workbook questions and answers - pearson south s home is in awka in anambra state, ... traditional...

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Workbook Questions andAnswers

Worksheet 1: Family and friends

Vocabulary: A family tree

Questions (W ork b ook p. 5-6)

1 a) What is the name of Mr Okara'swife?

b) What is the name of Mr and MrsOkara's eldest son?

c) What is the name of their youngestdaughter?

d) What are the names of Peter'ssisters?

e) What is the name of Mrs Okara'sbaby?

2 Complete the sentences using wordsfrom the box.(Words from the box: father, husband,brother, sons, mother, wife, sisters,daughters)a) Mr Okara is John’s____b) Mrs Okara is John’s _______c) The name of Mr Okara’s

__________d) The name of Mrs Okara’s

____________ is James.e) John is Janet’s

eldest______________f) Peter has got two _________g) Mr and Mrs Okara have got two

_________ and four ___________

3 Complete a crossword puzzle.

Answers (W ork b ook p. 5-6)

1 a) Joy Okarab) Johnc) Janetd) Janet and Marye) Luke

2 a) fatherb) motherc) wifed) husbande) brotherf) sistersg) daughters / sons

3 Across(1) husband(2) wife(3) brother(4) uncle(5) mother

Down(1) son(2) aunt(3) daughter(4) father(5) sister

Grammar: Use a, an or the

Questions (W ork b ook p. 6)

1 Rewrite the story provided by filling ina, an or the for the blank spaces.

Answers (W ork b ook p. 6)

The, a, the, the, an, the, the, an, The

Worksheet 2: Family and friends

Writing: Paragraphs


1 Read the essay provided. This essay wassupposed to be written in two paragraphsbut the sentences are all mixed up.

2 Rewrite the sentences in two paragraphs,in a logical order.

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Paragraph 1: My favourite subjects at schoolare English and Maths. I also enjoy reading.But the thing I enjoy most is my pet dog,Rufus. I train him to obey my commands.Rufus knows when to sit, when to walk, andwhen to fetch a stick.

Paragraph 2: However, as my teacher alwayssays, all work and no play makes Jack a dullboy, so in my spare time I enjoy playingfootball and watching TV. Dogs need plentyof exercise, so I take him for a walk everyday. He only causes trouble if he sees a cat:then I have to hold on to him tight!

Worksheet 3: Our new school

Vocabulary: Spelling


1 Complete a crossword puzzle with yourschool timetable subjects.


Across:CULTURAL AND CREATIVE ARTSPHYSICAL AND HEALTH EDUCATIONSOCIAL STUDIESINTRODUCTORY TECHNOLOGY

Down:ENGLISHMATHEMATICSFRENCHSCIENCEONE NIGERIAN LANGUAGE

Worksheet 4: Our new school

Writing: Punctuation


1 Rewrite a paragraph adding capitalletters and full stops where necessary.


Ada’s home is in Awka in Anambra state,but she goes to Government College inAbuja. Her favourite subjects are science andmathematics.

When she leaves school she wants to go tothe University of Nigeria, Nsukka to studyengineering.

Worksheet 6: Learning to learn

Reading: Comprehension

Questions (W ork b ook p. 1 1 )

1 Where is the man? What is he doing?Why is he wearing the apparatus you cansee?

2 What do these two pictures have incommon?

Answers (W ork b ook p. 1 1 )

1 The man is walking on the moon and heis wearing oxygen tanks to be able tobreathe.

2 C

Read the text

Questions (W ork b ook p. 1 2)

Read the text provided and answer thequestions:

1 Does air have more than one kind of gasin it?

2 Which gas is most important to us?

3 How much of the air is oxygen?

4 Where does the oxygen meet at ourblood?

5 What does our blood do to the oxygen?

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6 Can you point to where your lungs are?

7 Why do fish need oxygen?

8 How do they take in oxygen?

9 Where can you find the gills of a fish?

10 What happens when you blow on a dyingfire?

11 Is there any oxygen in ordinary water?

12 What happens to the dissolved oxygen ifyou boil the water?

13 What happens to a clean iron nail in abottle of boiled water?

14 What happens if you put the nail intoordinary water?

Answers (W ork b ook p. 1 2)

1 Yes2 Oxygen3 one fifth4 in our lungs5 carry it all over our bodies6 [point at where your lungs are]7 in order to live8 through their gills9 on the side of the head [show where they

are on a picture]10 It burns more brightly11 Yes12 the oxygen leaves it13 does not rust14 It will be rusty after a few days

Reading: Make inferences


1 What can we conclude from theexperiment described in the lastparagraph of the text?

2 Why do you think astronauts and deep-sea divers need to take air with them inspecial containers?

3 A man ran out of the burning buildingwith his clothes on fire in the picture. Afireman threw a blanket round him.Why?

4 You are cooking when a pan of oilcatches fire. What should you do. Why?

5 What can we conclude from theexperiment described in the lastparagraph of the reading passage?


1 There is oxygen in water2 They can’t breathe under water or in

space3 To kill the fire (taking the oxygen away)4 Throw a wet cloth on the pan.5 There is oxygen in water

Worksheet 7: Learning to learn

Writing: Make notes


Notes on Oxygen: Complete the sentences1 O2 is a kind of_____

2 About 20% of the_____________________ is O2.

3 People _________________ oxygen inorder to breathe.

4 Some of the gas is _______________inwater.

5 ________________ also need O2 inorder to breathe.

6 O2 is ______________ to make things_______________.

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1 gas2 air3 need4 present5 Fish6 necessary, burn7 Water contains oxygen, but when you boilwater, the oxygen leaves it.

Writing: Write instructions


Complete the experiment by filling in themissing words.


(1) bottles(2) boiled(3) used(4) air(5) clean iron(6) ordinary(7) rusty(8) water(9) contain

Worksheet 8: Time for a story


1 What are the men in the pictures doing?

2 What is a detective?

3 What does CID stand for?

1 Miserly In line 1 probably means….2 Nobody was surprised when Mallam

Kudi was murdered because…3 The man who murdered Mallam Kundi

probably….4 Inspector James knelt own because……5 Who did Inspector James arrest?6 Why did Inspector James ask Sergeant

Obi to cover the footprint with a pot?7 What are handcuffs? Why did he want

them?

8 When Inspector James went to theRainbow Bar, do you think he knew hewould find the murderer?


1 They are looking for evidence2 detective: a person, especially a police

officer, whose occupation it is toinvestigate and solve crimes

3 Criminal investigation command1D2C3C

4B5B6 To prevent it from disappearing

7 Apair of lockable linked metal rings forsecuring a prisoner’s wrists – used toarrest the suspect

8 It was a hunch.

Worksheet 9: Time for a story (1)

Vocabulary: Infer meaning


1 Choose the words from the box providedto complete Inspector James' report onhis investigations.

(Words provided: conclu ded,noticed,examined,discovered,compared,matched,observed )

2 Choose the best words from the box tocomplete a passage on police work.(Words in box: traffic,roadworthy,vehicles,motorists,alcohol,pu blic,check,protect,thefts,crime,prevent,secu rity,criminals,evidence,investigate)


1 (1) observed(2) discovered(3) examined

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(4) noticed(5) compared(6) matched(7) concluded

2 (1) traffic(2) vehicles(3) roadworthy(4) public(5) motorists(6) alcohol(7) protect(8) check(9) thefts(10) crime(11) prevent(12) security(13) criminals(14) investigate(15) evidence


Grammar: Adjectives


Write out the following description of afootball match, choosing the best adjectivesfrom those listed in the football.

(Words in boxes: excited,first,nervou s,black,red,su perb,beau tifu l,clean,mu ddy,difficu lt)


first – nervousexcitedsuperb – black – red - clean - muddydifficult – beautiful

Worksheet 11: On the farm

Grammar: Use too, so, very

Question (W ork b ook p. 20 )

1 Complete sentences using too, so orvery.

Answers (W ork b ook p. 20 )

1 (a) too(b) too(c) very, so(d) too(e) very

2 (1) too(2) too(3) too(4) too(5) very(6) so(7) too(8) too(9) very(10) very

Vocabulary: Farming words

Questions (W ork b ook p. 20 )

1 Complete the passage using words fromthe box to fill the blank spaces.

(Words in box: cu ltivates,how,fallow,climate,tractor,tobacco,millet,irrigated,soil,fertiliser)


1 (1) soil(2) climate(3) hoe(4) cultivates(5) fallow(6) tractor

Vocabulary: Word families


Add the words in the box as labels for thetractor diagram.

(Words in box: headlights,seat,steeringwheel,gearlever,mu d gu ards,wheel)


Left to right: headlights, gear lever, roll-overprotective structure, steering wheel, seat,

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wheel, mud guards.

