How to Improve Your English Language Skills: A Comprehensive Guide to Mastering Speech Work, Essay Writing, Comprehension, and Structure

Subject: English Grammar

Class: SS 2

Term: Third Term

Week: Week 7

TOPIC:

• Speech Work: Vowels /I/ & /I:/

• Essay Writing: Expository: Raising a Total Child

• Comprehension: Reading to Identify Sentence Types in a Passage 

• Structure: Adverbs

Speech Sounds /I/ and /I:/ contrasted 

The sound /I/ is a short vowel sound and is pronounced with a relaxed tongue and lips. It is typically found in words like “sit,” “bit,” “hit,” “pin,” and “tin.” In phonetic symbols, it is represented by the symbol /ɪ/.

On the other hand, the sound /I:/ is a long vowel sound and is pronounced with a tense tongue and lips. It is typically found in words like “seat,” “beet,” “heat,” “meat,” and “treat.” In phonetic symbols, it is represented by the symbol /i:/.

The difference between these two sounds is the length and tension of the tongue and lips. /I/ is a shorter and more relaxed sound, while /I:/ is a longer and more tensed sound.

It’s important to note that the contrast between /I/ and /I:/ can be subtle, and some learners may have difficulty hearing or producing the difference. However, understanding this distinction can help improve pronunciation and communication in English.

The /I:/vowel sound is the long sound while the /I/ is short. They are contrasted using the following words. 

/I:/ /I/

eat it

beat bit

seat sit

heel hill

feel fill

seen sin

leave live

wean win

meal mill

least list

1. Sit (/sɪt/) vs Seat (/siːt/) – The first sound in “sit” is /I/, while the first sound in “seat” is /I:/.
2. Bit (/bɪt/) vs Beet (/biːt/) – The first sound in “bit” is /I/, while the first sound in “beet” is /I:/.
3. Sick (/sɪk/) vs Seek (/siːk/) – The first sound in “sick” is /I/, while the first sound in “seek” is /I:/.
4. Bin (/bɪn/) vs Been (/biːn/) – The first sound in “bin” is /I/, while the first sound in “been” is /I:/.
5. Hit (/hɪt/) vs Heat (/hiːt/) – The first sound in “hit” is /I/, while the first sound in “heat” is /I:/.
6. Lip (/lɪp/) vs Leap (/liːp/) – The first sound in “lip” is /I/, while the first sound in “leap” is /I:/.
7. Big (/bɪɡ/) vs Beak (/biːk/) – The first sound in “big” is /I/, while the first sound in “beak” is /I:/.
8. Dip (/dɪp/) vs Deep (/diːp/) – The first sound in “dip” is /I/, while the first sound in “deep” is /I:/.
9. Pick (/pɪk/) vs Peak (/piːk/) – The first sound in “pick” is /I/, while the first sound in “peak” is /I:/.
10. Mitten (/ˈmɪtən/) vs Meaty (/ˈmiːti/) – The second sound in “mitten” is /I/, while the second sound in “meaty” is /I:/.

EVALUATION

1. Which sound is a short vowel sound in English? a) /I/ b) /I:/ c) Both

Answer: a) /I/

2. Which sound is a long vowel sound in English? a) /I/ b) /I:/ c) Both

Answer: b) /I:/

3. Which sound is found in the word “bit”? a) /I/ b) /I:/ c) Both

Answer: a) /I/

4. Which sound is found in the word “meat”? a) /I/ b) /I:/ c) Both

Answer: b) /I:/

5. Which sound is found in the word “beak”? a) /I/ b) /I:/ c) Both

Answer: b) /I:/

6. Which sound is found in the word “tin”? a) /I/ b) /I:/ c) Both

Answer: a) /I/

7. Which sound is found in the word “heat”? a) /I/ b) /I:/ c) Both

Answer: b) /I:/

8. Which sound is found in the word “beet”? a) /I/ b) /I:/ c) Both

Answer: b) /I:/

9. Which sound is found in the word “sit”? a) /I/ b) /I:/ c) Both

Answer: a) /I/

10. Which sound is found in the word “deep”? a) /I/ b) /I:/ c) Both

Answer: b) /I:/.

Write out five more examples to contrast these two sounds.

