 of body (if needed): Show falling action (what happens immediately after the
climax — solving begins).
5. Use vivid descriptions (sight, sound, smell, touch, feelings), dialogue, and actions to make the
story alive.

→ Goal: Keep the reader engaged and move the plot forward logically.

3. Conclusion Paragraph (1 paragraph – wraps up the story)

This paragraph ends the story neatly.

a) Describe the resolution (how the problem is solved or how the story ends).
b) Show the outcome or final result.
c) Include reflection (what the writer/character learned, how it changed them, or the
moral/lesson).
d) End with a strong, memorable closing sentence (e.g., a reflection, proverb, or dramatic
statement).

→ Goal: Give the reader a sense of completion and meaning.

Linking Paragraphs in Narrative Essays

Linking paragraphs means connecting one paragraph smoothly to the next so the story flows without
sudden jumps. This creates cohesion (unity) and keeps the reader following easily. In narratives, we
mainly use time/sequence connectors, echo words (repeat key ideas), pronouns, and transitional
phrases.

Here are 5 examples of how paragraphs link in a real narrative essay style (each example shows the end
of one paragraph and the start of the next):

Example 1:
… I waved goodbye to my mother and stepped onto the school bus for the first time. As soon as the bus
started moving, panic gripped me — I realized I had forgotten my lunch box at home.

Example 2 (Echoing key word + meanwhile)

… The heavy rain continued all afternoon, turning the streets into small rivers. The next morning, the sun
finally appeared, but the damage from the flood was everywhere.

Example 3 (Using reflection + what happened next)

… Standing there alone in the dark forest, I felt completely lost and helpless. Little did I know that help
was closer than I thought — a faint light appeared between the trees moments later.

Example 4 (Pronoun reference + sequence)

… My best friend, Ade, promised to meet me at the park by 4 p.m. He, however, arrived thirty minutes
late, out of breath and holding a torn kite in his hand.

Example 5 (Cause-effect link + time shift)

… Because I ignored the warning signs, I slipped on the wet floor and fell hard. After the doctor finished
bandaging my ankle, he gave me strict instructions to rest for two weeks.

Use these linking methods in every narrative essay — examiners give extra marks for smooth flow!

WEEK THREE (3)

 Grammar: Nouns and Determiners/Articles

Nouns are words that name people, places, things, animals, ideas, or qualities. Examples: farmer
(person), farm (place), tractor (thing), cow (animal), agriculture (idea).

Nouns can be:

a) Countable (can be counted: one cow, two cows) or **uncountable** (cannot be counted easily:
water, rice).
b) Proper (specific names: Lagos, Nigeria) or **common** (general: city, country).

Determiners are words that come before nouns to give more information about them. They "determine"
or specify the noun. Articles are the most common type of determiners.

Articles (a type of determiner):

There are three main articles in English: a, an, and the.

Indefinite articles (a/ an): Used for general or non-specific nouns (when mentioning something for the
first time or any one of a group).

I. Use a before words starting with a consonant **sound**: a farmer, a hook, a net, a cow.
II. Use an before words starting with a vowel **sound**: an apple, an egg, an umbrella, an hour
(the "h" is silent).

Examples:

- I saw a cow in the field. (any cow, not specific)

- She bought an new fishing rod. (any rod, first mention)

Definite article (the): Used for specific nouns (when the identity is known, already mentioned, or
unique).

Examples:

-The cow in the barn is sick. (a specific cow we both know about)

- The sun rises in the east. (unique/the only one)

- Pass me the net. (the specific net we're talking about)

Other common determiners include:

- Possessives: my, your, his, her, its, our, their (e.g., my farm, their boat).

- Demonstratives: this, that, these, those (e.g., this tractor, those fish).

- Quantifiers: some, many, few, any (e.g., some cattle, many hooks).

Quick tip: Singular countable nouns almost always need a determiner/article (e.g., a cat, the cat, my cat
— not just cat alone in most cases).

Writing: Narrative - Introductory Paragraph

A narrative is a story that tells about events, often in order (beginning, middle, end). It can be personal
(your experience) or fictional.

The introductory paragraph (opening paragraph) is very important because it grabs the reader's
attention and sets up the story.

Good ways to start a narrative introductory paragraph:

- Begin in the middle of the action (action hook) to pull the reader in immediately.

- Use dialogue (someone speaking).

- Ask a question to make the reader curious.

- Start with a vivid description or sensory details (sights, sounds, feelings).

- Give a surprising fact or flashback.

Then, move to some background and end the paragraph with a **thesis-like sentence** (what the story
is mainly about or the main event).

Examples of strong narrative introductory paragraphs:

Example 1 (action in the middle):

The waves crashed violently against the boat as I gripped the net tightly. "Pull harder!" my father
shouted over the roaring wind. That stormy morning on the Lagos coast changed everything I thought I
knew about fishing.

Example 2 (dialogue):
"Watch out for the bull!" the farmer yelled as the angry animal charged toward us. I froze, heart
pounding, remembering the peaceful mornings on the family farm that had suddenly turned dangerous.

Example 3 (description):

The sun rose slowly over the green fields, painting the sky orange while the cows mooed softly in the
distance. Little did I know that this ordinary day on the farm would teach me the true meaning of hard
work and responsibility.

Tips for your own writing:

- Keep it 4–6 sentences.

- Make it exciting — don't start with boring facts like "I woke up early."

- Build curiosity so the reader wants to continue.

Vocabulary: Words Associated with Agriculture - Animal Husbandry - Fishing

Agriculture(general farming): Words like crop, harvest, soil, fertilizer, irrigation, tractor, barn, field, yield,
cultivate.