Worksheet 12: Traditional story


Questions (W ork b ook p 22-23)

1 Why was the servant angry?

2 Where did the woman go?

3 What did the servant want Manuba todo?

4 Did Manuba agree?

5 What happened?

6 What did the servant do?

7 What was her reason for doing this?

8 How did Manuba's mother hear whathappened?

9 How did the bird prove the story wastrue?

10 Did the woman ever see her daughteragain?

Answers (W ork b ook p. 22-23)

1 Because she had to do all the work2 out to her farm3 blow on the fire4 No, if she goes near the fire she will melt

and die.5 The servant caught Manuba and dragged

her to the fire.6 The servant tried to rescue her, but

Manuba melted.7 The servant thought she was lazy8 The bird saw what happened and sang a

song to Manuba’s mother.9 The bird dipped its tail in oil.10 No

Worksheet 13: Traditional story

Grammar: Simple past tense


1 Fill in verbs in the simple past tense inthe blank spaces of the passage provided.


(1) was(2) told(3) said(4) dragged(5) started(6) saw(7) ran(8) witnessed(9) flew(10) arrived(11) saw

Worksheet 15:Myths and legends

Reading: Make inferences


Read the story and answer the questions.

1 Why did King Minos want the labyrinthto be built?

2 Why did the Athenians have to sendfourteen young people to Crete everyyear?

3 Why was Daedalus chosen to build thelabyrinth?

4 Why did King Minos keep Daedalus inhis palace in Crete?

5 Why did King Minos decide to try toescape by air?

6 Why did Daedalus whisper, and place afinger on his lips?


1 It was here that he hid the Minotaur.2 To feed the Minotaur

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3 He was a master craftsman, architect andinventor

4 He was the only man who knew how tofind his way out of the labyrinth.

5 The only way out was by air. Minos’ssoldiers guarded all routes by land,Minos’s ships were in command of thesea.

6 To keep it a secret

Vocabulary: Synonyms and

antonyms


1 Use words from the box to completesentences

(Words in box: clever,wise,sensible,gifted ).

a) The __________ old man gave ussome advice that we have neverforgotten.

b) All the kids on my class arefairly__________________.

c) Dan Kano is always playing______________ tricks on people.

d) My friend Peter is always very___________, but never says muchin class.

2 Rewrite sentences using antonyms:a) Daedalus' plan was very (safe).

b) Minos was very (kind).

b) Icarus (floated) in the sea.

d) Daedalus was stricken with(happiness)


1 (a) wise(b) gifted

(c) clever(d) sensible

2 (a) dangerous(b) evil(c) sank(d) sadness

Worksheet 18: Crime never pays

Vocabulary: Label diagrams


1 Write the labels for the diagram of amotorcycle. Use the parts of amotorcycle words in the table

(Words: 1 frontwheel;2backwheel;3headlights;4handle bars;5a tyre;6mirror;7 petroltank;8saddle;9engine;1 0 exhau stpipe;1 1 nu mberplate;1 2brake)


1 b2 d3 a4 c5 e6 g7 h8 j9 i10 f11 l12 k

Vocabulary: Use a dictionary


Guide words from the dictionary areprovided. Which of the words appear in thebox on the page?

(Words provided: sling,slope,slou ch,smart,slob,slippery,sloppy,slink,slot,slither,sly,smack)

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a) slipperyb) slingc) slinkd) slithere) slobf) slopeg) sloppyh) sloti) slouchj) slyk) smackl) smart


Grammar: Direct speech

Questions (W ork b ook p.34)

Rewrite paragraph using direct speech.

Answers (W ork b ook p.34)

After hearing all the evidence for and againstIjapa, the judge looked sternly at him.

“That will be five thousand naira or a monthin jail,” he said sharply.

“Very well sir,” replied Ijapa, “I’ll take thefive thousand naira.”


Writing: Reports


Write in the missing words from the reportshown in the Workbook.


Report: his / He / keys / drove / average / red/ black / 100 / card / spare / The / and the car

Worksheet 22: Marriage

Vocabulary: Family words


Your immediate family consists of yourparent(s) and your brother(s) and sister(s).Another word for the immediate family is thenuclear family.

Of course, most people also have anextended family. Included in the extendedfamily are one’s in-laws. The in-laws arerelations by marriage, such as yourhusband’s/wife’s father (father-in-law) andyour brother’s wife(sister-in-law).

In the box is a list of the some members ofthe extended family. Complete the sentenceswith words from the box. Note: Theapostrophe mark (’) indicates possession.

(Words from box: grandfather,u ncle,half-brother,au nt,grandmother,nephew,distantrelative,niece,grandchild,cou sins,mother-in-law,brother-in-law)

1 Your father’s father is your . So is yourmother’s father.

2 Your father’s mother is your . So is yourmother’s mother.

3 Your father’s brother is your __. So isyour mother’s brother.

4 Your brother’s son is your __. So isyour sister’s son.

5 Your nephew’s sister is your ____.

6 You are your grandparents’ ___.

7 If your father marries again and has ason, the son is your .

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8 Your father or mother’s sister is your____.

9 Your uncle’s and aunt’s children areyour ___.

10 A person who is not closely related toyou is a ______.

11 Your husband or wife’s mother is your_____.

12 Your wife or husband’s brother is your_______.


(1) grandfather(2) grandmother(3) uncle(4) nephew(5) niece(6) grandchild(7) half-brother(8) aunt(9) cousins

(10) distant relative(11) mother-in-law(12) brother-in-law

Vocabulary: Writing


Write out the sentences below, choosing theright words from the box for the blank spaces

(Words from box: monogamy,polygamy,bigamy,widow,widower)

1 A woman whose husband has died iscalled a _________.

2 A man whose wife has died is called a_______.

3 _______ is the practice of having morethan one wife at the same time.

4 _______ is the custom or practice ofhaving one wife or husband only.

5 _______ is the state of being married totwo persons at the same time in countrieswhere it is a crime.

Answers (W ork b ook p. 39 -40 )

(1) widow(2) widower(3) polygamy(4) monogamy(5) bigamy

Vocabulary: Reading


Read through a passage on Chinua Achebeand choose the best words from the list in thebox to fill in the blank spaces.

(Words from the box: fiancee,separation,dowry,bridegroom,relationship,bride-wealth,engaged,cou rtship,divorce)

Marriage customs vary a great deal inNigeria. Sometimes, particularly in urbanareas, a young man may meet a youngwoman he likes, and, after a period of (1)_____ he may ask her to be his (2)________.Once they have got (3) ________their two families are informed about thedecision that they have reached.

However, in many cases, marriage isdefinitely a family affair. It is seen as thejoining together of two families rather thanjust two people, and an engagement ispreceded by a period of (4)_______ ratherthan courtship.

In such situations, (5) ______ must be paidby the kin of the man to that of a woman.

Once this has been given and received, it isseen as a sign that the (6)_______is takenvery seriously. If the marriage breaks down,

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there may be a (7) _________, or even just a(8) __________.

Some or all of the payment made at the timeof the marriage may have to be returned. Insome parts of the world, it is traditional forthe family of the bride, rather than that of the(9)_____ to provider a payment of land,cattle or money. This payment is called a(10)___________.


(1) courtship(2) fiancée(3) engaged(4) negotiations(5) bride-wealth(6) relationship(7) separation(8) divorce(9) bridegroom(10) dowry

Worksheet 23: Marriage

Grammar: Prepositions


Join the sentence below using ‘with’1 The boy had a new football. John wanted

to meet him.2 The girl had a blue bag. Gabriel couldn’t

see her.3 The bull had a white spot over one eye.

Mallam Sami wanted to buy it.4 The man had grey hair. The teacher did

not know him.5 The woman had three children. Nobody

knew her.


1 John wanted to meet the boy with thenew football.

2 Gabriel couldn’t see the girl with theblue bag.

3 Mallam Sani wanted to buy the bull with

the white spot over one eye.4 The teacher did not know the man with

the grey hair.5 Nobody knew the woman with the three

children.

Worksheet 24: Food for thought

Vocabulary: Food words


1 Choose the best word from the box tocomplete a recipe.

(Words from box: boil,loosen,grind,blend,ingredients,tru rn,tou gh,serve,cover).

RECIPE: Chicken Joll of Rice

If you are using an old chicken, you canexpect the meat to be a little (1) ___ so it isbest to (2)_______ it in salt water first.When it is half cooked, add it to the rice,with some vegetable oil.If you are using a young chicken, you cancook it with the rice and you won’t need anyvegetable oil.

