FORM ONE ENGLISH UPDATED NOTES

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 ENGLISH FORM ONE NOTES
LISTENING AND SPEAKING.
PRONUNCIATION
PRONUNCIATION OF VOWEL SOUNDS
In English, we have various vowel sounds. We shall study them one after the other.
Sound /ᵆ/
Consider the letter ‘a’ in the words below. Each says this sound.

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Pan  Pat  Track  Rag
 Fan  Dad  Cram  Sand
 Ban  Ham  Fanned  Slam
 Brash  Mat  Flash  Tag
 Cat  Rash  Pack  Man

Sound /ᶾ˸/
 This sound is more like the sound you make when you are disgusted.
 The letters in boldface say this sound. Study them carefully.
 Bird  Berth  Cur  Pert
 Shirt  Her  Fur  Stir
 Flirt  Heard  Firm  Blur
 Turn  Hurt  Herd  Shirk
 Learn  Purse  Burn  Surge
 First  Birth  Curt

Sound /a:/
 It is pronounced by having a much wider open mouth position.
 Inside your mouth is shown in the process of saying this sound.
 Examples of words bearing this sound include:
 Far  Heart  Bard  Dart
 Farm  Hard  Cart  Card
 Guard  Bar  Car  Par

Sound /ə/
 This sound (referred to as schwa) is a short vowel sound.
 It mostly found in words containing letter ‘o’, for example,
 Confuse  Contemptuous  Continue  Condolence
 Also in words such as:
Business

Sound /Ʌ/
Examples of words containing this sound include:
 Sun  Cum  Fun  Brush  Drum
 Son  Cup  Sung  Hum  Dumb
 Some  But  Swum  Rung  Fund
 Pun  Much  Bug  Truck
 Fun  Begun  Bunk  Stunned

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Sound /ɔ˸/
 It is a long sound.
 The mouth doesn’t move while saying this sound, and it can be pronounced as long as you have breath.
 It is said in words such as:
 Or  Pork  Nor  Horn  Chalk
 More  Door  Law  Lord  Jaw
 Chores  Four  Cord  Saw  Scorn
 Dorm  Fore  Form  Shore

Sound /ᶛ/
 It is a short sound.
 The mouth doesn’t move.
 Each of the words below bear this sound:
 Got  Boss  Cop  Pot  Swatch
 On  Stock  Mop  Blot
 Cost  Plot  Rod  Crock
 Lost  Block  Sock  Frog
 Odd  Cock  Shot  Swat

Sound /ᶹ/
bosom

Sound /I:/
 Long sound
 Said in words such as the ones below:
 Sheep
 Feet
 Meat
 Tweet etc.

Sound /ᶦ/
It is a short sound.
In words such as:
 Fit
 Bit
 Quit
 Blip etc.

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Exercise
The table below has columns with different sounds. Pronounce each of the words in the list and classif
according to the highlighted letter(s), under the column that bears that sound.
Chip Greased Still cheat
Jeep Teal Blip blink
Creek Hill Fill thrill
Wet Sit Bed jet
/i:/ /ᶦ/ /e/

PRONUNCIATION OF CONSONANT SOUNDS

The sound /ᵗᶴ/
 Made by releasing the stopped air through your teeth by the `tip of your tongue.
 It is voiceless because vocal cords do not vibrate when you say it.
 Most words with letters ‘CH’ say this sound, for example,
Church Teach Crunch
Chips Pinch Much
 There are those with letters ‘TCH’ for example,
Catch Batch Kitchen
Watch Itch witch
 Some are with letters ‘TU’, for example,
Century
Spatula

The Sound /ᵈᶾ/

 Pronounced the same way as /ᵗᶴ/. It is just that it is voiced.
 Letters representing this sound include:
(a) Letters ‘DG’
 Fudge  Budge  Bridge  Judge
(b) Letter ‘J’
 Judge  Joy  Eject  Jake
 Jump  Joke  July  Project
(c) Letters ‘DU’
 Procedure  Graduate  Individual
(d) When letter ‘G represents the sound
It does that when it is in front of an ‘e’, ‘i’, or ‘y’

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
(i) Letters ‘GE’, for example,
 Agent  Angel  Urgent
 Germ  Danger  Knowledge  Challenge
 Gem  Emergency  Large  Ridge
 Budget  Gentle  Singe  Emerge
 Gel  Bilge  Enlarge

(ii) Letters ‘GI’, for example,

 Agile  Gist  Engineer  Original
 Allergic  Digitize  Fragile  Vigilant
 Apologize  Eligible  Fugitive
 Contagious  Giraffe  Legion

(iii) Letters ‘GY’, for example,

 Allergy  Analogy  Gym
 Clergy  Zoology  Liturgy
 Egypt  Stingy  Panegyric

The Sound /f/

 The sound is unvoiced or voiceless.
 Air is stopped by pushing the bottom lip and top teeth together. The air is then pushed through to produc
this sound.
 The /f/ sound has the following letters saying it:

(a) Letter ‘F’

 Four  Knife  Family  Puff
 Wife  Life  Staff  Five

(b) Letters ‘PH’

 Phone  Paragraph
 Graph  Phrase

(c) Letters ‘GH’

 Cough  Laugh  Tough
 Rough  Enough  Draught

The Sound /v/

 The same mouth shape as /f/ is formed when pronouncing the sound /v/.
 It is voiced.
 Your top teeth is put on your bottom lip.

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Words bearing this sound include:
 Van  Voice  Save  Wolves
 Vehicle  Obvious  Jovial  Knives
 Vice  Previous  Virtue
 Unvoiced  Drive  Care

The Sound /d/

 /d/ is voiced. The vocal cords vibrate.
 The low of air is stopped at the front of the mouth by tongue.
 Practice speaking the words below:
 Dad  Dog  Bad  And
 Do  Mad  Done
 Did  Sad  Loud

Sound /t/
 To make this sound, your tongue stops the flow of air at the front of your mouth.
 It is a voiceless/unvoiced sound.
 It said in words like:
 To  Hot  Later  Tuesday
 Top  Pot  What
 Get  Butter  Today

The sound /k/

There are various letters that say the sound /k/. let’s study these letters.
 Letter ‘K’ always say this sound. Examples of words include:
 Kill
 Key
 Kick
 Sake
 Kitten
 Keep

 Letter ‘C’, for example,

 Call
 Corn
 Cane
 Campaign
 Camp
 Confusion
 Cucumber
 Colic etc.
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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Letters ‘CK’ for example
 Kick
 Mock
 Truck
 Back etc.