1. Lit (/lɪt/) vs. Leet (/li:t/) – The first sound in “lit” is /I/, while the first sound in “leet” is /I:/.
2. Bid (/bɪd/) vs. Bead (/bi:d/) – The first sound in “bid” is /I/, while the first sound in “bead” is /I:/.
3. Sit (/sɪt/) vs. Seat (/si:t/) – The first sound in “sit” is /I/, while the first sound in “seat” is /I:/.
4. It (/ɪt/) vs. Eat (/i:t/) – The first sound in “it” is /I/, while the first sound in “eat” is /I:/.
5. Tip (/tɪp/) vs. Teep (/ti:p/) – The first sound in “tip” is /I/, while the first sound in “teep” is /I:/.

READING ASSIGNMENT 

Pg 181 of Countdown English.

Essay Writing: Expository: Raising a Total Child 

Outline 

• Who a child is (physical, intellectual, emotional, psychological, social)
• Explain the factors that affect child development (before and after birth)
• Maternal nutrition and care environmental factors
• What children should be exposed to and otherwise
• Discuss how children personality and attitudes are formed 
• Describe the roles of the parents in raising a child 
• Discuss the duties of the school and others. 
• Buttress explanation with examples from the society 
• Explain the effects of poor/negative child upbringing. 
• Emphasize the importance of raising a total child 

Introduction

• Briefly introduce the topic of raising a total child
• Explain why it is important to raise children holistically

Body I. Factors that affect child development

• Discuss the factors that affect child development, including maternal nutrition, environmental factors, and genetics
• Explain how these factors can have a long-term impact on a child’s physical, intellectual, emotional, psychological, and social development

II. The role of parents in raising a total child

• Discuss the importance of parents in shaping a child’s personality, attitudes, and behavior
• Highlight the different ways parents can raise a total child, such as providing a stable home environment, promoting physical health and wellness, prioritizing education, nurturing social and emotional well-being, and teaching life skills
• Provide examples of parents who have successfully raised total children

III. The role of others in raising a total child

• Discuss the roles of other individuals and institutions, such as schools, caregivers, and communities, in raising a total child
• Highlight the duties of these individuals and institutions, including providing a safe and supportive learning environment, promoting socialization and collaboration, and providing resources and support for parents

IV. The effects of poor/negative child upbringing

• Discuss the negative effects of poor/negative child upbringing, including poor academic performance, social isolation, and mental health issues
• Highlight the impact of poor/negative child upbringing on society

V. The importance of raising a total child

• Summarize the key points discussed in the essay
• Emphasize the importance of raising a total child for the child’s future success and the overall well-being of society

Conclusion

• Summarize the importance of raising a total child
• Conclude with a call to action for parents, caregivers, and society to prioritize holistic child development.

 

Essay Writing: Expository: Raising a Total Child 

Raising a total child involves nurturing children holistically to ensure they grow up to become responsible and productive members of society. It goes beyond just providing for their physical needs but also includes their emotional, social, and intellectual needs. In this essay, we will discuss how to raise a total child.

To raise a total child, parents must understand that children are not just small adults; they have unique needs and require specific approaches to development. Firstly, parents need to provide a stable and supportive home environment where children can thrive. Children who grow up in a home with nurturing and attentive parents tend to have better mental health outcomes, better school performance, and higher self-esteem. Therefore, parents must strive to create a positive and supportive home environment for their children.

Secondly, parents should promote physical health and wellness in their children. This includes providing healthy meals, ensuring their children get enough sleep, encouraging physical exercise and sports, and regular medical checkups. Physical health is essential for children’s growth and development, and it helps to prevent illnesses and chronic diseases in later life.

Thirdly, parents should prioritize their children’s education. Parents should ensure their children attend school regularly and provide an environment that promotes learning at home. Parents should also encourage their children to participate in extracurricular activities that enhance their intellectual development.

Fourthly, parents should nurture their children’s social and emotional well-being. Children need to feel loved and supported by their parents and develop healthy relationships with their peers. Parents can encourage social interaction by organizing play dates, encouraging their children to join clubs or groups, and promoting family bonding through regular family activities.

Finally, parents should teach their children life skills that will enable them to become independent adults. This includes basic household chores, time management, financial management, and problem-solving skills. These skills will help them navigate life effectively, and they will be better equipped to handle the challenges that come with adulthood.