Animal Husbandry (raising/breeding animals for food or products):

- Livestock (animals kept on a farm)

- Cattle (cows kept for meat/milk)

- Herd (group of animals like cows)

- Breed (to produce young animals)

- Feed (food for animals)

- Pasture (land for grazing)

- Milking, drenching (giving medicine), gestation (pregnancy period), sire (male for breeding), dairy (milk
production), poultry (birds like chickens), ewe (female sheep), calf (young cow)

Fishing:

- Hook, line, bait, net, trap, rod, reel, catch, trawler (fishing boat), buoy (float marker), mesh (net holes),
cast (throw the line), angle (fish with a rod), gillnet, spearfishing, overfishing, stocks (fish population),
trawling
Here are some combined examples in sentences:

a) The farmer used a trawler to increase his catch during the fishing season.
b) In animal husbandry, good pasture and proper feeding help the herd stay healthy.
c) Hooks and nets are essential tools for small-scale fishing along the coastline.

WEEK FOUR (4)

GRAMMAR: The Structure of a Noun Phrase

A noun phrase (NP) is a group of words that works as a noun in a sentence. It must have a head (the
main noun or pronoun). Other parts (determiners, adjectives, phrases) are optional modifiers.

Basic pattern:

(Determiners + Pre-modifiers) + Head + (Post-modifiers)

Here are 10 common structures, with examples (many linked to animal husbandry/farming):

1. Head only

Example: Livestock grows quickly.

2. Determiner + Head

Example: The herdsman checks the animals.

3. Determiner + Adjective + Head

Example: A large pasture supports many cows.

4. Determiner + Multiple adjectives + Head (order: opinion → size → age → shape → color → origin →
material → purpose)

Example: The strong healthy white Fulani cattle graze here.

5. Determiner + Noun (as modifier) + Head

Example: The poultry feed is stored properly.

6. Determiner + Head + Prepositional phrase (post-modifier)

Example: The goats in the pen are for sale.

7. Determiner + Head + Relative clause (post-modifier)

Example: The broilers that eat well grow fast.

8. Determiner + Head + Participle phrase (post-modifier)

Example: The farmer milking the cow is my uncle.

9. Determiner + Head + Appositive phrase (renames or explains the head)

Example: Mr. Ade, our local farmer, raises layers.

10. Complex structure (multiple pre- and post-modifiers)

Example: Those five young brown Nigerian goats from the village farm that produce good meat are
healthy.

Vocabulary: Words Associated with Animal Husbandry

Animal husbandry is the practice of raising and caring for farm animals (livestock) for food, milk, eggs,
work, or profit.

Key words with meanings and examples:

1. Livestock — Farm animals like cattle, sheep, goats, pigs, poultry.

2. Herd — Large group of grazing animals (e.g., cattle).
3. Flock — Group of sheep, goats, or birds.
4. Pasture — Open grassy land for grazing.
5. Fodder — Animal food (hay, silage, concentrates).
6. Barn / Shed — Building to house animals.
7. Poultry — Farm birds (chickens, ducks, turkeys).
8. Broiler — Chicken raised for meat.
9. Weaning — Stopping young animals from drinking mother's milk.
10. Gestation — Pregnancy period.
11. Vaccination — Giving shots to prevent diseases.
12. Abattoir— Place where animals are slaughtered.
13. Hatchery— Place for hatching eggs artificially.

Writing: Informal Letter (Explanation, Features, Format, Focus on Introduction)

An informal letter is a personal, friendly letter written to friends, family, or close people. It feels like
chatting — relaxed, warm, and full of personal touches. Unlike formal letters, it uses everyday language
and emotions.

Standard Features

1. Your address (top right; optional if very casual).

2. Date (below address, e.g., March 1, 2026).

3. Salutation/Greeting: Hi [Name]!, Dear [Name]!, Hello [Nickname]!

4. Introduction (opening paragraph).

5. Body (main news, 2–3 paragraphs).

6. Conclusion (wrap up, say "write soon").

7. Complimentary close: Take care, Best wishes, Cheers, Love ya, Yours,

8. Signature: Your first name/nickname.

WEEK FIVE(5)
Grammar: Verb Phrase - Meaning and Structure

A verb phrase is a group of words that functions as the verb in a sentence. It consists of a main verb (the
core action or state) plus any helping (auxiliary) verbs, modals, or other elements that modify or
complete its meaning. The verb phrase expresses tense, aspect, mood, voice, or other grammatical
information.

The verb phrase tells us what the subject does, experiences, or is. It is also called the predicate of the
sentence (everything after the subject).

Examples:

a) Simple: "She runs." (The verb phrase is just "runs".)

 b) Complex: "She has been running for hours." (The verb phrase is "has been running".)

Structure of a Verb Phrase

Verb phrases can be simple or complex:

1. Simple Verb Phrase

i. - Only the main verb (no auxiliaries).

ii. Often in present or past simple tense.

Examples:

a) "They play football." (main verb: play)

b) "He laughed loudly." (main verb: laughed)

2. Complex Verb Phrase

I. Main verb + one or more auxiliaries/modals.

II. The main verb always comes **last**.

Components include:

- Auxiliary verbs (helping verbs): be, have, do.

- Modal verbs (can, could, will, would, shall, should, may, might, must).

- Progressive (-ing form with be): for continuous actions.

- Perfect (have/has/had + past participle): for completed actions.

- Passive (be + past participle): when the subject receives the action.

Common patterns:

- Modal + main verb: "You can swim."

- Auxiliary be + -ing: "They are eating." (present continuous)

- Have + past participle: "She has finished." (present perfect)

- Be + past participle: "The book was read." (passive)

- Full complex: "He might have been sleeping." (modal + perfect + progressive)

Verb phrases can also include objects, adverbs, or complements, but the core is the verbs.

Writing: Informal Letter - Exercise

(Write not less than 400 words each in 5 paragraphs. Use the informal letter format suitable for Nigerian
SS1: writer's address and date at top right, salutation, body in paragraphs, complimentary close. Tone is
friendly, relaxed, with contractions like "I'm", "you're".)

Question: Write a letter to your best friend in another school telling him/her about your forthcoming
inter house sports competition.

Dayton High School,

60 Oroigwe Road,
Rumuewhara,
Port Harcourt,
Rivers State.

2nd March, 2026

Dear Chidi,

How are you doing over there at your new school? I hope you're enjoying your classes and making new
friends. It's been a while since we last spoke, and I've missed our long gist sessions after school. Things
are quite busy here at Dayton High, but in a fun way because our inter-house sports competition is
coming up next month!