 Letter ‘Q’ for example,

 Quack
 Quail
 Quartz
 Quarter
 Quick

 Letters ‘CH’, for example,

 Chaotic
 Character
 Ache

The Sound /g/

Found in words such as:
 Galaxy  Gibbon  Gazelle  Gown  Geyser
 Game  Give  Gecko  Girl  Garbage
 Gate  Goat  Gold  Ghost

The Sound /ᶴ/

 This sound is unvoiced – only air passes through the mouth when said.
 The teeth are put together and the corners of the lips are brought together towards the middle.
 Most words with letters ‘sh’ this sound. For example,
Shape Shop bishop
 There are words with letters ‘CH’ that say this sound, for example,
Brochure Chute Chicago Quiche
Cache Chef Michigan chaise
Cachet Chiffon Chevrolet
Chagrin Niche Fuchsia
Champagne Ricochet Cliché
Charade Charlotte Chivalry

 Some words with ‘SU’ also say it, for example,

Sugar Sure Pressure
Surmac Issue

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 There are yet those with letters ‘TIO’, for example,
Nation Option
Motion Caution

 Then there are those with letters ‘SIO’, for example,

Submission Commission Confession

Sound /ᶿ/
 Pronounced with your tongue between your teeth.
 It is unvoiced.
 The words bearing this sound include:
 Mouth  Thought  Growth  Three
 Thing  Tenth  North  Theme
 Faith  Math  Truth  Therapist
 Fourth  Myth  Pith  Thigh
 Thick  Thumb  Thank  Thickness
 Think  Youth  Thorn
 Three  Thrive  Thimble

Sound /ᶞ/
 Unlike /ᶿ/, it is voiced.
 It also pronounced with tongue touching or between your teeth.
 It is found in such words as:
 With  Clothing  Thence  Their
 There  These  Then  they

Sound /s/
 This is a hissing sound like a snake.
 It is voiceless.
 The few rules for some of the common spellings that say the sound /s/ are:
(a) Letter ‘S’, for example,
Sit Say Boss Misty
Wise Sad This Sunday
Dogs Sound Lips

(b) Letter ‘SC’, for example,

Muscle Descend Science Scream

(c) Letter ‘X’, for example,

Fix Fox Next Mix

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
(d) Letter ‘C’, for example,
Face City Fence
Practice Circle License

Sound /z/
 The /z/ is like the sound of buzzing bees.
 It is voiced.
 Most words with the letter ‘Z’ say /z/, for example,
 Zoo  Zebra  Buzz  Doze
 Zip  Quiz  Freeze  prize

 There are those words with letter ‘S’ saying this sound, for example,
 Is  Frogs  Reason  Because
 Was  Girls  Rise  Shoes
 His  Friends  Eyes  Visit
 Hers  Lies  These  Those
 Nose  Busy  Days  Bananas
 Noise  Tuesday  Says  cows
 Noises  Wednesday  Ties
 Rose  Sounds  Has
 Roses  Pose  Flows
 The other group of words are those with letter ‘X’, for example,
Exist, anxiety

Sound /ᵌ/
 Words bearing this sound are borrowed from French.
 Pronounced in the same way as /ᶴ/ only that is voiced.
 The examples of words with this sound are:
Garage Seizure Amnesia Cashmere
Beige Leisure Collision Asia
Massage Persian Division Visual
Sabotage Conclusion Version Vision
Genre Casual Television Lesion
Measure Casually Exposure Decision
Treasure Usual Occasion Caucasian
Closure Usually Persuasion

Practice in sentences
(a) Measure the beige door on the garage.
(b) It was my decision to fly to Asia to seek treisure.

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Sound /r/
 Raise the back of your tongue to slightly touch the back teeth on both sides of your mouth. The centre pa
of the tongue remains lower to allow air to move over it.
 It is voiced.
 It is found in words with letter ‘R’ e.g.

 Red
 Friday
 Worry
 Sorry
 Marry

 It is also said in words with letters ‘WR’ e.g.

 Write
 Wrong
 Wrath
 Wry
 Wring

Sound /w/
 Your lips form a small, tight circle when making the sound /w/.
 Letters representing the /w/ sound are:
 Letter ‘W’
Woman New Win Towel
Wife Sweet Rewind Wait
 Letters WH
Why When What Whom Whole
Where While White Who

 Letters ‘QU’
Quit Quite Queer Quota
Quick Quiet Queen Quickly
 Others
One
Choir

Sound /m/
 Made by pressing the lips lightly.
 The words that follow contain the sound:
 Mum  Me  Farmer  Meat
 Mine  Morning  Shame  Myself

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Exercise 1
Read the sentence below pronouncing each word correctly and then group the words in their
appropriate columns. Consider the highlighted letters.
The seven students took the first test for their driver’s licenceson Thursday.
/s/ /z/

Exercise 2
Considering the pronunciation of highlighted letters, pick the odd word out.
(a) Judge, gesture, garage
(b) Jump, gift, geological
(c) Fungi, just, go
(d) Digit, game, gamble
(e) Hygiene, prodigy, entangle
(f) Gecko, gem, zoology

Exercise 3
Pronounce each word correctly and then group it under the column containing the sound that the
highlighted letter(s) bear.
Tissue Cautious Persian Decision
Caucasian Leisure Casual Collision
Division Solution Chef Sure
Passion Pressure Conclusion Precious
Ocean Vision Television Exposure

/ᶴ/ /ᶾ/

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Exercise 4
Circle the letter(s) that say /f/ and underline those saying /v/ in the sentences below.
(a) Please forgive me for forgetting the leftover food.
(b) Save the four wolves that live in the cave.

DIPHTHONGS
 A diphthong is a combination of two vowel sounds.
 Some of the diphthongs include:
 /ᵊᶹ/
 /ᵃᶸ/
 /ᵉᶦ/