In conclusion, raising a total child requires a holistic approach that includes providing a supportive home environment, promoting physical health and wellness, prioritizing education, nurturing social and emotional well-being, and teaching life skills. Parents must strive to create an environment where their children can grow and develop to their full potential. By doing so, they will raise responsible and productive members of society who will contribute positively to their communities.

 

EVALUATION

1. What is meant by the term “raising a total child”?
2. Why is it important for parents to understand the unique needs of their children?
3. How can parents create a positive and supportive home environment for their children?
4. What are some ways parents can promote physical health and wellness in their children?
5. Why is education important for the holistic development of a child?
6. How can parents nurture their children’s social and emotional well-being?
7. What life skills should parents teach their children to prepare them for adulthood?
8. What are the roles of schools and other institutions in raising a total child?
9. What are the negative effects of poor/negative child upbringing?
10. What is the importance of raising a total child for the overall well-being of society?

 

 

Write your essay on the outlined topic above. 

1. What is meant by “total child development”? a) Focusing on just one aspect of a child’s development b) Holistic development of a child’s physical, emotional, intellectual, psychological and social aspects c) Only emphasizing academic development d) Only emphasizing physical development
2. What are some factors that can impact a child’s development? a) Genetics b) Environmental factors c) Maternal nutrition and care d) All of the above
3. What is the role of parents in raising a total child? a) Providing a stable home environment b) Promoting physical health and wellness c) Nurturing social and emotional well-being d) All of the above
4. What are some ways parents can promote their child’s intellectual development? a) Encouraging reading and learning b) Providing access to educational resources c) Engaging in meaningful conversations d) All of the above
5. What are some ways parents can promote their child’s social and emotional development? a) Encouraging playtime with peers b) Building healthy relationships with family members c) Teaching problem-solving skills d) All of the above
6. What are the roles of schools in raising a total child? a) Providing a safe and supportive learning environment b) Encouraging socialization and collaboration c) Offering extracurricular activities d) All of the above
7. Why is it important to teach life skills to children? a) To prepare them for adulthood b) To increase their academic performance c) To promote their physical development d) None of the above
8. What are some negative effects of poor/negative child upbringing? a) Poor academic performance b) Social isolation c) Mental health issues d) All of the above
9. How can communities support parents in raising a total child? a) Providing resources and support for parents b) Encouraging community involvement in schools c) Offering after-school programs d) All of the above
10. Why is raising a total child important for the overall well-being of society? a) It promotes healthy development of future generations b) It reduces the likelihood of negative societal issues c) It leads to a more educated and skilled workforce d) All of the above

READING ASSIGNMENT

Pg 19 – 21 of Countdown English 

Comprehension: Identifying sentence types in a passage 

1. Simple sentence – one clause (M1)
2. Complex sentence – one main clause with two or more subordinate clause (M1, S1 or more)
3. Compound sentence – two main clause joined by a conjunction (M2)
4. Multiple sentence – three or more main clauses (M3 or more)
5. Compound – complex sentence – two or more main clause (M2 or moreS1 or more)

A simple sentence is a sentence that contains one independent clause. An independent clause is a group of words that contains a subject and a verb, and expresses a complete thought. Here is an example of a simple sentence:

• The cat sat on the mat.

A complex sentence is a sentence that contains one independent clause and one or more subordinate clauses. A subordinate clause is a group of words that contains a subject and a verb, but cannot stand alone as a complete sentence. It is dependent on the main clause for its meaning. Here is an example of a complex sentence:

• After I finish my homework, I will watch TV.

The main clause is “I will watch TV”, while the subordinate clause is “After I finish my homework”.

A compound sentence is a sentence that contains two or more independent clauses, joined together by a coordinating conjunction such as “and”, “but”, or “or”. Here is an example of a compound sentence:

• The sun was shining, and the birds were singing.

Both “The sun was shining” and “the birds were singing” are independent clauses.

A multiple sentence is a sentence that contains three or more independent clauses. Here is an example of a multiple sentence:

• I woke up early, I brushed my teeth, I ate breakfast, and then I went to school.

Each of these clauses could stand alone as a sentence.