First of all, you (3) ____ the onion, tomatoand fresh pepper. Add water or chickenbroth. Bring all the (4) ______ except therice to the boil.

Then add the rice and chicken and (5) _____to the boil. Then turn the heat down, coverthe saucepan tightly, and (6) _______ gentlyuntil the (7) _____ is absorbed and thechicken is (8)__________.

Turn the Joll of Rice gently to (9) ________the grains. Then (10) ________ it again andallow it to rest for an hour or so, so that theflavours (11) __________ nicely (12)__________with a salad.

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2 Choose the best words from the box tocomplete the paragraphs on Hauwa’sadvice on equipping a kitchen.

(Words from box: modern,kerosene,liqu ids,su pply,keep,afford,mortar,evaporation,cylinder,stone)

Traditional items of equipment can still beuseful in a modern kitchen. However, some(1) _________ equipment is useful, as it cansave time and energy. A pestle and (2)______ are still useful for grinding dryfoods, and many people think food tastesbetter if it has been ground on a grinding (3)________ rather than by means of somemodern gadget. Similarly, locally producedclay pots are very good for reducing (4)__________ because their shape and porouscomposition makes (5) _______easier.

People differ widely in their views on stoves.It can be difficult to (6) ___________ akitchen clean with stoves. I tried to use acharcoal or wood (7) ____ cooker for awhile, but they have an unpleasant smell.

If you live in a town, you can use an electriccooker if you can (8) _______ it, but they areexpensive to operate, and highlyinconvenient if the electricity (9) _________is interrupted.

For these reasons, I use a gas cooker. It isvery important to store the gas (10)__________ outside the kitchen, and to turnit off at night.


1 (1) tough(2) boil(3) grind(4) ingredients(5) return(6) simmer(7) liquid

(8) tender(9) loosen(10) cover(11) blend(12) serve

2 (1) modern(2) mortar(3) stone(4) liquids(5) evaporation(6) keep(7) cylinder(8) afford(9) supply(10) kerosene

Vocabulary: Idioms


Match the idioms in the first column to thecorrect explanation in the second column.

Idiom Explanation

1She’s bitten offmore than shecanchew.

A He doesn’t reallyenjoy the sport.

2 She quite likesbasketball, but it’snot his cup of tea.

B What’s done isdone: there’s no pointworrying too muchabout it.

3 They wanted meto vote forTimothy, butcouldn’t stomachit.

C Do not pin yourhopes on only onepossibility.

4 I’d like to jointhe debating club,but my plate’s toofull at the moment.

D She’s trying to domore than she canmanage.

5 The trouble withHarold is he wantsto have his cakeand eat it.

E They didn’t like theidea of voting for him.

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6 I know theplate’s broken, butthere’s no need tocry over spilt milk.

F He wants to havetwo things when it’sonly possible to haveone.

7 The children arefull of beans today.

G He’s too busy atpresent.

8 That’s a hard nutto crack.

H They are beingunusually energetic.

9 Don’t put allyour eggs in onebasket.

I The speaker thinksthat what they saycannot be trusted.

10 I always takewhat politicianssay with a pinch ofsalt.

J That’s a really hardproblem to try tosolve.


1 D2 A3 E4 G5 F6 B7 H8 J9 C10 I

Worksheet 25: Food for thought

Writing: Recipes

Question (W ork b ook p.44)

Write a recipe for a dish that you like, usingthe headings provided.

Example answer (W ork b ook p. 44)

Roasted maize and banana frittersIngredients2 or 3 red bananas1 cup of ground maizePalm oil or vegetable oilSalt.

Method:1 Peel the bananas;

2 Add the maize and a pinch of salt;3 Beat into a batter;4 Heat the oil in a frying pan. Fry small

amounts of batter until brown on bothsides;

5 Press the back of spoon against the panto remove air;

6 Allow to cool slightly and serve.


Vocabulary: More idioms


Match the idioms in the first column to thecorrect explanation in the second column.

Idiom Explanation

1 Our team got offto a running startthis year.

A People weregetting over-excited.

2 Gabriel is still inthe running.

B We must make animmediate start whenwe arrive.

3 She told him totake a running jump.

C She told him to goaway.

4 It has been dry forthree monthsrunning.

D He stands a goodchance of beingelected.

5 When we arrive,we must hit theground running.

E Things went verywell at the beginningof the season.

6 During theelection feelingswere running high.

F There has been norain for threeconsecutive months.


1 E2 D3 C

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4 F5 B6 A


Grammar: The present perfect

tense


Choose the best answer from optionsprovided to complete present perfectsentences.

Sentences:

1 Last week, I ___________a new mobilephone.

2 I ______out how to use all the apps.

3 Mr Know-All ________a new mobilephone months ago.

4 I am sorry that you ____ill last week. Ihope you are better now.

5 Oh dear! I _______ my mobile phone.

6 ______________seen it?


1 A2 C3 C4 B5 B6 A

The Legend: Dr Nnamdi Azikiwe


Complete the book review provided byfilling in the blank spaces with the best wordfrom the list in the box.

(Words from the box: born,academic,langu ages,worried,ignore,details,travels,friction,continu e,description,P resident,information,career,ideals,learnt)

This book begins with a (1) _______ of Zik’searly life, when he lived in several differentparts of Nigeria. Zik was (2) ______ inZungeru in what is today Niger State, and inthose very early years of his life he (3)__________ to speak Hausa fluently.

His father was (4) ________ that he mightnot learn his mother tongue, Igbo, inZungeru, so, 1912, the family moved to theirancestral home in Onitsha. Later, he went toLagos to (5) ______ his education, and so itwas that he learnt to speak fluent Yoruba.Having learnt three of Nigeria’s main (6)________, he could claim to be a trueNigerian!

The book provides many (7) _______ of hislife and of his (8) ________ both in Nigeriaand abroad. In 1918, he was called back toKaduna, where he found that his father hadtaken a second wife; sadly, this caused agreat deal of (9) ________ in the home.

His father ordered him not to associate withhis mother, and he left the family home toreturn to Onitsha.

Zik felt relieved to return to Lagos after awhile, and then back to Onitsha again, wherehe decided that he could not (10) ________his mother.

Later on, Zik travelled to the Gold Coast(now Ghana), the UK, and the US, where he(11) _______ many academic honours.A citizen both of Nigeria, and the world, Zikwas well-placed to embark on a political (12)________, when he emerged as first (13)_________ of Nigeria.

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Sadly, the book does not really explore Zik’spolitical (14) ______, but it provides awealth of (15)________ about him, and itshould be required reading for all high-school students.


(1) description(2) born(3) learnt(4) worried(5) continue(6) languages(7) details(8) travels(9) friction(10) ignore(11) received(12) career(13) President(14) ideals(15) information

Worksheet 28: Science by the sea

Vocabulary: Fishing words


Complete the passage, using the best wordsfrom the box for each blank space.

(Words from the box:nets,shallow,traps,vessels,bait,poles,ou tboard,mesh,trawlers,propeller,wade)

Canoes are widely used by fishermen inNigeria. To propel the boats through thewater, they use (1) or (2).

However, larger boats are motorised. Theyare fitted with (3) motors which can be raisedwhen the water is (4) so that the engine’s (5)is not damaged.

Most fish are caught by (6) thrown fromcanoes. But in shallow water, fishermen

simply (7) out and throw their nets from astanding position.

Other methods include spear fishing, and fish(8) which look a little like baskets.Sometimes these contain (9) _______ ofpounded yam or some other food. At sea,larger boats called fishing (10) ______ areused because these a can be too rough forsmaller vessels.

One of the main jobs of the Nigerian Navy isto protect Nigeria’s territorial waters fromforeign fishing boats. Sometimes these boatsattempt to catch fish in Nigeria’s territorialwaters, and (11) ______ from the NigerianNavy do their best to stop them. This can bea serious problem and affect the livelihood oflocal fishermen. From time to time, Nigeriamay license foreign fishing boats to fish.

Sometimes these boats may have fishing netswhich are too long, so that they catch toomany fish. This can badly affect fish stocksfor future generations. Sometimes fishermenuse nets with too small a (12)_______ so thatthey can catch fish that are not fully grown.


(1) Teacher, please note that there is aword missing for 1. Please askstudents to provide the most likelyanswer.

(2) poles(3) outboard(4) shallow(5) propeller(6) nets(7) wade(8) traps(9) bait(10) trawlers(11) vessels(12) mesh

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Questions (W ork b ook p. 48-49)

Choose the correct answer for the sentencesbelow:Choose the correct answer. Circle A, B or C.