The competition is scheduled for the 15th to 17th of April, and the whole school is buzzing with
excitement. There are four houses: Red (my house!), Blue, Green, and Yellow. Everyone is training hard
to win the overall trophy this year. I'm participating in the 100m sprint, 4x100m relay, and long jump.
Practices start every evening after classes, and our sports master is really pushing us. Last week, we had
trials, and I came second in the sprint—I'm determined to win gold this time! The Red House has a
strong team, but Blue House is our biggest rival because they won last year.

Apart from athletics, there are also football matches, volleyball, and tug-of-war between houses. The
atmosphere during rehearsals is electric—drums, cheers, and colourful house uniforms everywhere.
Even the teachers join in sometimes, and it's hilarious watching Mr. Okoro trying to run! I'm so pumped
because this is my first major competition since joining senior secondary. My parents are coming to
watch, and they've promised new spikes if I do well.
I wish you could be here to cheer me on like old times. Remember how we used to compete in primary
school sports? Those days were the best! How about your school—do you have any inter-house events
coming up? Tell me everything about your new place, the teachers, and if you've joined any clubs.

Write back soon and send photos if possible. Take care of yourself, and keep shining.

Your best friend,

Melvin

QUESTION: Write a letter to your best friend in the United States of America telling him/her about how
you spent your Christmas Holiday.

Dayton High School,

60 Oroigwe Road,
Rumuewhara,
Port Harcourt,
Rivers State.
. 2nd March, 2026
Dear Alex,

Hey bro! How's life in the US treating you? I hope the winter isn't too cold and you're staying warm. I got
your message on WhatsApp last week—thanks for the holiday pics from New York. They look amazing!
Here in Port Harcourt, Christmas was super fun and full of family vibes. I thought I'd tell you all about
how I spent the holidays.

The holidays started right after school closed on December 20th. I travelled to the village with my family
to spend time with grandparents and cousins. On Christmas Eve, we went to church for the midnight
service—it was packed, with carols and a lively choir. After service, we came home to eat jollof rice, fried
chicken, moi moi, and plenty of drinks. The whole compound was decorated with lights and a big
Christmas tree my uncle brought from town.
Christmas Day was the highlight! We woke up early to open gifts—I got a new phone from my parents
and some clothes from my aunt. Then we visited relatives around the village, eating pounded yam and
egusi soup at different houses. In the afternoon, we played football with cousins in the field, and I
scored two goals! Evening was for music and dancing—Afrobeats blasting from speakers while everyone
showed off their dance moves.

The next few days were relaxed. We went to the beach on Boxing Day with family friends, swam, ate
barbecue fish, and took lots of selfies. I also helped my mum in the kitchen making chin-chin and cakes
to share with neighbours. New Year's Eve was fireworks and countdown at a family friend's house—we
prayed, ate, and wished for a better 2026.

I really missed you during the holidays; it would've been more fun with your jokes. How did you spend
yours? Did you go skiing or visit family? Tell me everything! Can't wait to hear from you. Stay blessed.

Your guy,

Melvin

Vocabulary: Words Associated with Animal Husbandry

Animal husbandry is the branch of agriculture concerned with the care, breeding, and management of
farm animals (livestock) for food, fibre, work, or other products.

Here are common words associated with it (with meanings):

- Livestock: Farm animals kept for production (e.g., cattle, sheep, goats).

- Herd: A group of large animals like cattle or elephants.

- Poultry: Birds kept for eggs or meat (e.g., chickens, turkeys).

- Piggery: The rearing of pigs.

- Dairy: Related to milk production (e.g., dairy cattle, milking).

- Pasture: Land with grass for grazing animals.

- Fodder: Food given to livestock (e.g., hay, silage).

- Breeding: Producing young animals through mating.

- Weaning: Separating young animals from their mother.

- Gestation: Pregnancy period in animals.

- Ruminant: Animals that chew cud (e.g., cattle, sheep, goats).

- Broiler: Chicken reared for meat.

- Pen: Enclosed area for animals.

- Veterinary: Related to animal health and medicine.

- Farmhand: Worker on a farm helping with animals.

- Silo: Structure for storing fodder.

- Insemination: Artificial breeding method.

- Calf: Young cow or bull.

- Lamb: Young sheep.

- Farrowing: Giving birth in pigs.

Here’s a structured response to your three topics in English language/grammar study. I'll cover each one
clearly with explanations and examples.

WEEK SIX(6)

GRAMMAR: NOMINALIZATION OF ADJECTIVES

Nominalization of adjectives is the process of changing an adjective into a noun. An adjective describes a
noun, while a noun names a person, thing, place, or quality. When an adjective is nominalized, it
becomes the name of the quality or condition it expresses. For example, brave describes a person, but
bravery is the name of the quality of being brave. Similarly, brief becomes brevity, which means
shortness in duration.
Nominalization is very important in formal and academic writing. It helps students express ideas in a
more mature and structured way. For instance, instead of writing, “She is honest,” we can write, “Her
honesty is admirable.” The second sentence sounds more formal and suitable for essays, reports, and
summary writing. Many comprehension passages also require students to recognize nominal forms.

There are different ways to nominalize adjectives. Most adjectives change into nouns by adding suffixes
such as –ness, –ity, –cy, –ance, –ence, while some change irregularly. Understanding these patterns
improves vocabulary, sentence structure, and overall writing skill.

Ways to Nominalize Adjectives

1. Add –ness

Adjectives Nominalized form

Happy Happiness

Dark Darkness

Weak Weakness

Kind Kindness

Ill Illness

Polite Politeness

2. Add –ity

Adjectives Nominalized form

Brave Bravery

Pure Purity

Active Activity

Equal Equality

Sensitive Sensitivity

Real Reality

3. Add –cy
 Adjectives Nominalized
form

Accurate Accuracy

Private Privacy

Efficient Efficiency

Fluent Fluency

4. Add –ance / –ence

Adjectives Nominalized form

Important Importance

Patient Patience

Confident Confidence

Silent Silence

Different Difference

5. Irregular Changes

Adjectives Nominalized form

Strong Strength

Long Length

Deep Depth

Wide Width

Wise Wisdom

High Height

WRITING: SUMMARIZING IN A SPECIFIC NUMBER OF SENTENCES

A summary is a shortened version of a longer passage that contains only the main ideas. It removes
examples, repetition, illustrations, and minor details. When instructed to summarize in a specific
number of sentences, you must obey the instruction strictly. If you are told to summarize in two
sentences, writing three sentences will be marked wrong even if your points are correct.