Finally, a compound-complex sentence is a sentence that contains two or more independent clauses and one or more subordinate clauses. Here is an example of a compound-complex sentence:

• She started cooking dinner, but she realized that she had forgotten to buy the ingredients that she needed, so she went to the store.

The main clauses are “She started cooking dinner” and “she went to the store”, while the subordinate clause is “but she realized that she had forgotten to buy the ingredients that she needed”.

By identifying the different sentence types in a passage, we can better understand the author’s writing style and intended meaning

On page 214 of your Effective English book 2, write out two examples of each type of sentences. 

Firstly, a simple sentence is a sentence that contains one independent clause, which is a group of words that has a subject and a predicate and expresses a complete thought. Simple sentences are the most basic type of sentence, and they can stand alone as a sentence. Here are a few examples of simple sentences:

• I am going to the store.
• The sun is shining brightly.
• She sings beautifully.

A complex sentence, on the other hand, is a sentence that contains one main clause (M1) and at least one subordinate clause (S1 or more). A subordinate clause is a clause that cannot stand alone as a sentence and is dependent on the main clause for its meaning. Here are a few examples of complex sentences:

• Although it was raining, she still went for a walk.
• Because he was sick, he stayed home from school.
• After I finish my homework, I will watch TV.

In a compound sentence, there are two or more main clauses (M2) that are joined by a coordinating conjunction such as “and”, “but”, or “or”. Each main clause could stand alone as a sentence. Here are a few examples of compound sentences:

• I went to the store, and I bought some milk.
• She likes to sing, but she doesn’t like to dance.
• He can play basketball, or he can play soccer.

A multiple sentence is a sentence that contains three or more main clauses (M3 or more), each of which can stand alone as a sentence. Here is an example of a multiple sentence:

• She woke up early. She got dressed. She ate breakfast. Then, she went to school.

Finally, a compound-complex sentence contains two or more main clauses (M2 or more) and one or more subordinate clauses (S1 or more). Here is an example of a compound-complex sentence:

• She started cooking dinner, but she realized that she had forgotten to buy the ingredients that she needed, so she went to the store.

By understanding the different types of sentences, you can become a better writer and communicator. Using a variety of sentence types can help you to convey your message in a more effective and interesting way.

EVALUATION 

1. Which of the following is an example of a simple sentence? a. I went to the store and bought some milk. b. Although I was tired, I stayed up late. c. The cat slept in the sun all day. d. She went to the park after school, and she played with her friends.
2. Which of the following is an example of a complex sentence? a. The dog barked and the cat meowed. b. She loves to play tennis and soccer. c. After he finished his homework, he watched TV. d. I went to the store, but I forgot to buy bread.
3. Which of the following is an example of a compound sentence? a. The teacher gave us a lot of homework, so we stayed up late. b. Although it was raining, he still went for a walk. c. I am going to the store to buy some milk. d. She likes to sing, and she also likes to dance.
4. Which of the following is an example of a multiple sentence? a. He woke up early, got dressed, and went to work. b. She walked to the park, played on the swings, and had a picnic. c. I went to the store, bought some bread, and then I went home. d. Although it was hot outside, she still went for a run, and then she went to the gym.
5. Which of the following is an example of a compound-complex sentence? a. She started cooking dinner, and then she realized that she had forgotten to buy the ingredients that she needed. b. I like to read books, but I also like to watch movies. c. Although it was snowing outside, he still went for a walk, and then he went to the library. d. He studied for the test, but he still failed because he didn’t understand the material.
6. Which type of sentence has only one independent clause? a. Simple sentence b. Complex sentence c. Compound sentence d. Multiple sentence
7. Which type of sentence has one main clause and one or more subordinate clauses? a. Simple sentence b. Complex sentence c. Compound sentence d. Multiple sentence
8. Which type of sentence has two or more main clauses joined by a conjunction? a. Simple sentence b. Complex sentence c. Compound sentence d. Multiple sentence
9. Which type of sentence has three or more main clauses? a. Simple sentence b. Complex sentence c. Compound sentence d. Multiple sentence
10. Which type of sentence has two or more main clauses and one or more subordinate clauses? a. Simple sentence b. Complex sentence c. Compound sentence d. Compound-complex sentence

 

READING ASSIGNMENT: 

Read pg 214 of Effective English 

Structure: Adverbs 

Content

An adverb is a word that modifies a verb, an adjective and/or another adverb. It could answer the questions when, where, why, how, to what, extent, how often or under what condition an action has taken place. Adverbs are formed by adding ‘-ly’ to adjectives, therefore most words with ‘-ly’ ending are adverbs. Some adverbs are however not easily recognised because they could be adjectives in some context 

Adverbs are words that modify or describe verbs, adjectives, or other adverbs. They can provide additional information about how, when, where, or to what extent an action is performed.