1 At the beginning of the passage, Kojo wasscared…

A of his brotherB of the other boysC of the waterD to show his fear of the water to the others

2 Why didn’t Kojo eat any mpopore?A It was too hot to eatB He was too scared to eatC He was too thirsty to eatD He wasn’t hungry

3 Why did Kojo try to go home?A He was scared of the examinationB He felt ashamedC He hated the other boysD He didn’t like the mpopore.

4 Kojo was…A A complete cowardB Very braveC Usually brave, but on this occasion he

panickedD Usually cowardly, but on this occasion

he was suddenly very brave

5 What is the main lesson we can learn fromthis story?A It is bad to feel afraidB It is bad to show fearC Water isn’t really very dangerousD Look before you leap.


1 D2 B3 B4 C5 B6 Yes, they understood7 He was an expert at paddling the canoe.


Vocabulary: Sea transport


Read the passage and choose the correctwords from the box to fill the blank spaces.

(Words from the box: vessels,dredging,sailor,qu ays,bu oys,cranes,facilities,agrou nd,wharves,liner,tu gboats,dockers)

Ships like the (1) in the picture cost millionsof naira and great care has to be taken,therefore, to keep such (2) in good order, andto ensure that accidents do not happen. TheNigerian Ports plc.plays an important part inmarine safety: the company operates thegeneral cargo (3) in harbours such as Apapaand Port Harcourt. The company alsoprovides general cargo (4) at many otherNigerian ports.

Other important functions include (5) theharbours to prevent build up of sand, andmaintaining the marker (6), which indicatethe channels ships need to follow to avoidrunning (7). Nigerian Ports also has its own(8) for (9) which stand like giants on the(10).

The company employs hundreds of people.The (11) who work in the docks earn a goodliving. For those who are more adventurous,it is possible to gain employment as a (12) onboard ship.

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(1) liner(2) vessels(3) quays(4) facilities(5) dredging(6) buoys(7) aground(8) tugboats(9) cranes(10) wharves(11) dockers(12) sailor


Grammar: Question tags


Rewrite sentences adding the correctquestion tag at the end.a) The path is long.b) The road is hard.c) You have come far.d) You didn't prepare.e) They didn't expect you.


4 a) The path is long, isn’t it? Yes, it is.b) The road is hard, isn’t it? Yes, it is.c) You have come far, haven’t you?

Yes, I have.d) You didn’t prepare, did you? No, I

didn’t.e) They didn’t expect you, did they?

No, they didn’t.

Worksheet 32: Letter from

Johannesburg

Vocabulary: Politics


Choose the best word from the ballot paperin the Workbook to complete the blankspaces in the passage.


(1) invitation(2) corrupt(3) traditions(4) wealth(5) impressed(6) advances(7) fiancée(8) opposition(9) bribes(10) threats(11) coup(12) colony(13) democratic(14) elections

Worksheet 34: Air travel

Vocabulary: Air transport


Read the passage provided and choose thebest words to complete the spaces.

(Words: domestic,departu re lou nge,lu ggage,board,hold,staff,book,departu relou nge,boardingpass,passport,confirm,secu rity checks,control,conveyorbelt,cou nter,check-in)

Travelling by air is increasingly commonthese days. Flying within Nigeria on (1)flights could not be easier: you just arrive atthe airport, buy a ticket, check in your (2)and (3) the plane. During your flight, cabin(4) will often serve snacks and soft drinks.

At the end of the flight, you retrieve yourluggage. Heavy luggage is not normallyallowed inside the cabin because there isinsufficient storage space. So large suitcasesand other large items have to be carried inthe (5).

People often worry about safety whentravelling by air. The fact is that, these days,

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travelling by air is normally safer thantravelling by other means. When you take-off and land, you have to fasten your (6), butthis is just a sensible precaution which manydrivers now take when driving on the road.

International travel is a little morecomplicated. You have to (7) your ticket wellin advance, and it is sensible to (8) it a day orso before you travel. You should alwaysarrive at the airport at least two hours before(9) time. On arrival, you go straight to the(10). There is a clerk that weighs yourluggage and gives you a (11).

Your luggage is place on a (12) to be loadedonto the aircraft. You then go through (13)before reaching the (14). On most flights,there are elaborate (15) to ensure safety.


1 (1) domestic(2) luggage(3) board(4) staff(5) hold(6) seat-belt(7) book(8) confirm(9) departure(10) check-in(11) boarding pass(12) conveyor belt(13) control(14) departure lounge(15) security checks

Worksheet 36: There's no place like

home


Read through the passage and choose thebest words from the box to complete theblank spaces.

(Words from the box: contractor,trenches,

plu mbers,masons,electricians,painters,blocks,plasterers,concrete,scaffolders,carpenters,cement,machines,damp-cou rse,fou ndations)

Large houses are often designed byarchitects, but most ordinary people wouldgo straight to a reputable building (1).

When work starts, the first stage is to markout the shape of the building on the site.Then (2) are dug for the (3). These areusually made of (4) and most builders thesedays will use (5) called concrete mixers. Thefloors are then laid, made of the samematerial.

The walls of the house are usually made ofbricks or (6). These are joined together by(7). This is a skilled job done by brick-layersor (8). About 15 centimetres above groundlevel, a layer of waterproof material called a(9) is built into the walls to stop rising damp.

Of course, there must be spaces left for doorsand windows to be fitted. This task is usuallydone by (10).

It is also important to consider the position ofthe bathroom and kitchen, for these willrequire water, specialist workers called (11)deal with this side of things. They fix all theinlet and outlet pipes, and add the fittingssuch as taps and sinks.

If the house is to be on a main electricitysupply, then (12) must come in to do thewiring at an early stage. They will have toreturn later to finish off the job.

If the house has several storeys, a frameworkhas to be built of metal or bamboo poles;often the contractor will bring in workerscalled (13) to do this job.

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Once the roof has been built, the interior ofthe house is finished off: the walls areplastered by (14) and once the walls are dry,(15) apply several layers of paint both to thewalls and the woodwork.


(1) contractor(2) trenches(3) foundations(4) concrete(5) machines(6) blocks(7) cement(8) masons(9) damp-course(10) carpenters(11) plumbers(12) electricians(13) scaffolders

(14) plasterers(15) painters

Worksheet 37: There's no place like

home

Grammar: Passive voice


Write the correct form of the passive verbs Inbrackets in a passage provided in theWorkbook.


(1) is made(2) is fixed(3) is then poured(4) is moulded(5) is attached(6) is fixed(7) is then covered(8) is then allowed(9) is heated(10) is loosened(11) is shaped(12) are replaced(13) is then poured

(14) is broken

Grammar: Prepositions of time


Use suitable prepositions of time to completethe following sentences.

(Words in the box: at,in,to,since,before,on,from,after,for)

1 Fatima said that she would meet me ___ten o’clock.

2 They are going to have the meeting ____the last day of term.

3 We’re going to Akure _____ July.4 Nobody knows what the world will be like

______the year 2050.

5 We always finish school early ____Fridays.

6 I like to chat with my friends ______breaktime.

7 The world will probably be running shortof oil ___________ the year 2300.

8 Our teacher believes that we should allwork hard up ___________ the very lastday of term.

9 We have been at this school _____ nearlyten months.

10 I haven’t seen Comfort _____ 1992.

11 The naughty boys decided to meet_____midnight.

12 We always have a holiday ____Independence Day.

13 I shall meet you _____ supper.

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14 We have been using this book _____nine months.

15 We are having an end-of-term party ____this weekend.


1 at2 on3 in4 in5 on6 at7 before8 until9 for10 ince11 at12 on13 after14 for15 after

Worksheets 38-40: A play

Vocabulary: The theatre


Match the words in the first column of thetable to the correct definitions in the secondcolumn. Write your answers in the blankboxes below.

Word Definition

1.

aisle

(noun)

a) on the stage of a theatre

2.

apron

(noun)

b) the area behind the

stage; it includes the

rooms where the

actors put on their

costumes

3.auditorium

(noun)

c) the part of a theatreused by actors orperformers

4.backcloth

(noun)

d) the right or left side

of a stage that the

audience cannot see

5.

backstage

(adverb)

e) the open space at

the entrance of a

hotel or theatre

6.balcony(noun)

f) the place in a theatre orcinema where you buytickets.

7.boxoffice(noun)

g) the part of the stagethat sticks out towardsthe audience in front ofthe curtain

8.curtain(noun)

h) the area behind or atthe side of a stage

9.downstage(adjective,adverb)

i) On the stage of atheatre

10.footlights(noun)

j) a cloth that hangs atthe back of a stage,often but not alwaysspecially painted.

11.foyer(noun)

k) towards or at the frontof the stage in a theatre.

12.offstage(adjective,adverb)

l) the part of a cinema ortheatre where theaudience sits.