Steps to follow:

1. Read the passage carefully.

2. Identify the topic sentence of each paragraph.

3. Underline the main points.

4. Remove examples and explanations.

5. Combine related ideas.

6. Write in your own words.

7. Ensure you use the exact number of sentences required.

COMPREHENSION PASSAGE- Religion

Religion has been a central part of human existence for centuries. In many societies, it provides people
with a sense of identity and belonging. Through shared beliefs and practices, individuals feel connected
to something greater than themselves. This connection often shapes their values and daily decisions.

One of the major roles of religion is moral guidance. Religious teachings encourage virtues such as
honesty, kindness, patience, and forgiveness. These virtues help individuals build strong relationships
within their families and communities. When people live according to moral principles, society becomes
more peaceful and organized.

Religion also creates opportunities for communal worship. People gather in churches, mosques, and
temples to pray and learn. These gatherings strengthen unity and cooperation among members. In
times of difficulty, religious communities often provide emotional and material support to their
members.

Another important function of religion is the promotion of discipline and self-control. Practices such as
fasting and regular prayer teach individuals how to control their desires. This self-discipline can
positively influence other areas of life, including education and work. Many successful individuals
attribute their achievements to values learned through religion.

Furthermore, religion offers hope during challenging times. When people face sickness, poverty, or loss,
their faith can give them comfort and courage. Belief in a higher power reassures them that their
struggles have meaning. This hope prevents despair and encourages perseverance.
However, religion can sometimes be misunderstood or misused. When individuals interpret religious
teachings incorrectly, conflicts may arise. History has shown that disagreements over beliefs can lead to
division within communities. Therefore, tolerance and proper understanding are essential.

In conclusion, religion plays a significant role in shaping individuals and societies. It provides moral
direction, promotes unity, encourages discipline, and offers hope. At the same time, it must be practiced
with wisdom and tolerance to avoid conflict.

Comprehension Questions

1. What does religion provide in many societies?

2. Mention four virtues encouraged by religion.

3. How does communal worship strengthen unity?

4. How does religion promote discipline?

5. What role does religion play during difficult times?

6. What can happen when religion is misused?

7. Summarize the passage in 3 sentences.

Sample Summary (3 Sentences)

 Religion shapes individuals and societies by providing identity, moral guidance, and unity
through shared beliefs and worship.
 It promotes discipline, self-control, and hope during difficult times.
 However, misunderstanding religious teachings can lead to conflict.

VOCABULARY- Words Associated with Religion (Definitions Only)

a) Worship – The act of showing reverence to God.

b) Faith – Strong belief in religious teachings.
c) Prayer – Communication with God.
d) Fasting – Abstaining from food for spiritual reasons.
e) Doctrine – Official religious teachings.
f) Ritual – A formal religious ceremony.
g) Pilgrimage – A sacred journey to a holy place.
h) Salvation – Deliverance from sin.
i) Redemption – Being saved from spiritual danger.
j) Grace – God’s mercy and favor.
k) Holiness – Spiritual purity.
l) Righteousness – Moral uprightness.
 m) Compassion – Deep sympathy for others.
n) Forgiveness – Letting go of wrongdoing.
o) Sermon – A religious message delivered by a leader.
p) Sanctuary – A sacred place of worship.
q) Clergy – Religious leaders.
r) Scripture – Sacred religious writings such as the Bible or the Qur'an.
s) Devotion – Strong dedication to religious duties.
t) Confession – Admitting sins before God.

WEEK SEVEN(7)
GRAMMAR: NOMINALIZATION OF VERBS

Nominalization of verbs is the process of changing a verb (an action word) into a noun (a naming word).
In English, many verbs can be transformed into nouns by adding suffixes such as -tion, -sion, -ment, -al, -
ance, -ence, -ing, -ure, -ity, etc. For example, describe becomes description, and invest becomes
investment. This process helps us talk about actions as ideas, things, or concepts instead of actions being
performed directly.

Nominalization is commonly used in formal writing, academic essays, reports, and official
communication. Instead of saying, “They decided quickly,” we can say, “Their decision was quick.” The
second sentence sounds more formal because the verb decided has been turned into the noun decision.
However, overusing nominalization can make writing heavy and difficult to read, so it should be used
carefully.

To nominalize verbs, we often add specific suffixes depending on the spelling and origin of the word. For
example:

-tion/-sion → inform → information

-ment → develop → development

-ance/-ence → appear → appearance

-al → approve → approval

-ure → fail → failure

Learning these patterns helps students improve vocabulary and write more mature English.

Examples of Verbs and Their Nominalized Forms

S/N VERBS SENTENCES (VERB) NOUN SENTENCES (NOUN)

1. Describe She will describe the event. Description Her description was clear.

2. Invest They invest in business. Investment The investment was

profitable.

3. Decide He decided to travel. Decision His decision was wise.

4. Inform She informed me early. Information The information was useful.

5. Develop The company develops apps. Development The development took

years.

6. Move The baby moved slowly Movement The movement was gentle.

7. Appear He appears suddenly Appearance His appearance shocked us.

8. Approve The manager approved it. Approval We got approval quickly.

9. Fail He failed the test. Failure The failure taught him a

lesson.

10. Perform She performed well. Performance Her performance was

excellent.

11. Create God created the world. Creation The Creation is beautiful.

12. Educate Parents educate their children. Education Education is important.

13. Expand The firm expands yearly. Expansion The expansion increased
profits.

14. Encourage She encourages me. Encouragement Her encouragement helped

me.