HOMOPHONES
Words pronounced the same way but have different spellings and meanings are the homophones. The list
below is English homophones.
1. Accessary accessory 10. Ante, anti 19. Baize, bays
2. Ad, add 11. Arc, ark 20. Bald, bawled
3. Ail, ale 12. Aural, oral 21. Ball, bawl
4. Air, heir 13. Away, aweigh 22. Band, banned
5. Aisle, I’ll, isle 14. Awe, oar, or, ore 23. Bard, barred
6. All, awl 15. Axel, axle 24. Bare, bear
7. Allowed, aloud 16. Aye, eye, I 25. Bark, barque
8. Alms, arms 17. Bail, bale 26. Baron, barren
9. Altar, alter 18. Bait, bate 27. Base, bass
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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
28. Bay, bey 70. Cede, seed 112. Dual, duel
29. Bazaar, bizarre 71. Ceiling, sealing 113. Earn, urn
30. Be, bee 72. Censer, censor, sensor 114. Ewe, yew, you
31. Beach, beech 73. Cent, scent, sent 115. Faint, feint
32. Bean, been 74. Cereal, serial 116. Fair, fare
33. Beat, beet 75. Cheap, cheep 117. Farther, father
34. Beau, bow 76. Check, cheque 118. Fate, fete
35. Beer, bier 77. Choir, quire 119. Faun, fawn
36. Bell, belle 78. Chord, cord 120. Fay, fey
37. Berry, bury 79. Cite, sight, site 121. Faze, phase
38. Berth, birth 80. Clack, claque 122. Feat, feet
39. Bight, bite, byte 81. Clew, clue 123. Ferrule, ferule
40. Billed, build 82. Climb, clime 124. Few, phew
41. Bitten, bittern 83. Close, cloze 125. File, phial
42. Blew, blue 84. Coarse, course 126. Find, fined
43. Bloc, block 85. Coign, coin 127. Fir, fur
44. Boar, bore 86. Colonel, kernel 128. Flair, flare
45. Board, bored 87. Complacent, complaisant 129. Flaw, floor
46. Boarder, border 88. Complement, compliment 130. Flea, flee
47. Bold, bawled 89. Coo, coup 131. Flex, flecks
48. Boos, booze 90. Cops, copse 132. Flew, flu, flue
49. Born, borne 91. Council, counsel 133. Floe, flow
50. Bough, bow 92. Cousin, cozen 134. Flour, flower
51. Boy, buoy 93. Creak, creek 135. Foaled, fold
52. Brae, bray 94. Crews, cruise 136. For, fore, four
53. Braid, brayed 95. Cue, queue 137. Foreword, forward
54. Braise, brays, braze 96. Curb, kerb 138. Fort, fought
55. Brake, break 97. Currant, current 139. Forth, fourth
56. Bread, bred 98. Cymbol, symbol 140. Foul, fowl
57. Brews, bruise 99. Dam, damn 141. Franc, frank
58. Bridal, bridle 100. Days, daze 142. Freeze, frieze
59. Broach, brooch 101. Dear, deer 143. Friar, fryer
60. Bur, burr 102. Descent, dissent 144. Furs, furze
61. But, butt 103. Desert, dessert 145. Gait, gate
62. Buy, by, bye 104. Deviser, divisor 146. Gamble, gambol
63. Buyer, byre 105. Dew, due 147. Gays, gaze
64. Call, caul 106. Die, dye 148. Genes, jeans
65. Canvas, canvass 107. Discreet, discrete 149. Gild, guild
66. Cast, caste 108. Doe, dough 150. Gilt, guilt
67. Caster, castor 109. Done, dun 151. Gnaw, nor
68. Caught, court 110. Douse, dowse 152. Gneiss, nice
69. Caw, core, corps 111. Draft, draught 153. Gorilla, guerrilla

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154. Grate, great 196. Laager, lager 238. Meat, meet, mete
155. Greave, grieve 197. Lac, lack 239. Medal, meddle
156. Greys, graze 198. Lade, laid 240. Metal, mettle
157. Groan, grown 199. Lain, lane 241. Meter, metre
158. Guessed, guest 200. Lam, lamb 242. Might, mite
159. Hail, hale 201. Laps, lapse 243. Miner, minor
160. Hair, hare 202. Larva, lava 244. Mind, mined
161. Hall, haul 203. Lase, laze 245. Missed, mist
162. Hangar, hanger 204. Law, lore 246. Moat, mote
163. Hart, heart 205. Lay, ley 247. Mode, mowed
164. Haw, hoar, whore 206. Lea, lee 248. Moor, more
165. Hay, hey 207. Leach, leech 249. Moose, mousse
166. Heal, heel, he’ll 208. Lead, led 250. Morning, mourning
167. Hear, here 209. Leak, leek 251. Muscle, mussel
168. Heard, herd 210. Lean, lien 252. Naval, navel
169. He’d, heed 211. Lessen, lesson 253. Nay, neigh
170. Heroin, heroine 212. Levee, levy 254. None, nun
171. Hew, hue 213. Liar, lyre 255. Od, odd
172. Hi, high 214. Licker, liquor 256. Ode, owed
173. Higher, hire 215. Lie, lye 257. Oh, owe
174. Him, hymn 216. Lieu, loo 258. One, won
175. Ho, hoe 217. Links, lynx 259. Packed, pact
176. Hoard, horde 218. Lo, low 260. Pail, pale
177. Hoarse, horse 219. Load, lode 261. Pain, pane
178. Holey, holy, wholly 220. Loan, lone 262. Pair, pare, pear
179. Hour, our 221. Locks, lox 263. Palate, palette, pallet
180. Idle, idol 222. Loop, loupe 264. Paten, pattern,
181. In, inn 223. Loot, lute 265. Pause, paws, pores, pours
182. Indict, indite 224. Made, maid 266. Pawn, porn
183. It’s, its 225. Mail, male 267. Pea, pee
184. Jewel, joule 226. Main, mane 268. Peace, piece
185. Key, quay 227. Maize, maze 269. Peak, peek
186. Knave, nave 228. Mall, maul 270. Peal, peel
187. Knead, need 229. Manna, manner 271. Pearl, purl
188. Knew, new 230. Mantel, mantle 272. Pedal, peddle
189. Knight, night 231. Mare, mayor 273. Peer, pier
190. Knit, nit 232. Mark, marque 274. Pi, pie
191. Knob, nob 233. Marshal, martial 275. Place, plaice
192. Knock, nock 234. Mask, masque 276. Plain, plane
193. Knot, not 235. Maw, more 277. Pleas, please
194. Know, no 236. Me, mi 278. Plum, plumb
195. Knows, nose 237. Mean, mien 279. Pole, poll