13.onstage(adjective,adverb)

m) the furniture andpainted background ona stage

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14.row (noun)

n) a row of bright lightsat the front edge of astage.

15.scenery(noun)

o) at or towards the backof the stage in atheatre.

16.screen(noun)

p) an upper floor thatsticks out above themain ground floor andauditorium

17.stage(noun)

q) a line of seats in atheatre or cinema

18.upstage(adverb)

r) the flat surface in acinema where thepicture is shown

19. thewings(noun)

s) a passage betweenrows of a seat, forexample, in a church,theatre or plane orbetween the shelves ofa supermarket.


1 s)2 g)3 l)4 j)5 b)6 p)7 f)8 k)9 o)10 n)11 e)12 d)13 a)14 q)15 m)16 r)17 c)18 p)19 h)

Vocabulary: drama


Choose the best words from the list tocomplete the paragraph below.

(Words from box: applicants, success,country, acquire, situations, provides, life,required, confidence, delayed, attitudes,forgets, skills, team)

Why do we study drama?

There are many reasons. First and foremost,through drama you can (1) insights humannature. You can become anyone, anywhere,at any time.

Drama also (2) one with an insight intodifferent cultures and societies both in andbeyond the (3) where we live.

Drama can reveal different (4) to ongoingissues, and give insight into different valuesystems. Drama is also very good in personaldevelopment.

By taking part in drama, one learns all kindsof (5). For example, doing drama one oftenhas to improvise this means responding tonew (6) without prior preparation. Forexample, you are in a play and other actors(7) his (or her) lines – what do you do?

Or, to take another case, you are on stage,and a character is supposed to enter – but is(8) for one reason or another.

What do you do? The answer is that youhave to improvise!

That is not just a skill (9) by actors – we allhave to improvise, on a day-to-day basis,throughout our lives, by reacting to newsituations.

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Drama also requires the key sill of co-operation: taking part in a play means beingpart of a (10) if you don’t manage to getalong with the other members of the team,then the play will not be a (11).

Drama can play a major role in our lives. Bytaking part in drama, we can develop ourlanguage skills, and build up our (12).

No wonder that many companies ask (13) totake part in improvisations requiring co-operation and problem-solving skills.

So, life may prepare you for drama: butdrama can certainly prepare you for (14)!


(1) acquire(2) provides(3) country(4) attitudes(5) skills(6) situations(7) forgets(8) delayed(9) required(10) team(11) success(12) confidence(13) applicants(14) life

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Learning in English

Junior English Project aims to teach studentshow to speak, read and write English well.Students may see the aim of the course (aswell as the subject) as being excelling inEnglish exams. Ultimately, though, we aimto equip students to learn via medium ofEnglish, i.e. in any course of study that theyenrol in.

With this in mind we have created thisresource section that you can use as areference for equipping students to applytheir foundational knowledge of English toall their studies.

We trust you and your students will findthis useful.

Why do we read?

Encourage students to ask and answer thisquestion for themselves. Explain to them thatknowing why we are reading a particular texthelps us to decide how to read that text.

Some of the possible reasons for readingare as follows:1. To learn something or about something,

i.e. for knowledge2. To find out what is happening in their

community, Nigeria and other countries3. For fun, such as reading magazines or

news feeds on Facebook or sportscolumns in newspapers.

So, students are aware that not all reading isa serious activity. Sometimes the goal ofreading is for pleasure only. Sometimes thegoal of reading is for self-improvement (i.e.gaining knowledge and skills).

Critically, though, the aim of reading andthe type of text we read influences how weapproach reading.

Approaches to reading

Before we read

By now students will have learnt much about

the pre-reading activities that can improvetheir engagement with text, i.e. make themmore active readers.

The Student’s Book provides exercises onskimming and scanning and they havealready completed many of these types ofexercises at earlier levels.

However, they will always need morepractise, especially in applying these skills tolearning content subjects via medium ofEnglish (for most students, a second or eventhird language).

To ensure that students have not gainedthe incorrect impression on what skimmingand scanning are and how they differ fromone another, you may need to remind themof the aims of and the following stepsrequired by each of these types of pre-reading activities.

Sk im m in g

So, broadly, skimming aims to give thereader the main ideas and an overall view ofwhat information they can expect to find in atext. Skimming can be used before or afterreading a text, but is more commonly used asa pre-reading activity. The steps that studentsshould follow when skimming are asfollows:

Skimming for pre-reading to gatheroverall view of content1. Read the title: this is always the quickest

way to identify what the content is ormight be about

2. Read the headings3. Read the topic sentences in each

paragraph.

Skimming for post-reading and to gather keyideas1. Read the title: this is always the quickest

way to identify what the content is ormight be about

2. Read the headings3. Read the topic sentences in each

paragraph.4. Read the first and last paragraphs

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Point out to students that point 4 is wherethey will gain a deeper understanding ofwhat the content is about. They don’t need todo this, though, if they are only gatheringpre-reading information.

Scan n in g

The aim of scanning is to quickly workthrough text in order to locate specificinformation. It is useful when students areunder pressure to answer questions about atext that they either have or haven’t read.Most commonly, though, people scan whenthey haven’t read a text as a quick way ofobtaining the information they need.Scanning requires an ability and willingnessto not read large sections of text. Likeskimming it is a skill that requires practice inorder to perfect.

The steps in scanning are as follows:1. Run your eyes over the text2. When you find the word/phrase you are

looking for, read the entire sentence inwhich it appears to ensure that you havelocated the correct information.

We have included Resource Worksheets 1and 2 on pages 103 and 104 of this TG foryou to give your students additionalskimming and scanning practice with a focuson reading for meaning in their generalschool studies.

Active reading

Active reading is a concept that students willbenefit from internalising and practising atevery available opportunity. In brief, activereading is conscious reading with a purpose.So, for instance, if students are reading abiology text in order to answer a set ofquestions, they will have those questions inmind when reading.

Whether or not students have beenprovided with question and then read inorder to answer them, they will do well toalways frame questions about a text before

beginning the reading process.Resource Worksheet 3 on page 105 of this

TG provides a Biology text and anopportunity for students to i) skim/scan thetext and ii) ask themselves questions aboutthe text

Explain to students that the benefit ofasking questions before they begin reading atext is that it will help them to remember andunderstand what they are reading.

A quick method of formulating pre-reading questions is to skim the text in orderto pick out the main ideas and overallcontent. They can especially use the title andheadings in order to formulate questions.

SQ3R Method for studying text

Ultimately, students need to understand whatthey are reading, recall it in examinationsand tests and then apply what they havelearnt to answering examination and testquestions. The SQ3R method we will nowoutline is a method that supports reading formeaning and understanding, and encouragesrecall.

The steps in the SQ3R method are asfollows:1. Survey (skim/scan the text) in order to

gain an idea of the main ideas or contentcovered.

2. Ask yourself questions about the text andwrite these down.

3. Read the text and answer the questions(preferably in writing) that you posed asyour second step.

4. Recite the answers to your questions.5. Review the questions, rewrite and check

answers in a day or so to test your recall.Resource Worksheet 4 on page 107 of thisTG provides an opportunity for students toapply this study method. It includes both thesteps that we’ve outlined here and adequatespace for students to apply this method tostudying a text.

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Mind maps

Mind mapping and mind maps can easily beincorporated in the SQ3R study method.

By now students would have beenintroduced to the concept of mind mappingand had a few opportunities at lower levels toapply this approach.

What they may not have had anopportunity to do though, is integrate thisapproach to studying with the SQ3Rmethod.

Ideally students would follow the first twosteps outlined in the SQ3R method and thenuse a mind map to record their answers totheir questions.

Mind maps don’t work for all students.However, they have been proven to be a veryuseful summarising and reference tool formost.

Therefore, Resource Worksheet 5 on page109 of this TG provides students with a mindmapping practice opportunity that appliesthis approach to the text that was the basis ofthe SQ3R practice opportunity provided inWorksheet 4.

Reading for meaning

Of course all of these study methods andindeed our key assumption about learningthrough medium of English is that studentsunderstand the meaning of what they arereading.

As you will know from your extensiveexperience as a teacher, though, this is notalways the case. In fact, many students arrivein JSS 1, 2 or 3 with minimal English skills.

While severely challenged students (i.e.those who are not even at the requiredPrimary 6 level) will need extra tuition, moststudents who struggle to understand whatthey are reading will benefit from theguidance that follows.

Finding the meanings of words

The best and most obvious way for studentsto improve their knowledge and

understanding of English words is obviouslyby means of looking up words indictionaries. Surprisingly, many studentshave not acquired these skills, despitemultiple opportunities being provided in thisregard at lower levels.