Adverbs can be categorized in several ways:

1. Adverbs of manner: These adverbs describe how an action is performed. For example: slowly, quickly, carefully, quietly.
2. Adverbs of time: These adverbs describe when an action is performed. For example: yesterday, now, soon, later.
3. Adverbs of place: These adverbs describe where an action is performed. For example: here, there, everywhere, nowhere.
4. Adverbs of frequency: These adverbs describe how often an action is performed. For example: always, never, sometimes, frequently.
5. Adverbs of degree: These adverbs describe the extent or intensity of an action. For example: very, extremely, quite, rather.

Adverbs can be placed in different positions in a sentence, depending on their function. For example:

• Adverbs of manner usually come after the main verb: She sings beautifully.
• Adverbs of time usually come at the beginning or end of a sentence: Yesterday, we went to the park. We went to the park yesterday.
• Adverbs of place usually come after the verb or object: He left the book there.
• Adverbs of frequency usually come before the main verb: She always arrives on time.
• Adverbs of degree can come before the verb or adjective they modify, or at the end of the sentence: He is very intelligent. The movie was quite boring.

Using adverbs can add variety and detail to your writing, but it is important not to overuse them. When used sparingly and appropriately, adverbs can enhance the clarity and impact of your writing.

Evaluation

1. Which of the following is an adverb that modifies a verb? a) Beautiful b) Quickly c) Table d) Computer
2. Which function of adverbs indicates the frequency of an action? a) Time b) Place c) Manner d) Degree
3. Which of the following is an example of an adverb that modifies an adjective? a) Very b) Often c) Here d) Quickly
4. Which function of adverbs provides more information about the time of an action? a) Time b) Place c) Manner d) Degree
5. Which of the following is an example of an adverb that modifies another adverb? a) Really b) Slowly c) There d) Car
6. Which function of adverbs provides more information about the place of an action? a) Time b) Place c) Manner d) Degree
7. Which of the following is an example of an adverb that indicates the reason behind an action? a) Perhaps b) Therefore c) Everywhere d) Silently
8. Which function of adverbs indicates the manner in which an action is performed? a) Time b) Place c) Manner d) Degree
9. Which of the following is an example of an adverb that compares two actions or qualities? a) Quite b) Slowly c) More d) Better
10. Which function of adverbs expresses the speaker’s attitude or emotion towards an action or quality? a) Certainty b) Attitude/emotion c) Manner d) Place

Functions of Adverbs 

1. Modifying verbs: Adverbs often modify verbs to provide information about how an action is performed. For example: She sings beautifully.
2. Modifying adjectives: Adverbs can also modify adjectives to provide information about the degree or intensity of a quality. For example: The movie was extremely boring.
3. Modifying other adverbs: Adverbs can modify other adverbs to provide additional information about the intensity or manner of an action. For example: He ran very quickly.
4. Indicating time: Adverbs can indicate when an action is performed. For example: She arrived late.
5. Indicating frequency: Adverbs can indicate how often an action is performed. For example: He always exercises in the morning.
6. Indicating place: Adverbs can indicate where an action is performed. For example: They went there last weekend.
7. Providing emphasis: Adverbs can be used to emphasize a point or add emphasis to a sentence. For example: She really enjoyed the concert.
8. Indicating degree: Adverbs can indicate the degree or extent of an action or quality. For example: The water was quite cold.
9. Providing reason or purpose: Adverbs can indicate the reason or purpose behind an action. For example: She studies hard so she can get good grades.
10. Indicating manner: Adverbs can indicate the manner in which an action is performed. For example: He drove slowly and carefully.
11. Comparing: Adverbs can be used to compare two actions or qualities. For example: She sings better than he does.
12. Contrasting: Adverbs can also be used to contrast two actions or qualities. For example: He works hard, but she works smart.
13. Providing certainty: Adverbs can indicate the degree of certainty or doubt about an action or quality. For example: He is definitely coming to the party.
14. Expressing attitude or emotion: Adverbs can express the speaker’s attitude or emotion towards an action or quality. For example: She spoke passionately about her work.