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280. Practice, practise 322. Sea, see 364. Throes,throws
281. Praise, prays, preys 323. Seam, seem 365. Throne, thrown
282. Principal, principle 324. Sear, seer, sere 366. Thyme,time
283. Profit, prophet 325. Seas, sees, seize 367. Tic,tick
284. Quarts, quartz 326. Sew, so, sow 368. Tide,tied
285. Quean, queen 327. Shake, sheikh 369. Tire,tyre
286. Rain, reign, rein 328. Shear, sheer 370. To,too,two
287. Raise, rays, raze 329. Shoe, shoo 371. Toad,toed,towed
288. Rap, wrap 330. Sic, sick 372. Told,tolled
289. Raw, roar 331. Side, sighed 373. Tole,toll
290. Read, reed 332. Sign, sine 374. Ton,tun
291. Read, red 333. Sink, synch 375. Tor,tore
292. Real, reel 334. Slay, sleigh 376. Tough,tuff
293. Reek, wreak 335. Sloe, slow 377. Troop,troupe
294. Rest, wrest 336. Sole, soul 378. Tuba,tuber
295. Retch, wretch 337. Some, sum 379. Vain,vane,vein
296. Review, revue 338. Son, sun 380. Vale,veil
297. Rheum, room 339. Sort, sought 381. Vial,vile
298. Right, rite, write 340. Spa,spar 382. Wail,wale,whale
299. Ring, wring 341. Staid,stayed 383. Wain, wane
300. Road, rode 342. Stair,stare 384. Waist, waste
301. Roe, row 343. Stake,stoak 385. Waive, wave
302. Role, roll 344. Stalk,stork 386. Wall, waul
303. Roux, rue 345. Stationary,stationery 387. War, wore
304. Rood, rude 346. Steal,steel 388. Warn, worn
305. Root, route 347. Stile,style
306. Rose, rows 348. Storey,story 389. Watt, what
307. Rota, rotor 349. Straight,strait 390. Wax, whacks
308. Rote, wrote 350. Sweat,sweet 391. Way, weigh
309. Rough, ruff 351. Swat,swot 392. We, wee
310. Rouse, rows 352. Tacks,tax 393. Weak, week
311. Rung, wrung 353. Tale,tail 394. We’d, weed
312. Rye, wry 354. Talk,torque 395. Weal, we’ll, wheel
313. Saver, savour 355. Tare, tear 396. Weather, whether
314. Spade, spayed 356. Taught,taut,tort 397. Weir, we’re
315. Sale, sail 357. Tea,tee 398. Were, whirr
316. Sane, seine 358. Team,teem 399. Wet, whet
317. Satire, satyr 359. Teas, tease 400. Weald, wheeled
318. Sauce, source 360. Tare, tear 401. Which, witch
319. Saw, soar, sore 361. Tern,t urn 402. Whig, wig
320. Scene, seen 362. There,their, they’re 403. While, wile
321. Scull, skull 363. Threw,through 404. Whine, wine

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 405. Whirl, whorl 408. White, wight 411. Yaw, yore, your, you’re
406. Whirled, world 409. Who’s, whose 412. Yoke, yolk
407. Whit, wit 410. Wood, would 413. You’ll, yule

Exercise
Write two words pronounced the same way as each of the following words.
(a) B (b) C (c) I (d) P (e) T (f) U

SILENT LETTERS
In English there are letters that are usually not pronounced in certain words. Let us have a look at these lette
and words in which they are silent.

(a) TRICKSTER STORIES

 A character makes up for a physical weakness with cunning and subversive humour.
 The trickster alternatives between:
i. Cleverness and stupidity;
ii. Kindness and cruelty;
iii. Deceiver and deceived; and
iv. Breaker of taboos and creator of culture.

MASTERY OF CONTENT
DEBATE
 A formal contest of argumentation between two sides is what debate is.
 Debate embodies the ideals of reasoned argument, and tolerance for divergent points of view.
 There are two sides in the debate: the proposition and the opposition.
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  These two teams are presented with a resolution, such as, ‘Girls and Boys Should play in a mixe
football team.’
 The teams are given enough preparation time.
 The team affirming the resolution speaks first.
 The opposing team then must refute the arguments offered by the affirming team and offer
arguments rejecting the resolution.
 Both sides are given the opportunity to present their positions and to directly question the other te
 Neutral judge (s) then evaluate the persuasiveness of the arguments and offer constructive feedba

Preparation Time
This is the time you have from when the motion is announced to the beginning of the debate. During
time:
1. Research on the motion to get facts. The facts can be got from the teachers, other students, etc.
2. Write notes on the facts. You can once in a while look at them during your presentation.
3. Practice how to speak. Do it in front of friends and relatives, as well as in front of a mirror.
4. If anxious, do some physical exercise. You can also take a deep breath just before your presentati
5. Dress decently.

Points Delivery
Here are the points that will help you be successful during your points delivery:
1. Deliver your points in a confident and persuasive way.
2. Vary your tone to make you sound interesting. Listening to one tone is boring.
3. Speak quite loudly to be comfortably heard by everyone in the room. Shouting does not win deba
4. Make eye contact with your audience, but keep shifting your gaze. Don’t stare at one person.
5. Concisely and clearly express your points to be understood by your audience members.
6. Provide a proof for each point you put across. If you don’t you will not earn a point.
7. Speak slowly and enunciate your words. When you slow down your speech, you give your audien
and the judge more time to process your strong points.
8. Use gestures to elaborate on your points.
9. Pause to divide your major points.

Heckling
 Only supportive and argumentative heckling is permitted.
 Heckling is a brief phrase (about two words) or other non- verbal actions that are directed to the judge of
the debate.
 They are reminder to the judge to pay close attention to the message immediately expressed by the speak
 There are two types of heckles:
 Those that are non-verbal, such as,
(a) Rapping the knuckles on the desktop.
(b) Rapping the palm on the desk.
(c) Stamping the feet
They are meant to encourage the judge to heed a particularly strong point being made by the speaker
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  Those that are verbal, such as,
(a) Objective
(b) Evidence
(c) Point of information
They are said after standing up by one member of the opposing side. These are meant to alert the judge to a
problem in the opposing side’s argument.
Exercise
After you deliver your points during the debate, everyone claps for you. How could you have delivered your
points to earn their heckling?

ETIQUETTE
Etiquette is the rules that indicate the proper and polite manner to behave.
USE OF COURTEOUS LANGUAGE
 When one uses courteous language, he/she uses a language that is very polite and polished to show
respect.
 At no time should you allow yourself be rude, ill-mannered, impolite, inconsiderate, or even
thoughtless.
 Being and remaining polite will go a long way in building relationships.
 To show politeness and respect:
 Use the word please in request;
 Say thank you to those who help or compliment you.
 Start your requests or interrogatives beginning with words such as can, could, may, will, or woul
 Say excuse me when you interrupt other people or intrude into their time or privacy.
 Use question tags.
 In this section, we shall learn the words and phrases that show respect.