15. Achieve He achieved his goal . Achievement His achievement was great.

16. Confuse The noise confused me. Confusion. The confusion lasted long.

17. React She reacted angrily. Reaction His reaction shocked me.

18. Refuse He refused the offer. Refusal His refusal disappointed

them.
 19. Arrive The train arrived late. Arrival The arrival was delayed.

20. Choose He will choose the blule shoe. Choice His choice was perfect.

WRITING: SEMI-FORMAL LETTER

A semi-formal letter is a type of letter written to someone you know personally but still respect, such as
a teacher, distant relative, elder sibling, or family friend. The language is polite and respectful but not
too stiff or official like a formal letter. It combines friendliness with seriousness.

Features of a Semi-Formal Letter:

1. Writer’s address and date

2. Salutation (e.g., Dear Brother, Dear Madam)

3. Introduction

4. Body paragraphs (clear and organized ideas)

5. Conclusion

6. Polite closing (Yours sincerely, Yours affectionately)

1. Letter to Elder Brother About Domestic Violence

Dayton High School,

60 Oroigwe Road,

Rumuewhara,

Port Harcourt.

03 March, 2026.

Dear Brother,
I hope this letter meets you in a calm moment. I write to you today not out of disrespect but out of deep
concern and love. I have recently heard disturbing reports about the way you treat your wife, especially
regarding physical violence. As your younger sibling, I cannot keep silent because family means
correction as well as support.

Brother, battering your wife is dangerous physically, emotionally, and legally. Violence can cause serious
injuries and long-term trauma. It can also damage your reputation and affect your children
psychologically. Children who grow up in violent homes often develop fear, anger, or even repeat the
same behavior in their future marriages. I know this is not the legacy you want to leave behind.

Furthermore, Nigerian law strongly condemns domestic violence. Actions like these can lead to arrest,
court cases, and even imprisonment. Beyond the legal consequences, it destroys trust and love in
marriage. Marriage is built on patience, communication, and understanding—not fear.

If there are disagreements between you and your wife, please consider counseling, dialogue, or seeking
help from trusted elders or religious leaders. True strength is shown in self-control, not aggression. A
real man protects, not harms.

I write this because I love you and want peace in your home. Please reflect deeply on this matter and
choose a better path. I believe you can change and rebuild your home with love.

Yours sincerely,

Melvin

2. Letter to Elder Sister About Childbirth and Economy

Dayton High School,

60 Oroigwe Road,

Rumuewhara,

Port Harcourt.

03 March, 2026.

Dear Sister,

Congratulations on the birth of your beautiful baby! I was overjoyed to hear the news. Children are
blessings, and I thank God for your safe delivery. You have always been strong, and I admire your
courage as a mother.
However, as your younger sibling who cares deeply about your well-being, I want to speak honestly.
Nigeria’s economy is becoming increasingly difficult. The high cost of food, school fees, medical bills, and
transportation is affecting many families. Raising four children in these conditions requires serious
financial stability and planning.

Parenting is not only about giving birth but also about providing quality education, proper healthcare,
and emotional attention. When children are too many and resources are limited, it becomes challenging
to meet their needs effectively. Family planning is not a rejection of children but a wise way of ensuring
each child receives adequate care.

I encourage you and your husband to carefully consider your future plans. Focus on nurturing and
training the wonderful children you already have. Give them the best opportunities possible. Quality is
better than quantity.

Please do not misunderstand my intentions. I speak with love and genuine concern for your health and
the future of your children. May God grant you wisdom as you plan ahead.

Yours affectionately,

Melvin

3. Letter to Sick Teacher

Dayton High School,

60 Oroigwe Road,

Rumuewhara,

Port Harcourt.

03 March, 2026.

Dear Madam,

Good day Ma. I was deeply saddened to hear about your illness. You are more than a teacher to me; you
are a mentor and a source of inspiration. Your dedication in the classroom has shaped many lives,
including mine.

I know this period may be physically and emotionally challenging, but I encourage you not to lose hope.
Many illnesses look stronger at the beginning, but with proper medical care, rest, and faith, recovery is
possible. Please focus on your treatment and give yourself enough time to heal.
Your strength has always been admirable. You have taught us perseverance, discipline, and courage.
Now is the time to apply those same lessons to your personal battle. Keep fighting and believing in
better days ahead.

The entire class misses you greatly. We pray daily for your quick recovery and look forward to seeing
your warm smile again in the classroom. Your absence has shown us how valuable you truly are.

Please take good care of yourself and follow the doctor’s advice carefully. We are waiting patiently for
your return. May you regain full health soon.

Yours sincerely,

Melvin

VOCABULARY: WORDS ASSOCIATED WITH HOME AND FAMILY

1. Parent – A father or mother.

2. Sibling – A brother or sister.

3. Guardian – A person legally responsible for a child.

4. Marriage – The union between husband and wife.

5. Household – People living together in one home.

6. Inheritance – Property received after someone’s death.

7. Relative – A family member.

8. Ancestor – A family member from past generations.

9. Offspring – A person’s child or children.

10. Spouse – A husband or wife.

11. Cousin – Child of one’s uncle or aunt.

12. Grandparent – Parent of one’s father or mother.

13. Nephew – Son of one’s sibling.

14. Niece – Daughter of one’s sibling.

15. Foster – To care for a child not biologically yours.

16. Adoption – Legal taking of another’s child as one’s own.

17. Domestic – Relating to home or family life.

18. Residence – A place where someone lives.

19. Kinship – Family relationship.

20. Custody – Legal right to care for a child.

21. Guardian – Protector of a child.

22. Maternity – Motherhood.

23. Paternity – Fatherhood.

24. Homestead – Family house or land.

25. Upbringing – The way a child is raised.

WEEK EIGHT(8)
GRAMMAR: Irregular Verbs – Simple, Past and Past Participle Forms

Irregular verbs are verbs that do not follow the regular rule of adding “-ed” to form their past tense and
past participle. In English, most verbs are regular verbs, such as play – played – played or work – worked
– worked. However, irregular verbs change their forms in different and sometimes unpredictable ways.
Because they do not follow a fixed pattern, students usually have to memorize them through practice
and usage.