EVALUATION

1. Which function of adverbs provides more information about the time of an action? a) Time b) Place c) Manner d) Degree
2. Which function of adverbs indicates the place where an action takes place? a) Time b) Place c) Manner d) Degree
3. Which function of adverbs expresses the speaker’s attitude or emotion towards an action or quality? a) Certainty b) Attitude/emotion c) Manner d) Place
4. Which function of adverbs indicates the degree or intensity of an action or quality? a) Time b) Place c) Manner d) Degree
5. Which function of adverbs indicates the manner in which an action is performed? a) Time b) Place c) Manner d) Degree
6. Which function of adverbs indicates the reason behind an action? a) Time b) Place c) Manner d) Degree
7. Which function of adverbs provides more information about the place of an action? a) Time b) Place c) Manner d) Degree
8. Which function of adverbs indicates the frequency of an action? a) Time b) Place c) Manner d) Degree
9. Which function of adverbs compares two actions or qualities? a) Time b) Place c) Manner d) Degree
10. Which function of adverbs indicates the duration of an action? a) Time b) Place c) Manner d) Degree

Write two sentences expressing each of the functions of adverbs. 

1. Time: She arrived early at the party. They left after the movie ended.
2. Place: He is standing there by the door. She walked into the room and sat down.
3. Manner: He sings beautifully. She works efficiently and quickly.
4. Degree: He spoke very softly. She was extremely happy with the results.
5. Frequency: He often goes for a walk in the morning. She rarely eats fast food.
6. Reason: She left the party early because she wasn’t feeling well. He was late due to traffic congestion.
7. Attitude/Emotion: She spoke harshly to her friend. He laughed heartily at the joke.
8. Certainty: She definitely wants to go on vacation. He surely knows how to play the guitar.
9. Comparison: He runs faster than his brother. She sings more beautifully than anyone else.
10. Duration: She studied for hours. He slept for a long time.

READING ASSIGNMENT

Pg. 130 Effective English.

 

GENERAL EVALUATION

1. Define adverb and give two examples to explain its functions.
2. Explain two types of sentence structures with three examples for each. 

 

WEEKEND ASSIGNMENT 

SECTION A

Choose the appropriate option for each sentence. 

1. He had scarcely arrived from Abuja _________ he travelled again. (than, as, when)
2. She had barely come in __________ her baby stopped crying. (as, than, when)
3. She failed because the examination was ____________ difficult for her (too, very, so)
4. He knows me ___________ well to suspect my intentions (that, much, very, too)
5. The table is __________ wide to go through the door. (very, so, too, quite).
6. He’ll marry _________ next year. (sometimes, sometime)
7. I would _________ like to come to your party but I have a more important engagement today. (rather much, very much, quite much, too much)
8. He never got it right, ___________ hard he tried. (whenever, whoever, however)

 

SECTION B

Practice 1 page 183 unit 12

Lesson Note Presentation

Subject: English Language Class: SS2 Topic: Speech Work: Vowels /I/ & /I:/; Essay Writing: Expository: Raising a Total Child; Comprehension: Reading to Identify Sentence Types in a Passage; Structure: Adverbs

Learning Objectives: At the end of this lesson, students should be able to:

1. Understand and differentiate between the speech sounds /I/ and /I:/.
2. Explain the concept of raising a total child and its importance.
3. Identify the different types of sentence structures in a passage.
4. Define and identify the functions of adverbs in a sentence.

Learning Materials:

• Whiteboard and marker
• Handouts on speech sounds, essay writing, sentence types, and adverbs
• Textbook and comprehension passages
• Visual aids (pictures and diagrams)

Procedure:

Introduction:

• Greet the students and recap the previous lesson on the parts of speech.
• Introduce the topics for the day and explain the relevance of each topic to the students.

Speech Work: Vowels /I/ & /I:/:

• Define and explain the difference between the speech sounds /I/ and /I:/ using visual aids and examples.
• Provide practice exercises for students to identify and differentiate between the sounds.