(a) Please
 We use it when you want someone to do something for you. For example: Can you pass that cup
please?
 also used when you want something from someone. For example: Lend me ten shillings, please.
(b) Thank you
 Use it whenever someone does something for you.
 Use it when someone commends you.
(c) Sorry
 Say it any time you inconvenience someone.
 Say it when step on someone’s toes, etc.
 Also when someone asks you something you cannot do.
(d) Excuse me
To introduce a request to someone, or to get past someone, use this phrase. For example
Excuse me, can you show me where Amina lives?
(e) Pardon me
Almost as ‘excuse me’
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Exercise 1
Jennifer has gone to the shop to buy a bar of soap. The shopkeeper tells her to be polite the next time she co
to buy from him. Showing where, which polite phrases could Jennifer have failed to use?
Exercise 2
Read the dialogue below and then explain how Jacinta expresses politeness.
John: I would like to send this letter to japan by airmail, how much is the charge?
Jacinta: It’s one pound, do you need extra stamps?
John: I do, I have been also expecting a package from New-York. Here is my identity card and receipt.
Jacinta: Would you mind signing this form? Here is the package.
John:Finally, I would like to send this registered letter to London.
Jacinta:Please fill in the complete address in capital letters.

NON-VERBAL SKILLS IN LISTENING AND SPEAKING

IMPORTANCE OF RESPECTING PERSONAL SPACE
A personal space is an imaginary area between a person and their surrounding area. This space makes the
person feel comfortable and should therefore not be encroached.
The distance can exist at work, at home and in our social circles.
The personal space varies depending on factors such as:
(a) Gender
(b) Trust
(c) Relationship
(d) Familiarity with the person.

Why Respect People’s personal Space?

1. To make them feel comfortable.
2. To maintain good relationships.
3. To enhance listening. Especially during a talk.

General Personal Space Rules

The personal space guidelines below will help enhance listening and speaking:
1. Respectfully keep your distance if you walk into a room and see two people in private conversation.
2. Pay attention to your volume when you speak, whether on the phone or in person, to ensure you don’
distract attention of others.
3. Maintain physical space at table and chair rows so the people around you have enough room to write
raise their hands, etc.
4. Be mindful of amount of perfume or cologne you wear as if it is in excess it might distract others.
5. Never lean on the other person’s shoulder unless invited to.
6. Don’t eavesdrop on another person’s phone conversation. In case you overhear details of the
conversation, keep it confidential.

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Dealing with Space Intrusion
Depending on the nature of the intrusion, you would deal with space encroachment in different ways. Here a
the steps of dealing with a person who leans on your shoulder:
1. Lean away or take a step back away from the person hoping they would take a hint.
2. Come right out and say you feel discomfort being too close.
3. Explain why you need more space. You can for example tell them you need more space to write.

Exercise
You have attended a one day seminar. The person sitting next to you is said to be intruding your personal
space. What four personal space guidelines could this person have failed to follow?
LISTENING AND SPEAKING ANSWERS
PRONUNCIATION OF VOWEL SOUNDS
/ᶦ/
 Hill  Fill
 Sit  Blink
 Still  Thrill
 Blip

/i:/
 Jeep
 Creek
 Greased
 Teal
 Cheat

/e/
 jet
 bed
 wet
PRONUNCIATION OF CONSONANT SOUNDS
Exercise 1
Sound /s/: seven, students, first, test, licences
Sound /z/ : driver’s, licences, Thursday
Exercise 2
(a) Garage (c) Go (e) Entangle
(b) Gift (d) Digit (f) Gecko

Exercise 3
Sound /ᶴ/ :tissue, passion, ocean, cautious, solution, pressure, Persian, chef, sure, precious
Sound /ᶾ/ :Caucasian, division, leisure, vision, casual, conclusion, television, decision, collision, exposure

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Exercise 4
Sound /f/ : forgive, for, forgetting, leftover, food
Sound /v/ :forgive, leftover

DIPHTHONGS
(a) Gate (e) Pane (i) Vane/vein (m) Sow
(b) Made (f) Plane (j) Waste (n) Know
(c) Male (g) Sail (k) Weight (o) Tow
(d) Pail (h) Tail (l) Ate (p) Groan

MINIMAL PAIRS
Exercise 1
(a) Heat (d) Pitch (g) Keep (j) Peel
(b) Shit (e) Leap (h) Ill (k) Skid
(c) Teen (f) Knit (i) Grid (l) Scheme

Exercise 2
(a) Hid (c) Hem (e) Fin (g) Din
(b) Mess (d) Led (f) Led (h) Pig

Exercise 3
(a) Fail (d) Sail/sale (g) Read/red (j) Stead
(b) Pen (e) Whale (h) Debt
(c) Hell (f) Met (i) Main

Exercise 4
(a) Bat (d) Flash (g) Sung (j) Suck
(b) Much (e) Come (h) Ankle (k) Damp
(c) Mud (f) Dam (i) Crush (l) Tag

Exercise 5
(a) Merry (c) Kettle (e) Sex (g) Tread
(b) Bland (d) Vet (f) Track (h) Mat

Exercise 6
(a) Fir/fur (c) Purse (e) Shirk
(b) Hard (d) Firm (f) Cart

Exercise 7
(a) Ban (c) Best (e) Bent (g) Lobes
(b) Vote (d) Bowels (f) Very (h) Verb

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Exercise 8
(a) Very (d) Vine (g) Fail (j) Vault
(b) Leave (e) Halve (h) Grieve (k) File
(c) Fast (f) Prove (i) Carve (l) Strife

Exercise 9
(a) Bad (f) Bet (k) Hid (p) Not
(b) Got (g) Bought (l) Heard (q) Said
(c) Ride (h) Aid (m) Mad (r) Plate
(d) Ant (i) Bed (n) Meant (s) Sad
(e) add (j) feed (o) need (t) Debt

Exercise 10
(a) Tag (f) Jag (k) Glass (p) Duck
(b) Flock (g) Gave (l) Could (q) Cut
(c) Tuck (h) Sack (m) Coat (r) Lock
(d) Come (i) League (n) Block (s) Rag
(e) Cash (j) Grab (o) Gill (t) got

HOMOPHONES
(a) bee, be (c) aye, eye (e) tea, tee
(b) see, sea (d) pee, pea (f) ewe, you

SILENT LETTERS
i. b xi. n xxi. p
ii. s xii. t xxii. x
iii. c xiii. t xxiii. m
iv. t xiv. h xxiv. b
v. c xv. t xxv. z
vi. b xvi. t xxvi. ue
vii. s xvii. t xxvii. e
viii. h xviii. b xxviii. th
ix. d xix. t xxix. th
x. d xx. e xxx. s

RIDDLES
 Challenge – I have a riddle!
 Acceptance – Throw it.
 Pose/ Riddle – What comes down but never goes up?
 Guesses – wind, bird
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  Prize – Fire
 Solution – rain
Exercise 2
aabcddbceeccffccgghh

DEBATE
I could have:
 Spoken confidently
 Varied my tone appropriately
 Spoken loud enough to be heard by everyone
 Made my contact with my audience
 Provided proofs for my points in persuasive way.
 Spoken slowly and enunciated words correctly
 Used gestures that reinforced my ideas
 Paused at key points

USE OF COURTEOUS LANGUAGE

Exercise 1
 Failed to use ‘thank you’ after being given the bar of soap.
 Failed to use ‘please’ when asking to be given the bar of soap.
 Failed to use ‘excuse me’ to get the shopkeeper’s attention.

