The /I:/vowel sound is long while the /I/ is short. They are contrasted using the following words.
Table of Contents
/I:/ /I/
eat it
beat bit
seat sit
heel hill
feel fill
seen sin
leave live
wean win
meal mill
least list
EVALUATION
Write out five more examples to contrast these two sounds.
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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’s 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.
- Emphasise the importance of raising a total child
EVALUATION
Write your essay on the outlined topic above.
- Comprehension: Identifying sentence types in a passage
- Simple sentence – one clause (M1)
- Complex sentence – one main clause with two or more subordinate clauses (M1, S1 or more)
- Compound sentence – two main clauses joined by a conjunction (M2)
- Multiple sentences – three or more main clauses (M3 or more)
- Compound – complex sentence – two or more main clauses (M2 or moreS1 or more)
On page 214 of your Effective English book 2, write out two examples of each type of sentence.
EVALUATION
Do the exercise above.
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Structure: Adverbs
Content
An adverb is a word that modifies a verb, an adjective and/or another adverb. It could answer the questions of 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
Functions of Adverbs
- Adverbs modifying verbs.
(i) Maureen runs fast (ii) Tosin walks slowly
The underlined adverbs above are modifying their preceding verbs i.e. ‘runs’ in (i) and ‘walks’ in (ii) ……
- Adverb modifying adjectives.
(i) Taiwo is very tall. (ii) Sunny became quite uncomfortable
The underlined adverbs above are modifying adjectives following them i.e. tall in (i) and ‘uncomfortable’ in (ii)
- Adverb modifying another adverb.
(i) Maureen runs extremely fast (ii) Tosin walks too slowly.
The underline adverbs above are modifying the adjectives following them i.e. ‘fast’ in (i) and ‘slowly’ in (ii).
We have different kinds of adverbs depending on the type of question they answer.
How? – Adverb of manner
When? – Adverb of time
Why? – Adverb of reason
Where? – Adverb of place
How often? – Adverb of frequency
To what extent? – Adverb of degree
Under what conditions? – Adverb of condition
EVALUATION
Write two sentences expressing each of the functions of adverbs.
GENERAL EVALUATION
- Define adverb and give two examples to explain their functions.
- Explain two types of sentence structures with three examples for each.
WEEKEND ASSIGNMENT
SECTION A
Choose the appropriate option for each sentence.
- He had scarcely arrived from Abuja _________ he travelled again. (than, as, when)
- She had barely come in __________ her baby stopped crying. (as, than, when)
- She failed because the examination was ____________ difficult for her (too, very, so)
- He knows me ___________ well to suspect my intentions (that, much, very, too)
- The table is __________ wide to go through the door. (very, so, too, quite).
- He’ll marry _________ next year. (sometimes, sometime)
- I would _________ like to come to your party but I have a more important engagement today. (rather much, very much, quite much, too much)
- He never got it right, ___________ hard he tried. (whenever, whoever, however)
See also.
Vocabulary Development: Words Associated with Films and TV
Speech Work: Stress Placement on Two or More Syllable Words