In order both to provide additionalpractice and reinforce the importance ofdictionaries as key tools of learning, we haveincluded Resource Worksheet 6 on page 110of this TG. Here pupils are taken againthrough the basics of using dictionaries (fromalphabetical order to understanding thebasics of dictionary entries). This is anexcellent support activity and can be adaptedin order to provide additional practiceopportunities for struggling students. In orderto make it relevant, we have again referred tothe Biology text used in ResourceWorksheets 4 and 5.

Finding meaning without a dictionary

A key skill that students (regardless of theirability levels) should master is that of findingmeaning from context.

Most likely students will have beenintroduced to this approach previously butwe again outline here given its intrinsic valueto the reading, and hence, the learningprocess.Advise students to adopt some of thefollowing approaches when reading texts:1. Read the entire text through once.2. Make a note of the words that they don’t

understand.3. Then read each sentence and try to figure

out the meaning from the rest of thewords in the sentence. For example:

The boys climbed quickly through the fenceand were astounded when they saw a viciousdog on the other side.

Astounded is the difficult word in thissentence. From the context of the wholesentence we know that a) the boys climbedthrough a fence and b) they met a viciousdog.

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Students can then work out the likelymeaning of the difficult word – astou nded –based on the fact that the boys met withsomething they hadn’t expected and that wasunpleasant.

Provide other such examples for students,especially from textbooks. Worksheet 7 onpage111 of this TG provides a practiceopportunity that uses a difficult Economicstext. Students will have to follow the stepscarefully in order to work out the meanings.This is both a consolidation and extensionexercise, and make sure you position it inthat way when giving it to students tocomplete.

1. Use your knowledge of the root of theword or a similar word to work out themeaning. For example: exclaim is similarto exclamation. Students will most likelyknow the latter word as they haveencountered exclamation marks whichthey know indicate an emotion-filledstatement. So, it may follow for themthat exclaim indicates a statement that ismade with emotion/emotionally.

2. Find the meaning in a dictionary.3. Ask another person.

Identifying types of information

There are two main types of information thatstudents need to be aware of and be able todistinguish. These are fact and opinion.

Remind students that facts are proven bymeans of evidence. For example, we knowthat water boils at 100 degrees because thishas been observed and measured. Opinionsare unproven statements. For example, if wesay: “all Nigerians are God-fearing citizens”and we cannot support this by evidence thata) all Nigerians believe God exists; and b) allNigerians fear the God they believe in, thisstatement will be an opinion.

Therefore, when reading text studentsmust ask themselves:a) Has this statement been proven?

b) Is the source of the proof reliable?

Texts contain clues, though, that will alertstudents to whether or not statements are factor opinion. Remind them of these clues:

Facts

The following phrases are clues that thestatement is a fact (or at least being presentedas a fact):1. The situation/solution is… .2. We have shown that ….3. The proof of ….4. Scientific studies indicate that…5. The factof the matter…6. We know that ….

Opinions

Opinions (especially strong opinions) oftenmasquerade as fact or presented as fact bythe writer or speaker. These text clues canalert students to opinions:1. I like the option…2. We believe that…3. Economists shou ld…4. We cou ld face a situation …5. I thinkthat ….

While this skill is very important in Englishlanguage studies, it can be even moreimportant in the context of students’ study of“fact-based” fields, such as Biology, Science,Economics, Business Studies, History, andso on.

Emphasise to students that being able todistinguish fact from opinion, and real prooffrom false proof, is fundamental to becominga critical reader.

Resource Worksheet 8 provides exercisesthat allow students to further develop andpractise this skill in their studies of othersubjects.

Answering exam questions

Students are already familiar with the typesof exam questions they will encounter in

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English language examinations. Theirintroduction to Literature studies in JSSBasic Education further expands thisknowledge and builds on the types ofquestions they encountered in the Readingand Comprehension exercises theycompleted in the lower levels.

Research has shown, though, that manystudents struggle in examinations and testsbecause they do not understand what isrequired of them.

The key issue seems to be that students donot understand what the verb in the questionis asking them to do.

Therefore we have added this section inorder to give you some pointers about how toenable students to understand examinationquestions, and therefore better answer them.

First we discuss the types of questions andsuggest methods for approaching these.

The table on the next page lists commonexam words that appear in English languageand literature papers, as well as othersubjects. And provides guidance on what isrequired of the student in each case.

How to answer types of exam questions

There are 5basic types of examinationquestions that students are likely toencounter in the JSS phase of their studies.These are:1. Multiple-choice questions2. True or false questions3. Matching questions4. Short answers5. Essays

Multiple-ch oice question s

Often considered an easy option by students,we know that this is not the case.

What follows is step-by-step advice forstudents regarding how best to approach thistype of question.1. Read the question2. Try to answer the question before

looking at the possible answer3. Read all the answers

4. Choose the one that best answers thequestion, i.e. matches your answer

5. If you do not know the answer, then donot simply pick anyone. Leave thequestion and come back to it later.

True orFalse question s

The same principle applies here as does inthe case of multiple-choice questions.Random choosing of a true or false answer isbest avoided. Students who do not know orare not certain of the answer, should ratherskip that question and come back to it oncethey have completed the rest of the exampaper.

Match in g question s

Matching questions require students to applyrules to sets of information. The steps weoutline below for approaching thesequestions emphasise the importance ofstudents acknowledging/considering the rulethat needs to be applied in matching the setsof information.

1. Identify the rule or principle thequestion is asking you to apply. Forexample: Match the correctprepositions with the sentences in thetable below.

a) We walk …the road i)on

b) The animals were…the yard.

ii)across

c) The teacher slappedher rule … the desk.

iii) down

d) We always run….across the field onour way to school.

iv)behind

e) The girls hid the boys’textbooks … thecupboard.

v) in

2. Then apply the principle to the optionsprovided.

3. Leave out the options that you do notknow.

4. Return to these once you’ve matched therest of the possible options.

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Sh ort question s an d an sw ers

Remind students that the key to answeringthese questions well is to a) ensure theyunderstand the instruction and b) to keeptheir answers as brief (yet comprehensive) aspossible

Most often these questions indicate theexact length or extent of the answersrequired. The instruction words name, list,mention, and state are often followed by theexact number of answers required. Forexample, name the five bones in the hand.

Other common types of short answerinstruction words are define, identify,discuss, explain, and describe.

Essayquestion s

Again, the key to answering these questionsis to correctly identify what is required in theanswer by understanding the instructionword.

In addition, students must apply the basicprinciples of essay writing that they havelearnt in their English studies, i.e.1. Write an introduction that clearly sets

out what will be covered in the essay.2. Write the supporting paragraphs that set

out the detail of what was covered in theintroduction.

3. Ensure that each supporting paragraphclearly sets out the main idea in a topicsentence.

4. Write a conclusion that summarises thefacts/opinions presented in the essay orprovides an opinion.

Examination instruction words

1. AnalyseRequires close and detailed examinationof something in order to explain it orprovide an interpretationExample: Analyse the causes of thesecond world war.

2. ChoosePick out the best option from a list ofoptions.Example: Choose the best answer fromthose provided below.

3. CompareNote or list the similarities or differencebetween two or morethings/situations/sets of information.Example: Compare the classical and neo-classical approaches to economics.

4. ContrastNote only the differences between twothings/situations/sets of information.Example: Contrast capitalism andsocialism.

5. DefineNormally requires students to providethe meaning of a word/term/phrase.Example: Define the following words asthey appear in the passage: bawlandbettor.

6. DescribeName/state/list the key characteristics ofsomething or provide a detailed accountof something.Example: Describe the mating behaviourof the Spotted Owl. OR Describe theevents of April 21st and their impact onrelations between the two countries.

7. DetermineOften requires calculation (eg Determinethe value of..) and an evaluation of factsor information in order to provide ananswer.Example: Determine the value of x ORDetermine the value added by thecontributors to the project.

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8. DiscussWrite about something taking intoconsideration issues, ideas, events.Example: Discuss the RussianRevolution of 1917.

9. ExplainRequires you to clarify something byproviding more detail and/or to justifysomething by providing reasons for it.Example: Explain the workings of theautomotive engine OR Explain thecauses of the First World War.

10. GiveProvide a list.Examples: Give the reasons for theoutbreak of cholera.

11. IdentifyPoint out or establish who or whatsomething is.Example: Identify the people involved inthe plot to kill the king OR Identify thereasons for the failed plot to kill the king.