Exercise 2
 She has used ‘please’ when asking John to fill the address.
 She has used ‘would’ in asking questions.

IMPORTANCE OF RESPECTING PERSONAL SPACE

He could have failed to:
 Speak in a low voice during the talk.
 Maintain the physical distance between the two of us at the table.
 Resist leaning on my shoulder or chest.
 Resist eavesdropping on my phone conversation

READING FOR FORM ONE

READING SKILLS
SILENT READING
 It involves reading without pronouncing the words out loud.
 It is reading to oneself.

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Bad Silent Reading Habits
The following are some of the bad silent habits which you must try to break:

(a) Moving your lips when you read

(b) Vocalizing
Vocalizing means that you are pronouncing words in the voice box of the throat without making sounds. Th
also slows your reading rate to that of speaking.
(c) Regressing out of habit
Regressing means rereading a word, phrase, or sentence out of habit and not because of need. Sometimes, it
necessary to reread something, especially in a difficult passage. But habitual, unnecessary regressing really
slows you down.
(d) Reading one word at a time
(e) Moving of the head as one reads.
(f) Pointing the words as you read.

USING THE LIBRARY

When you walk into a library, there are many resources at your fingertips. You just need to know what to us
how to use it, and when to ask for help.
Different Types of Libraries to Use
Depending on the topic you need to study, you might find that different libraries might serve you better.
The different types of libraries include:
 Public: This library is the typical library working to make sure the local community has the books it
needs without having to charge anyone to read them.

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  Home library
 Class library.
 School library
Using the library is easy and it only takes a little direction from you in order to fully realize how many book
can help you with your topic of study.

Consulting the Librarian

At times, you may not know where to begin with a research topic. If you are not sure where to go or what
questions to ask, it can help to bring in a third party who is not attached to your research: the librarian.
Talking to the librarian will help have book titles that have been helpful to you. If you already have found
helpful books, show the librarian so they can look for similar books in the stacks.

COMPREHENSION SKILLS
SUMMARY AND NOTE-MAKING
SUMMARIES
SUMMARY
 An excellent summary is a summary written to show that you have read and understood something.
 You will get assignments that ask you to read a certain material and summarize it.

How to produce a summary:

1.Read the material to be summarized and be sure you understand it.
2.Outline the major points.
3.Write a first draft of the summary without looking at the material.
4.Always use paraphrase when writing a summary.
5.Target your first draft for approximately 1/4 the length of the original.
6.Never put any of your own ideas, opinions, or interpretations into the summary. This means you have to b
very careful of your word choice.
7. Write in prose – not point form.

NOTE-MAKING
NOTE MAKING
How to Make Notes
The following tips will come in handy when making notes:
1. Read the material carefully and thoroughly.
2. Underline the key sentences as you read. This will help in forming the title.
3. Make a rough note of the main points in a logical sequence.
4. Write the final notes.
You should have in mind that a note:
1. Should be short and to the point.
2. Contain all the important and relevant information.

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 3. Should have information systematically divided and subdivided.
4. Should have a short title. Avoid long sentences as titles.
5. Must be written in points only.
Notes Template
TITLE …………………….
(a) ………………………………………….
(b) …………………………………………
(c) ………………………………………..
(d) ………………………………………..
GRAMMAR FOR FORM ONE
PARTS OF SPEECH
NOUNS
(a) COMMON NOUNS
 They are simply words that name people, places, things, or ideas.
 They are not the actual names.
 The word ‘teacher’ is a common noun, but the word ‘Halima’ is not.
 A common noun identifies a thing, etc.
 Example of common nouns are:
 People: teacher, father, secretary, woman, girl, etc
 Animals: Tiger, Dog, Cow, etc
 Things: Chair, desk, cup, phone, etc
 Places: City, town, continent, etc
 Ideas: envy, hate, love, pride, etc

How to Capitalize Common Nouns

The simple rule is: don’t capitalize a common noun, unless it is the first word in a sentence, or part of a title

Examples in Sentences
 Let’s go to that hotel.
 I visit a town during the holidays.
Exercise

Substitute the underlined word(s) with a common noun. You can add a word before the noun.
1. John and Nick were taught.
2. I have visited Asia.
3. She lives in Nairobi.
4. We eat at the Hilton.
5. Have you ever swum in the Nile?
6. I drive Mercedes Benz.
7. Everyone went shopping at Tuskys.
8. Corporal Jones has died.

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 9. I come from Rwanda.
10. I am teach at Alliance.

(b) PROPER NOUNS

 A proper noun is a name used for an individual person, thing, or a place.
 They always begin in capital letters no matter where they occur in sentences.
 Look at the table below.

Common Noun Proper Noun Example in a Sentence

Teacher Mr. Kamau Mr. Kamau is our teacher of English.
President Mr. Uhuru Kenyatta Mr Uhuru Kenyatta is in the state house.
Mombasa is the place I go every weekend.
City Mombasa

Exercise
Identify proper nouns in the sentences below.
1. I will take you to Rich’s Palace.
2. Sarah is the girl I told you about.
3. Of all the continents, I like Africa the most.
4. Gracy is the cutest kitten ever.
5. I am craving Oreos.
6. I used Tilly in cooking.
7. Jupiter is one of the planets.
8. Margaret was a great author.

(c) CONCRETE AND ABSTRACT NOUNS

Concrete Nouns
 A concrete noun register to our senses.
 You can see, hear, taste, smell, or even feel them.
 The examples are:
 Table
 Ball
 House
 Rice
 Water
 Wool

Abstract Nouns
 They don’t register to one’s senses.

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 They are just ideas, feelings, or qualities.
 Some examples of abstract nouns include:
 Health  Insurance  Anger
 Interest  Happiness  Fun
 Sleep  Peace  Pride
 Traffic  Knowledge  Confidence
 Advice  History  Determination
 Education  Noise  Law
 Business  Intelligence  Laughter
Example in Sentences
(i) Education is the key to life.
(ii) All the teacher wanted was a proof.
(iii) I will apply once the opportunity presents itself.
(iv) They are calling for justice.
(v) You need to change your behaviour.
(vi) Love makes the world go round.