Irregular verbs are very common in everyday English communication. Many frequently used verbs such
as go, eat, take, come, and see are irregular. Each irregular verb usually has three important forms: the
base (simple) form, the past form, and the past participle form. These forms are used in different tenses
and sentence structures. Understanding these forms helps students speak and write English correctly.
1. SIMPLE FORM (BASE FORM)

The simple form, also called the base form, is the original form of the verb. It is the form found in the
dictionary. The base form is used in the present tense, in imperative sentences, and after modal verbs
such as can, may, will, shall, must, and should. It is the starting point from which other verb forms are
formed.

For example, verbs like go, eat, take, see, come, break, write, drink, choose, give are base forms. These
forms do not show time by themselves; instead, they depend on the sentence structure to show when
an action happens.

Examples of Simple Forms: go, eat, take, see, come, break, write, drink, choose, give ,drive, speak, begin,
sing, ring, run, fly , grow, know, throw etc.

Example Sentences

a) I go to church every Sunday.

b) She writes beautiful letters.
c) They drink water after playing football.
d) We know the truth.
e) The birds fly in the sky.

2. PAST FORM

The past form of an irregular verb shows that an action already happened in the past. Unlike regular
verbs that add -ed, irregular verbs change their spelling completely or partially.

For example, the past forms of some verbs listed above are:

go – went, eat – ate, take – took, see – saw, come – came. These changes must be learned because they
do not follow a fixed rule.

Past Forms of the Verbs Listed Above: go – went, eat – ate, 3. take – took, see – saw, come – came,
break – broke, write – wrote,. drink – drank,.choose – chose, give – gave, drive – drove, speak – spoke,
begin – began, sing – sang, ring – rang, run – ran, fly – flew, grow – grew, know – knew,throw – threw
etc.

Example Sentences

a) I went to school yesterday.

b) She ate rice in the afternoon.
c) They took the books home.
d) The bell rang loudly.
 e) He drove the car carefully.

3. PAST PARTICIPLE FORM

The past participle is another form of the verb used mainly with helping verbs such as has, have, had,
and had been. It is commonly used in the perfect tenses and in the passive voice.

Many irregular verbs have past participle forms that are different from both the base form and the past
form. For example:

go – went – gone or eat – ate – eaten. The past participle cannot usually stand alone; it needs a helping
verb.

Example Sentences

a) I have gone to the market.

b) She has written a letter.
c) They have taken the chairs away.
d) The bell has rung already.
e) We have seen that movie before.

VOCABULARY: WORDS ASSOCIATED WITH RELIGION (CHRISTIANITY)

1. Bible – The holy book of Christians.

2. Church – A place where Christians gather to worship God.

3. Pastor – A leader who teaches and guides a church.

4. Prayer – Talking to God.

5. Faith – Strong belief and trust in God.

6. Salvation – Deliverance from sin through Jesus Christ.

7. Gospel – The good news about Jesus Christ.

8. Disciple – A follower or student of Jesus.

9. Apostle – One sent out to spread the message of Christianity.

10. Baptism – A Christian ceremony using water to show commitment to Christ.

11. Holy Spirit – The Spirit of God that guides believers.

12. Worship – Showing love and reverence to God.

13. Grace – God’s unearned favor toward humans.

14. Sin – Disobedience to God's commands.

15. Heaven – The dwelling place of God and the righteous.

16. Hell – A place of punishment for the wicked.

17. Resurrection – Rising from the dead.

18. Commandment – A law given by God.

19. Fellowship – Christians sharing and growing together in faith.

20. Sermon – A religious teaching given by a pastor or minister.

WEEK NINE(9)
GRAMMAR: REGULAR VERBS

Regular verbs are verbs that form their past tense and past participle by adding –ed or –d to the base
form of the verb. They follow a fixed and predictable pattern, which makes them easier to learn and use
in sentences.

In English grammar, verbs are words that show action or state of being. When an action happens in the
past, the verb changes its form. With regular verbs, this change is simple because we only add –ed or –d
to the base form.

For example, the verb play becomes played, and work becomes worked. In both cases, the verb simply
adds –ed to show that the action happened in the past. Because of this regular pattern, these verbs are
called regular verbs.

For regular verbs, the past tense and past participle usually have the same form.

Example:

a) Work – Worked – Worked

b) Jump – Jumped – Jumped
c) Play – Played – Played
d) Wash – Washed – Washed
 e) Help – Helped – Helped

Examples in sentences:

1. I work hard every day.

2. I worked hard yesterday.
3. I have worked hard this week.

Rules for Forming the Past Tense of Regular Verbs

1. Add –ed to most verbs

For most verbs, the past tense is formed by adding –ed.

Examples:

Play → Played

Talk → Talked

Jump → Jumped

Help → Helped

Watch → Watched

Sentences:

1. She played the piano yesterday.

2. The teacher talked to the class.
3. We watched a movie last night.

2. Add –d to verbs that end in “e”

If the verb already ends with e, we only add d.

Examples:

Love → Loved

Dance → Danced

Move → Moved

Live → Lived
Change → Changed

Sentences:

1. They lived in Abuja before moving here.

2. She danced at the party.
3. The manager changed the plan.

3. Change “y” to “i” and add –ed

If a verb ends in consonant + y, change the y to i before adding –ed.

Examples:

Study → Studied

Carry → Carried

Cry → Cried

Try → Tried

Hurry → Hurried

Sentences:

1. The students studied for the examination.

2. She carried the bag carefully.
3. The baby cried loudly.

4. Double the final consonant before adding –ed

If a verb ends with a vowel followed by a consonant, the final consonant is sometimes doubled before
adding –ed.

Examples:

Stop → Stopped

Plan → Planned

Drop → Dropped

Clap → Clapped
Beg → Begged

Sentences:

1. The driver stopped the bus suddenly.

2. We planned the event last week.
3. The audience clapped for the performer.

Examples of Regular Verbs

Here are more examples of regular verbs:

Walk – Walked – Walked

Call – Called – Called

Clean – Cleaned – Cleaned

Cook – Cooked – Cooked

Open – Opened – Opened

Close – Closed – Closed

Visit – Visited – Visited

Paint – Painted – Painted

Laugh – Laughed – Laughed

Push – Pushed – Pushed

Pull – Pulled – Pulled

Kick – Kicked – Kicked

Answer – Answered – Answered

Follow – Followed – Followed

Borrow – Borrowed – Borrowed

Example sentences:

1. My mother cooked delicious food yesterday.

2. The students cleaned the classroom.
3. We visited our uncle last weekend.
4. The boy kicked the ball very hard.
5. The teacher answered the question.