12. ListProvide information in a list formatExample: List the parts of the brain.

13. MentionProvide a list.Example: Mention the parts of the brainthat are involved in speech development.

14. NameProvide a list.Example: Name the types of companythat can be registered in Nigeria.

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Junior English ProjectResources Worksheet 1

Skimming

Skim the passage below and then answer thequestions that follow.

Learning objectives

In this Unit you will learn:

the characteristics of living things

examples of levels of organisation of living

things

three differences between plants and animals

the complexity of organisation in higher

organisms.

1.1.1 Looking at living things

Biology is the scientific study of living things. The

world around you is full of living organisms that

come in many different shapes and sizes. Some living

organisms, such as bacteria, are so small that you

need a microscope to see them. Other living

organisms such as humans and elephants are very big

indeed.

All living organisms have some common

characteristics.

M ovement: This is an action by a whole organism or

by a part of an organism that causes a change in the

place or position of the organism, for example

animals run and plants turn towards the sun.

Respiration: The series of chemical reactions that

break down food molecules in living cells to release

the energy that is needed for life.

Sensitivity: The ability to detect or sense changes in

the surroundings (stimuli) and to respond to these

changes.

Growth: A permanent increase in size and dry mass

caused by an increase in the number of cells, the size

of the cells or both.

Reprodu ction: The processes that make more of the

same kind of organism.

Excretion: The removal of poisonous (toxic)

materials and the waste products of metabolism.

N u trition: Taking in, or making, nutrients, which are

needed for growth and tissue repair.

Questions

1. What is the passage about?____________________________________

____________________________________

____________________________________

____________________________________

2. What are the main topics or ideas?

____________________________________

____________________________________

____________________________________

____________________________________

3. What do you think you will learn fromthis passage?

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

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Junior English ProjectResources Worksheet 2

Scanning

Scan the passage below and then answer thequestions that follow.

Learning objectives


the characteristics of living things

examples of levels of organisation of living

things

three differences between plants and animals

the complexity of organisation in higher

organisms.

1.1.1 Looking at living things

Biology is the scientific study of living things. The

world around you is full of living organisms that

come in many different shapes and sizes. Some living

organisms, such as bacteria, are so small that you

need a microscope to see them. Other living

organisms such as humans and elephants are very big

indeed.

All living organisms have some common

characteristics.

M ovement: This is an action by a whole organism or

by a part of an organism that causes a change in the

place or position of the organism, for example

animals run and plants turn towards the sun.

Respiration: The series of chemical reactions that

break down food molecules in living cells to release

the energy that is needed for life.

Sensitivity: The ability to detect or sense changes in

the surroundings (stimuli) and to respond to these

changes.

Growth: A permanent increase in size and dry mass

caused by an increase in the number of cells, the size

of the cells or both.

Reprodu ction: The processes that make more of the

same kind of organism.

Excretion: The removal of poisonous (toxic)

materials and the waste products of metabolism.

N u trition: Taking in, or making, nutrients, which are

needed for growth and tissue repair.

Questions

1. List the characteristics that are commonto all living organisms. Eachcharacteristic should be one word only.

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2. Define the term excretion.

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105

Resource Worksheet 3

Skim/scan the text that follows.

Learning objectives


the importance of classification

how classification works

the general characteristics of the five kingdoms

of organisms

how to identify and classify organisms into their

respective kingdoms.

1.2.1 Classification

On the Earth today there are many types of living

things. This great variety of life is called biological

diversity or biodiversity.

To help us understand the great diversity of living

things, we put them into groups. This grouping of

similar living things is known as classification.

Biologists classify living things for the following

reasons:

to simplify their study

to bring order out of chaos or confusion

to try to understand how life originated.

1.2.2 How are living things classified?

Living things are classified according to how similar

they are, on or inside their bodies. For example,

animals can be put in a group together because their

limbs are built on the same basic plan. The limbs of a

bat, a horse, a bird, a human and a whale all have the

same basic pattern, though they are used in different

ways.

Originally, scientists only examined the outer (and

sometimes inner) appearance or morphology of the

organism. Classification was based on the degree of

difference or similarity in the way they looked.

Different features – for example, the number of hairs

on the leg of an insect and the arrangement of fins

and scales on a fish – were used to classify them. In

many cases you can tell just by looking at an

organism what it is – you would never mistake a lion

for a cheetah, for example.

However, the appearance of an organism can be

affected by many different things, and there can be a

huge amount of variation within a group of closely

related organisms.

Today there are more sophisticated ways of

comparing organisms. The fundamental chemicals of

life – such as DNA, RNA and proteins – are found in

almost all organisms. However, while these

chemicals are broadly similar across all species, we

can find differences when the molecules are broken

down into their constituent parts.

Sometimes, scientists use these differences to decide

which species an organism belongs to.

1.2.3 What is a species?

The most important unit of classification is the

species. Species are defined in many different ways,

but the most common and widely used definition of a

species is: A group of organisms that can breed

successfully with one another to produce fertile

offspring. For example, horses and donkeys look

similar, but the offspring produced from a horse and

a donkey is a mule, which is sterile. Therefore horses

and donkeys are not the same species.

Once a system of classification has been established,

it is easy to add a new species in the right place.

Taxonomy is the science of classifying living

organisms. Modern taxonomy is a natural

classification. This means that it is based on what

scientists think are evolutionary relationships.

106

Questions

1. Then formulate questions that you thinkare relevant to the text and the answersto which you think you will find in thetext. Write these questions down.

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2. Now read the text.

3. Were your questions correct?____________________________________

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4. Were there other questions you couldhave asked? List these below.

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107


Apply the SQ3R method to studying the textbelow. SQ3R stands for Survey, Question,Read, Recite and Recall. You have alreadycompleted the first two steps of this studymethod in Resource Worksheet 3. Nowcomplete the next three steps.

The SQ3R method:1. Survey (skim/scan the text) in order to

gain an idea of the main ideas or contentcovered.

2. Ask yourself questions about the text andwrite these down.

3. Read the text and answer the questions(preferably in writing) that you posed asyour second step.

4. Recite the answers to your questions.5. Review the questions, rewrite and check

answers in a day or so to test your recall.

Learning objectives


the importance of classification

how classification works

the general characteristics of the five kingdoms

of organisms

how to identify and classify organisms into their

respective kingdoms.

1.2.1 Classification

On the Earth today there are many types of living

things. This great variety of life is called biological

diversity or biodiversity.

To help us understand the great diversity of living

things, we put them into groups. This grouping of

similar living things is known as classification.

Biologists classify living things for the following

reasons:

to simplify their study

to bring order out of chaos or confusion

to try to understand how life originated.

1.2.2 How are living things classified?

Living things are classified according to how similar

they are, on or inside their bodies. For example,

animals can be put in a group together because their

limbs are built on the same basic plan. The limbs of a

bat, a horse, a bird, a human and a whale all have the

same basic pattern, though they are used in different

ways.

Originally, scientists only examined the outer (and

sometimes inner) appearance or morphology of the

organism. Classification was based on the degree of

difference or similarity in the way they looked.

Different features – for example, the number of hairs

on the leg of an insect and the arrangement of fins

and scales on a fish – were used to classify them. In

many cases you can tell just by looking at an

organism what it is – you would never mistake a lion

for a cheetah, for example.

However, the appearance of an organism can be

affected by many different things, and there can be a

huge amount of variation within a group of closely

related organisms.

Today there are more sophisticated ways of

comparing organisms. The fundamental chemicals of

life – such as DNA, RNA and proteins – are found in

almost all organisms. However, while these

chemicals are broadly similar across all species, we

can find differences when the molecules are broken

down into their constituent parts.

Sometimes, scientists use these differences to decide

which species an organism belongs to.

1.2.3 What is a species?

The most important unit of classification is the

species. Species are defined in many different ways,

but the most common and widely used definition of a

species is: A group of organisms that can breed

successfully with one another to produce fertile

offspring. For example, horses and donkeys look

similar, but the offspring produced from a horse and

a donkey is a mule, which is sterile. Therefore horses

and donkeys are not the same species.

108

Once a system of classification has been established,

it is easy to add a new species in the right place.

Taxonomy is the science of classifying living

organisms. Modern taxonomy is a natural

classification. This means that it is based on what

scientists think are evolutionary relationships.

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109


Now use a mind map to record your answers

to the questions. The mind map will replace

the paragraphs you wrote in step 3 of the

SQ3R method in Worksheet 4.

To remind you of how to draw a mind map,

we have included this example below. But,

of course, you can use any map that suits the

purpose of your questions.

M AIN IDEA/S

supporting

idea supporting

idea

supporting

idea

supporting

idea

110


Using a dictionary

Find the meaning of the following words inyour dictionary. Write the meaning and anexample sentence in the space provided. Donot use the example sentence provided in thedictionary.