Exercise 1
Identify the nouns in the sentences and write whether it they are concrete or abstract.
1. A man must always have the courage to face every challenge.
2. No matter what happens, we must not lose hope.
3. My faith in God is very strong.
4. A person should buy a beautiful dress.
5. Have you seen the black dog?
6. Love is blind.

Exercise 2
Fill the blank with the appropriate form of the word in brackets.
1. She asked for my _______________ about this book. (advise)
2. The _________________ in Kenya is not as good as it was 10 years ago. (educate)
3. The way she answers questions shows she has above average _____________. (intelligent)
4. She explained the ________________ of physical exercise. (important)
5. _____________ means different things to different people. (happy)
6. ___________ is all that will help. (confident)
7. It is _______________ that comes before a fall. (proud)
8. His ______________ led him to kill Ojwang. (angry)
9. The composition she wrote showed a high level of ______________. (imagine)
10. You will die out of ___________. (lonely)

(d) COUNT AND NON COUNT NOUNS

A concrete noun can either be categorized as count or non-count.

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Count Nouns
 A count noun can be expressed in plural form, normally with an “-s”, for example,
 Season – seasons
 Dog – dogs
 Teacher – teachers
 When you look around the classroom, there are things that you can count. What are they? The list of thin
you can probably see are:
 Chairs  Flag  Desks
 Tables  Textbooks  Cups
 Such nouns can be preceded by appropriate articles, whether singular or plural.

Non-Count Nouns
 Also referred to as mass nouns.
 Nouns falling under this category are those:
 That cannot be counted
 That do not have plural forms.
 Below are the examples of non-count nouns.
 Luggage  Milk  Rice
 Weather  Juice  History
 Equipment  Beer  News
 Oxygen  Soccer  Mathematics
 Wood  Biology  Electricity
 Plastic  Reading  Meat
 Hair  Glass  Furniture
 Air  Sunshine
Examples in Sentences
1. This is school equipment.
2. Plastic is a non conductor.

(e) PLURAL NOUNS

 There are rules for spelling plural nouns.
General Rules for Spelling Plural Nouns
1. Most nouns add “-s”, for example
 Book – books
 Pen – pens
 Phone – phones

2. Most nouns that end in “-ch”, “-sh”, “-s”, “-x”, or “-z” add “-ies”, for example,
 Church – churches
 Box – boxes

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  Prize – prizes
 Bus – buses

3. Most nouns that end in a consonant and “-y” becomes “-ies”, for example,
 Spy – spies
 Community – communities
 Activity – activities
 Country – countries
4. Most nouns that end in “-f”, or “-fe” add “-ves”, for example,
 Elf – elves
 Wolf – wolves
 Half – halves
 Knife – knives
 Scarf – scarves
5. Some nouns that end in a consonant and “o”, add “-es”, for example,
 Tomato – tomatoes
 Buffalo – buffaloes
 Volcano – volcanoes
 Hero – heroes
 Mosquito – mosquitoes
6. Some nouns only change their vowels, for example,
 Goose – geese
 Man – men
 Mouse – mice
 Tooth – teeth
There are those that do not change at all, for example,
 Deer
 Species
 Fish
 Sheep
 There are a few nouns that have plural forms which are left from old English, for example,
 Child – children
 Ox – oxen
 Then there are those of Latin origin. They are like:
 Antenna – antennae
 Appendix – appendices, appendixes
 Cactus – cacti
 Stadium – stadia, stadiums
 Terminus – termini, terminuses

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  Referendum – referenda, referendums
 Index – indices, indexes
 Formula – formulae, formulas
 Curriculum – curricula, curriculum

ARTICLES
 An article is a kind of adjective.
 It is used with a noun and gives some information about that noun.
 There are two articles:
 A
 The
 The article “a” has a form “an”.
 Article “a” is known as the indefinite article. It is called indefinite since the noun it goes with is indefinit
or general.
 The form “an” is used when the noun it precedes begins with a vowel.
 The article “a” has the same meaning as number “one”. For example, one can say:
I have bought a pen. Or
I have bought one pen.
 The article “the” is definite article.
 A definite article indicates a specific thing. Can you identify the difference between the pair of sentences
below?
(i) I bought a pen.
(ii) I bought the pen.
The second sentence shows that I bought a particular pen, and not any other.
 The article “the” is used with count nouns when:
 We use the noun a second and subsequent times.
 The listener knows what you are referring to.
Exercise
Fill in the blank with appropriate article. Leave the space blank if no article is needed.
1. I have to eat ______________ apple today.
2. She has __________ dog at home.
3. My son has learnt how to play __________ piano.
4. Tom likes to play ______________ basketball.
5. There is ___________ new book on the table.
6. ___________ teacher is late this morning.
7. ___________ ink in my pen is black.
8. She speaks _________ Japanese.
9. What ___________ expensive bike!
10. He is _____________ honest person.

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PRONOUNS
PERSONAL PRONOUNS
 They represent specific people or things.
 They are used depending on:
(i) Number: whether singular or plural
(ii) Person: whether first, second, or third persons
(iii) Gender: whether male, female, or neuter
(iv) Case : whether in the case of subject or object

Number versus Person

Number First Person Second Person Third Person
Singular I You He/she/it

Plural We You They

Gender versus Person

Person Gender
Male Female Neuter
First person
Second person
Third person He She It

Case
 The pronouns used as subjects are:
 I
 We
 He
 She
 It
 They
 You
 The pronouns below are used as objects:
 Me
 Us
 Him
 Her
 It

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  You
 Them
Examples in Sentences
(i) I like it.
(ii) You are my best friend.
(iii) She is running from the truth.
(iv) Get me that book please.
(v) They are interviewing them.

Exercise 1
Fill the blanks with correct forms of pronouns in brackets.
1. __________ am the new class prefect. (me)
2. ___________ doesn’t matter. (they)
3. Does Martha like ____________? (he)
4. Killion helped ___________. (I)
5. Did you see ___________ ? (she)

Exercise 2
Replace the underlined words with an appropriate pronoun.
1. The old gate doesn’t look good.
2. Tom and Mary went to school.
3. The dog bit the doctor and the chief.
4. Moses runs faster than Rebecca.
5. Phiona and Ruth played doubles.
6. Christine is clever.
7. I brought the dress.
8. Antony drove Junet and me.