Essay Writing: Expository: Raising a Total Child:

• Define and explain the concept of raising a total child and why it is important.
• Discuss the roles of parents and other stakeholders in raising a total child.
• Provide examples from society to illustrate the effects of poor/negative child upbringing.
• Provide a writing exercise for students to write an expository essay on raising a total child.

Comprehension: Reading to Identify Sentence Types in a Passage:

• Define and identify the different types of sentence structures in a passage.
• Provide practice exercises for students to identify the types of sentence structures in a given passage.

Structure: Adverbs:

• Define adverbs and explain their functions in a sentence.
• Provide examples of different types of adverbs and their functions.
• Provide practice exercises for students to identify adverbs in a given sentence and their functions.

Conclusion:

• Recap the topics covered in the lesson and their importance.
• Provide feedback and answer questions from the students.
• Assign homework for students to practice what they have learned.

Assessment:

• Assessment will be conducted through practice exercises and written assignments.
• Evaluation of students’ understanding will also be done through class participation and verbal responses.

Homework

1. What are the two vowel sounds contrasted in speech work? a) /i:/ and /e/ b) /i/ and /ɪ/ c) /i:/ and /u:/ d) /e/ and /ɔ:/
2. Which of the following is not a factor that affects child development in the essay writing topic? a) Maternal nutrition b) Environmental factors c) Social media d) Care
3. What is the function of adverbs? a) To describe nouns b) To join clauses c) To modify verbs, adjectives, or other adverbs d) To indicate possession
4. What is a simple sentence? a) A sentence with one main clause and a dependent clause b) A sentence with two main clauses joined by a conjunction c) A sentence with one independent clause d) A sentence with three or more main clauses
5. In which sentence type does a main clause have two or more subordinate clauses? a) Simple sentence b) Compound sentence c) Complex sentence d) Multiple sentence
6. What is the importance of raising a total child according to the essay writing topic? a) To have a well-behaved child b) To make the child popular c) To have a child who excels academically only d) To raise a child who is physically, intellectually, emotionally, psychologically and socially balanced
7. Which of the following sentences is a compound-complex sentence? a) She ran to the store and bought some groceries. b) Although he was tired, he still went for a run. c) I love to swim, but I don’t like to run. d) After she finished her homework, she went outside to play, and her friends joined her.
8. Which sentence type has two main clauses joined by a conjunction? a) Simple sentence b) Complex sentence c) Compound sentence d) Multiple sentence
9. What is the function of an adverb of time? a) To modify a verb by telling how an action is performed b) To modify a verb by telling when an action is performed c) To modify a verb by telling where an action is performed d) To modify a verb by telling why an action is performed
10. What is the vowel sound in the word “see”? a) /e/ b) /i:/ c) /ɪ/ d) /aɪ/

Weekly Assessment

1. The two vowels discussed in the speech work section are ______ and ______.
2. An expository essay is a type of writing that aims to ______.
3. The factors that affect child development can be classified into two: those that occur before and after ______.
4. The four types of sentences based on structure are simple, complex, compound, and ______ sentences.
5. Adverbs can function as modifiers of _______, _______, and other adverbs.
6. An adverb that modifies a verb usually answers the question of ______.
7. In reading comprehension, identifying sentence types can help the reader understand the ______ of a passage.
8. A simple sentence is composed of _______.
9. A compound-complex sentence is composed of _______.
10. An adverb that modifies an adjective usually answers the question of ______.

Weekly Test

1. In what ways can parents ensure they raise a “total child” according to the expository essay presented in class?
2. Identify the function of the adverb in the sentence: “She sings beautifully.”
3. Write a complex sentence that contains one main clause and two subordinate clauses.
4. In the sentence, “The cat sat on the mat,” what is the vowel sound in the word “cat”?
5. What is the difference between a simple sentence and a compound-complex sentence?
6. Identify the sentence type of the following: “She studied hard for the exam, but she still failed.”
7. What is the purpose of identifying sentence types when reading a passage?
8. Write a sentence using the adverb “quickly.”
9. In what ways can maternal nutrition affect a child’s development according to the expository essay presented in class?
10. What is the difference between a personal essay and an expository essay?