1. DNA (n)____________________________________________________________________________________________________________________________________________________________________________________

2. classification (n)____________________________________________________________________________________________________________________________________________________________________________________

3. sophisticated (n)________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. morphology (v)____________________________________________________________________________________________________________________________________________________________________________________

5. evolutionary (adv)________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. taxonomy (n)________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. species (n)____________________________________________________________________________________________________________________________________________________________________________________

8. organism (n)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

111


Finding meaning through context

clues

The text that follows is from CompleteEconomics for Senior Secondary. It is acomplicated text in a subject that you are notfamiliar with. So it is likely that there will bemany words that you have not come acrossbefore, and therefore, the meanings of whichyou do not know.

Follow these steps when reading the text.1. Read the entire text through once.2. Make a note of the words that they don’t

understand.3. Then read each sentence and try to figure

out the meaning from the rest of thewords in the sentence.

4. Use your knowledge of the root of theword or a similar word to work out themeaning. For example: exclaim is similarto exclamation. You will most likelyknow the latter word as you haveencountered exclamation marks whichyou know indicate an emotion-filledstatement. So, it may follow for you thatexclaim indicates a statement that ismade with emotion/emotionally.

5. Ask another person.

Positive economics and normative

economics

Economists distinguish between positiveeconomics and normative economics.Positive economics deals with facts andstatements that can be tested. For instance,the statement that Nigeria’s economicgrowth rate was 7% in 2012 is a positive one.Its accuracy can be assessed by examiningrelevant data. In contrast, normativeeconomics deals with opinions and cannot betested. For example, the statement that theEthiopian government should spend more oneducation is a normative one.

Decision-making units

Decision-making units are people andorganisations that make decisions on, forinstance, prices, output and employment.Economists sometimes refer to decision-making units as ‘economic agents’.The threemain decision making units that economistsstudy are households, firms and thegovernment. ‘Households’ refers to people intheir roles as buyers (consumers) and asworkers. Firms are producers of goods andservices and employers of workers. Thegovernment is the state organisation that, forinstance, spends money on education anddefence, and raises taxes. It also regulatesprivate-sector firms.

Wants, scarcity and choice

If all the people of working age wereemployed, all machines were being used, allland was being farmed and all waters werebeing fished, there would still not be enoughproducts produced to satisfy people’s wants.We always want more goods and servicesthan can be produced. This gap betweenpeople’s wants and output arises because ofthe scarcity of resources. Over time, theamount of products that most economies arecapable of producing increases as thequantity and quality of resources rise. Wants,however, also increase and the problem ofscarcity continues. Economists refer to thisas the ‘economic problem’. This is thatunlimited wants exceed scarce resources. Aswell as the resources that are used to produceproducts, time and income are also limited.There are only twenty-four hours in the day,and for most people their income is less thanthey would like. As a result of the shortageof time, income and resources, households,firms and governments have to makechoices. Households have to decide how touse their time and how they will spend theirmoney. Firms have to decide what toproduce, and the government how to spendthe tax revenue it raises. For instance, if you

112

spend the next forty minutes studyingeconomics, you cannot spend it studyinghistory or playing sport. If I buy aneconomics textbook, I cannot use the samemoney to buy food or buy some magazines.For instance, if farmers use their land togrow pulses, they are giving up theopportunity to grow potatoes or sugarcane. Ifa government decides to spend more moneyon education, then it will have less money tospend on defence.

Now define the following terms withoutreference to a dictionary.

1. Producers________________________________________________________________________________________________________________________________________________

2. Scarcity____________________________________________________________________________________________________________________________________________________________________________________

3. Normative____________________________________________________________________________________________________________________________________________________________________________________

4. Resources____________________________________________________________________________________________________________________________________________________________________________________

5. Output____________________________________________________________________________________________________________________________________________________________________________________

6. Economic agents____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

113


Identifying facts and opinions

Read the text below. Then answer thequestions that follow.

Nigeria is currently rated as the largest economy in

Africa. This means that Nigeria’s GDP (gross

domestic product) is greater than that of any other

African country, including economic powerhouse,

South Africa.

In April 2014 Nigeria declared that its economy had

grown to US$510 billion, as compared to South

Africa’s US$370 billion GDP worth.

Critics of the Nigeria government, though, state that

they are unimpressed by these figures as

unemployment in Nigeria is still high. According to

the latest report by the FDC (Financial Derivatives

Company), a financial advisory company based in

Lagos, unemployment rose from 23.9% in 2011 to

29.5% in 2013. The FDC further predicts that

unemployment will rise by 2% in 2014.

Critics also point out the corruption in Nigeria which

is undermining its attractiveness to potential

investors as well as slowing down economic

development.

In addition, health and education are not receiving

the investment they need to ensure that most

Nigerians are lifted out of poverty.

“Government should spend more on health and

education, never mind the military, “one anonymous

critic said.

1. List three facts from the passage.________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. List three opinions from the passage.________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Read the statement:“In addition, healthand education are not receiving theinvestment they need to ensure that mostNigerians are lifted out of poverty.” Isthis a fact or an opinion? Why do yousay so?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Read this statement: “In April 2014Nigeria declared that its economy hadgrown to US$510 billion, as compared toSouth Africa’s US$370 billion GDPworth.” Do you agree that it is a fact? Isthe source of the information reliable?Why do you say so?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

114


Answering exam questions

Read the questions below and say what it isyou are expected to do in order to answerthem correctly. You do not need to providethe answer. Rather, say how you willapproach this type of question in an exam.The first one has been done for you as anexample.

1. Example: Analyse the causes of thesecond world war.Requires close and detailed examinationof something in order to explain it orprovide an interpretation.

2. Choose the best answer from thoseprovided below.

________________________________________________________________________________________________________________________________________________

3. Compare the classical and neo-classicalapproaches to economics.

________________________________________________________________________________________________________________________________________________

4. Contrast capitalism and socialism.________________________________________________________________________________________________________________________________________________

5. Define the following words as theyappear in the passage: bawland bettor.

________________________________________________________________________________________________________________________________________________

6. Describe the mating behaviour of theSpotted Owl. OR Describe the events ofApril 21st and their impact on relationsbetween the two countries.

________________________________________________________________________________________________________________________________________________

7. Determine the value of x OR Determinethe value added by the contributors to theproject.

8. Discuss the Russian Revolution of 1917.________________________________________________________________________________________________________________________________________________

9. Explain the workings of the automotiveengine OR Explain the causes of theFirst World War.

________________________________________________________________________________________________________________________________________________

10. Give the reasons for the outbreak ofcholera.

________________________________________________________________________________________________________________________________________________

115

11. Identify the people involved in the plotto kill the king OR Identify the reasonsfor the failed plot to kill the king.

________________________________________________________________________________________________________________________________________________

12. List the parts of the brain.________________________________________________________________________________________________________________________________________________

13. Mention the parts of the brain that areinvolved in speech development.

________________________________________________________________________________________________________________________________________________

14. Name the types of company that can beregistered in Nigeria.

________________________________________________________________________________________________________________________________________________

116

Index

Aadjective21,23,79adverbs,

oftim e32,34-35,61alphabeticalorder12-13,98antonym s81Bbrainstorm 54-55,57Ccapitalletters5,10,76com m entary 60conjunctions37,39,62-63,65consonants26-27conversations7-8,58,60corrections44Ddialogue13-14,16,26,32,42,46,52,56debate46,48dictation4-5,18,34dictionary 13,19,21,23diphthongs66,69Eedit41,44-45Hhandw riting6,20Iinferences77,80LL iterature6Nnouns,

com m onandabstract3countableanduncountable16,32

Pparagraphs52,60,75,101passive44,69-71phrases16,18,32plot33poetry 30,46,49,54prepositions69-71,84,92pronouns12-13punctuation76Qquantifiers14questiontags58questions

freeresponse69-70m ultiplechoice49yes/no38

Rroleplay 21-23,51Ssentences

negative26-28,42supporting17topic51-52,96,101

soundcontrast21,46,55spelling1,41,76S P Q 3R technique51syllables37,62synonym s81Ttense

pastperfect62-64presentcontinuous41-42,58,67presentperfect55,58,60,87sim plepast32,34sim plepresent34-38,62,80

tongue-tw ister55,72tribalism 71Vverbs,

transitiveandintransitive34-36regularandirregular32-36

Ww ord,

boundaries51com pound46fam ilies79order21,23,34stress32

w riting,bookreport49com position54essay 68form alletter64inform alletter39inform ativeessay 29instructions19lettertoafriend61paragraphs15report45story 57

workbook questions and answers - pearson south s home is in awka in anambra state, ... traditional...

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