WRITING: RECORD KEEPING

Record keeping is the process of collecting, writing, storing, and maintaining important information for
future reference. It involves keeping documents or information in an organized and systematic way so
that they can be easily found and used when needed.

In schools, offices, and organizations, many activities take place daily. If these activities are not properly
recorded, it may be difficult to remember what happened in the past. Record keeping helps individuals
and organizations keep track of events, transactions, and important information.

For example, schools keep records of students' admission, attendance, academic performance, and fees.
Businesses also keep records of sales, purchases, profits, and expenses.

Importance of Record Keeping

Record keeping is very important for several reasons:

1. It provides accurate information

Proper records give correct information about past and present activities.

2. It helps in decision making

Leaders and managers can make better decisions when they have reliable records.

3. It helps in planning

Records of past activities help individuals and organizations plan for the future.

4. It ensures accountability

Record keeping helps to show how money, materials, or resources are used.
5. It serves as evidence

Records can be used as proof in case of disputes, misunderstandings, or legal matters.

Types of Records Commonly Kept

In schools and organizations, several types of records are kept. These include:

1. Attendance Records – shows the presence or absence of students or workers.

2. Academic Records – contains students’ examination results and academic progress.

3. Financial Records – records income, expenses, and financial transactions.

4. Personal Records – contains personal information about individuals.

5. Inventory Records – records goods, materials, or equipment available.

Principles of Good Record Keeping

For record keeping to be effective, the following principles should be observed:

Accuracy – information must be correct and reliable.

Completeness – all necessary details must be recorded.

Clarity – records should be clear and easy to understand.

Organization – records should be properly arranged and stored.

Safety – records must be protected from loss or damage.

Qualities of a Good Record

A good record should have the following qualities:

1. It should be simple and easy to understand.

2. It should be properly dated.
3. It should be well arranged for easy retrieval.
4. It should be accurate and reliable.
5. It should be kept safely for future reference.
 Dayton High ENGLISH 2025/2026 Xmas TIME: 2½ hours
School LANGUAGE SS1 Terminal Exams

Name of Student
_____________________________________________________________________________

Instructions:

- This paper consists of Section A (ESSAY), Section B(COMPREHENSION) and Section C(OBJECTIVE)

- Answer all objective questions in Section C. Shade your answers on the answer sheet.

- In Section B, answer three questions only (one from each of the specified types).

- Write clearly and legibly.

SECTION A: ESSAY

INSTRUCTION: Answer Only Three: Your essay should NOT be less than 350 words.

1. Write a story to illustrate the saying: “Money cannot buy happiness.”

2. Narrate an experience where you learned that true joy comes from simple living and kindness.

3. Write a letter to your best friend telling him/her about a visit you made to a poor but happy family
and the lessons you learned from them.

4. Write a letter to your uncle thanking him for the financial support he gave you during your
examination preparation and explaining how it helped you.

5. Write a letter to the chairman of your local government area complaining about the poor state of
roads in your community and suggesting ways to improve them.

6. “The best things in life are free.” Discuss.

SECTION B: COMPREHENSION
Comprehension Passage: The Rich Sad Man

Once upon a time, there lived a very rich man in a big city. He had mansions, luxury cars, servants, and
mountains of money in the bank. But despite his great wealth, he was always sad and lonely. He had no
true friends; people only came around because they wanted something from him. His heart felt empty,
and he often sat alone wondering why money could not bring him joy.

One day, tired of his misery, he travelled to a small village. There he met a humble farmer who lived in a
simple mud house with his large family. The farmer worked hard from dawn to dusk on his little farm,
growing crops and raising a few animals. Yet, this man was always cheerful. He sang songs while
working, played with his children in the evenings, and shared what little he had with neighbours.

The rich man asked in surprise, “How can you be so happy with so little?” The farmer smiled and replied,
“I have my health, the love of my family, honest work, and peace in my heart. These are the real
treasures. Your riches bring you worry about thieves and false friends, but my simple life gives me true
contentment.”

The rich man returned home a changed person. He began to share his wealth with the poor, spent
quality time with his family, and performed small acts of kindness. Slowly, his sadness faded away, and
he discovered real happiness for the first time in his life.

Comprehension Questions

1. Why was the rich man always sad despite his great wealth?

2. According to the passage, give two reasons why people associated with the rich man.

3. What did the rich man do when he became tired of his misery?

4. Describe the lifestyle of the humble farmer in your own words.

5. What surprised the rich man about the farmer?

6. In your own words, explain the farmer's reply to the rich man's question: “How can you be so happy
with so little?”

7. What does the farmer mean by the expression **"These are the real treasures"**?

8. State two things the rich man did differently after returning home.

9. What lesson does the passage teach about true happiness?

SECTION C: OBJECTIVES

From the sentences below, pick the one NEAREST IN MEANING to the underlined word.
1. The rich man lived in great opulence.

A. Poverty B. Luxury C. Simplicity D. Danger

2. His heart felt empty despite the money.

A. Full B. Meaningless C. Joyful D. Busy

3. People only came because they wanted to benefit from him.

A. Help B. Gain C. Ignore D. Praise

4. He travelled to a humble village.

A. Grand B. Modest C. Modern D. Crowded

5. The farmer was cheerful every day.

A. Sad B. Happy C. Angry D. Tired

6. The farmer worked diligently on his farm.

A. Lazily B. Hard C. Slowly D. Carelessly

7. The rich man felt misery in his life.

A. Joy B. Sadness C. Peace D. Excitement

8. The farmer had contentment in his heart.

A. Worry B. Satisfaction C. Anger D. Fear

9. The rich man performed acts of kindness.

A. Avoided B. Did C. Hid D. Refused

10. His sadness faded away gradually.

A. Increased B. Disappeared C. Stayed D. Grew

From the sentences below, pick the one OPPOSITE IN MEANING to the underlined word.

11. The man was very wealthy.

A. Rich B. Poor C. Happy D. Famous

12. He felt lonely in his big house.

 A. Alone B. Crowded C. Sad D. Accompanied

13. The farmer lived a simple life.

A. Modest B. Complex C. Humble D. Easy

14. The rich man was miserable.

A. Sad B. Happy C. Angry D. Tired

15. People were false friends to him.

A. Fake B. True C. New D. Old

16. The farmer worked hard.

A. Diligently B. Lazily C. Continuously D. Quickly

17. His heart was empty.

A. Void B. Full C. Heavy D. Light

18. The farmer had peace of mind.

A. Calm B. Trouble C. Rest D. Quiet

19. He began to share his wealth.

A. Give B. Keep C. Hide D. Distribute

20. True happiness is priceless.

A. Valuable B. Cheap C. Expensive D. Useless

From the options lettered A-D, Choose the one that has the right form of the verb.

21. The rich man _____ his ways after the visit.

A. change B. changes C. changed D. has changed

22. The farmer _____ songs while working every day.

A. sing B. sings C. sang D. is singing

23. If the rich man _____ kinder, he would have been happy earlier.

A. is B. was C. had been D. will be

24. The servants _____ him since he returned home.

A. attend B. attends C. have attended D. attended

25. He _____ to help the poor farmer next week.

A. go B. goes C. will go D. went

The passage below has numbered gaps and for each number, options are provided in the table.

A rich man once thought money was everything, but he soon learned otherwise. He was rich in 26.
_____ but poor in joy. One day he met a poor farmer who had little but was 27. _____. The farmer said
happiness comes from good 28. _____, family love, and honest 29. _____. The rich man 30. _____ about
these words deeply. He decided to 31. _____ his riches and care more for people. 32. _____, his life
changed for the better. He no longer felt 33. _____. Instead, he found real 34. _____. Many now 35.
_____ him for his generosity. The story shows that money 36. _____ buy true peace. We should value
37. _____ things like love and health. Contentment is 38. _____. Greed causes 39. _____, but kindness
brings 40. _____.

A. B. C. D.

26. A. poverty B. wealth C. sadness D. anger

27. A. miserable B. joyful C. lazy D. weak

28. A. health B. sickness C. money D. cars

29. A. work B. play C. sleep D. eating

30. A. laughed B. thought C. cried D. shouted

31. A. hide B. share C. waste D. keep

32. A. Suddenly B. Gradually C. Never D. Always

33. A. happy B. empty C. full D. rich

34. A. joy B. sorrow C. fear D. pain

35. A. hate B. respect C. ignore D. fear

36. A. can B. cannot C. will D. should

37. A. material B. simple C. expensive D. big

38. A. cheap B. priceless C. useless D. costly

39. A. joy B. misery C. peace D. rest

40. A. trouble B. blessings C. loss D. anger

From the options lettered A-D, Choose the one that bears the correct Nominalized syllables (word
stress on the noun form).

41. The noun form of “happy” is stressed as

A. HAP-pi-ness B. hap-PI-ness C. hap-pi-NESS D. HAP-pi-NESS

42. The noun form of “decide” is stressed as

A. DE-ci-sion B. de-CI-sion C. de-ci-SION D. DE-CI-sion

43. The noun form of “generous” is stressed as

A. ge-ner-O-si-ty B. GE-ner-os-i-ty C. gen-er-os-I-ty D. ge-NE-ros-i-ty

44. The noun form of “know” is stressed as

A. KNOW-ledge B. know-LEDGE C. know-ledge D. KNOW-ledge

45. The noun form of “develop” is stressed as

A. de-VE-lop-ment B. DE-vel-op-ment C. de-vel-OP-ment D. DEV-el-op-ment

46. The noun form of “content” is stressed as

A. CON-tent-ment B. con-TENT-ment C. con-tent-MENT D. CON-TENT-ment

From the options lettered A-D, Choose the correct interpretation of the groups of words
(idioms/expressions).

47. “Money cannot buy happiness” means

A. Money is useless B. True joy does not depend on wealth C. Rich people are sad D. Poor
people are happy

48. “Peace of mind” means

A. Mental calmness B. Loud arguments C. Physical rest D. Fear

49. “Heart felt empty” means

A. Physically hungry B. Emotionally unfulfilled C. Full of joy D. Angry

50. “True treasures” means

 A. Gold and silver B. Valuable non-material things C. Expensive cars D. Big houses

51. “Faded away” means

A. Increased B. Disappeared gradually C. Became stronger D. Stayed forever

52. “Humble farmer” means

A. Proud farmer B. Modest farmer C. Rich farmer D. Lazy farmer

53. “Quality time” means

A. Wasted time B. Meaningful time spent together C. Short time D. Alone time

54. “Acts of kindness” means

A. Cruel actions B. Helpful and good deeds C. Selfish behaviour D. Angry words

55. “Changed person” means

A. Same as before B. Completely different in behaviour C. Richer D. Poorer

From the Options lettered A-D, Choose the one that has the active voice.

56.

A. The farmer sang happily. B. Happiness was felt by the farmer. C. The sadness was removed by
kindness. D. Joy is experienced by all.

57.

A. The rich man shared his money. B. Money was shared by the rich man. C. The lesson was
learned by him. D. Contentment is found by many.

58.

A. The farmer told stories to his children. B. Stories were told by the farmer. C. Peace was
enjoyed by the family. D. The words were remembered.

Change the indirect speech to direct speech

59. The farmer said, “Happiness comes from simple things.”

A. The farmer said that happiness comes from simple things. B. The farmer said that happiness
came from simple things.
 C. The farmer says happiness come from simple things. D. The farmer said happiness comes from
simple thing.

60. He asked, “Why are you always happy?”

A. He asked why was I always happy. B. He asked why I was always happy.

C. He asks why are you happy. D. He asked why you are happy.