POSSESSIVE PRONOUNS
 We use possessive pronouns to refer to a specific person or people, or thing or things that belong to a
person or people, or things.
 Just like personal pronouns, they are used depending on:
(i) Number
(ii) Person
(iii) Gender
(iv) Case

Number and Person

 In singular we use:
Mine – first Person

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 Yours -- second person
His/hers/its – third person
 In plural, use:
Ours – first person
Yours – second person
Theirs – third person

Gender
 For male gender, the pronoun below are used:
His
 For female gender use, hers

Case
A possessive pronoun can either be a subject or object.
Examples in Sentences
(i) Mine is that one.
(ii) This one is mine.
(iii) The cars are yours.
(iv) Yours are those ones over there.
(v) Hers has been stolen.
(vi) This building is ours.

Exercise
Complete each sentence with the possessive pronoun form of the word(s) underlined.
1. Martha did _____________ homework in time.
2. Have you got ___________ money.
3. I like your name. Do you like ___________ ?
4. Hector and Emmy have seen your bag. Have you seen ____________?
5. Jane, my flowers are dying. ____________ are good.
6. I have come with my sister. ___________ name is Alice.
7. Sophie and Gerges study Science. _____________ teacher is kind.
8. We love __________ new boss.
9. He is in __________ house.
10. Are you and your friend enjoying __________ weekend?
11. The cat has bit ___________ tail.
12. Right has a brother. ___________ is 10 years old.
REFLEXIVE PRONOUNS
 They are special kind of pronouns.
 A reflexive pronoun is used when the object of a sentence is the same as the subject.
 Each personal pronoun has its own reflexive form.
 The table below shows personal pronouns with their equivalent reflexive pronouns.

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 Personal Pronoun Reflexive Pronoun
I Myself
You (singular) Yourself
You (plural) Yourselves
He Himself
She Herself
It Itself
We Ourselves
They Themselves
When Reflexive Pronouns are Used
Reflexive pronouns are used when:
(i) The object and the subject are similar. For example,
 She bit herself.
The subject she and the object herself are similar.
 They betrayed themselves.
 Matthew likes himself.
(ii) They are used as the object of prepositions. In the sentences below, the words underlined are the
prepositions and the ones in boldface are the objects of those prepositions.
 Young bought a pencil for himself.
 Halima mopped the room by herself.
 The mad man talks to himself.
(iii) They are also used when emphasizing the subjects. Examples
 I ate all the rice myself. This means no one else had any.
 Dan will wash the clothes himself. This means she will be helped by no one.

Can you differentiate between the pair of sentences below?

She bought the pen herseif.
She bought the dress for herself.
Exercise

Fill the correct form of reflexive pronoun for each blank space.
1. In the evening, we went to the market to buy _________________ food to cook.
2. I don’t know whether they went to school or whether they taught ______________ .
3. If you hurt ______________ , don’t cry to anyone.
4. This cat caught the rat _____________ .
5. Whenever I see ___________ in a mirror, I smile to ___________ .
6. That little duck is washing _____________ in the pond.
7. Jonathan ate all the food _____________ .
8. Good evening everyone? Please make _____________ comfortable.
9. Since the school is their father’s, they give _______________ break whenever they feel like.

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 10. Mary bought the dress for _____________ .

FUNCTIONS OF PRONOUNS
 A pronoun can be used where a noun or a noun phrase can be used in a sentence.
 Pronouns perform the following functions in a sentence:
(a) As the Subject of a Verb
 The subject of verb is that which performs that action.
 Some of the pronouns used as subjects of the verbs are:
He
She
I
They
We etc
Examples in Sentences
i. He is my best friend.
ii. You are the one I saw.
iii. They are the school administrators.

(b) As the Object of A Verb

 An object is the recipient of the action.
 Some object pronouns include:
Me
You
Him
Her
Them
It etc

Examples in Sentences
i. Richard escorted him.
ii. He separated them.
iii. I saw her.

(c) As the Object of a preposition

An object of preposition immediately follows the preposition.
Examples
i. I will think about it.
ii. I bought it for him.
VERBS
 A verb is a word that shows an action, state, or even an occurrence.
 There are two main verb types:

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  Lexical verbs
 Auxiliary verbs
 In this section, we shall study Lexical verbs.

LEXICAL VERBS

(a) Adjectives with Three or More Syllables

Word more for comparative and most for superlatives are used. Examples
Interesting moreinteresting most interesting
Attractive more attractive most attractive

(b) Irregular adjectives

Some adjectives have Irregular comparative and superlative forms. Examples
Adjective Comparative Form Superlative Form
Bad Worse Worst
Good Better Best
Little Less Least
Much More Most

REGULAR AND IRREGULAR ADJECTIVES

 The way an adjective make comparative and superlative forms is what determines whether it is regular o
irregular.

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 Regular Adjectives
 A regular adjective adds –er or more in comparative form, and –est or most for superlatives.
 The table below illustrates this.
Adjective Comparative Superlative
Small Smaller Smallest
Nice Nicer Nicest
Pretty Prettier Prettiest
Beautiful More beautiful Most beautiful

Irregular Adjectives
 They have completely different forms.
 It is not easy to predict their comparative and superlative forms.
 Examples are:
 Good
 Bad etc

GRADABLE AND NON-GRADABLE ADJECTIVES

Gradable Adjectives
 A gradable adjective has different degrees.
 You can say “very hot” or “a bit hot”. Hot is therefore a gradable adjective. Other gradable adjectives are
 Cold
 Warm
 Tall
 Nice etc

 There are grading adverbs that can be used with gradable adjectives. They include:
 A bit
 Very
 Extremely
 Quite
 Really
 So etc

Examples in Sentnces
i. It is extremely cold today.
ii. This novel is quite interesting.
iii. The girl is very beautiful.
iv. She is reasonably popular.
Non-Gradable Adjectives
 They do not have different degrees.

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
 Some examples of non gradable adjectives are:
 Excellent  Unique  Totally
 Impossible  Absolutely 
 Digital  Nearly
 Domestic  Chemical
 One cannot say “very dead” or “really dead”. The adjective “dead” is thus, a non-gradable adjective.
 A grading adverb cannot be used with the non-gradable adjectives.
Example in a Sentence
i. The dead relative will be buried soon.

ADVERBS
ADVERBS OF MANNER
 They tell us the manner in which the action happened, happens, or will happen.
 The examples are:
 Carefully
 Slowly
 Loudly
 Easily etc
Examples in Sentences
1. She answered it correctly.
2. The problem was solved easily.
3. He drives slowly.
4. He walked quickly.
5. He runs fast.
ADVERBS OF TIME
 An adverb of time tell us when an action happens.
 An adverb of time can also tell us for how long that action occurred. For example, three months.
 Some examples of adverbs of time are:
 Today
 Next week
 Late
 Early
 Morning
 Last year
 Two months time, etc
Examples in Sentences
i. I saw it yesterday.
ii. He came to school late.
iii. She watched the whole day.

ADVERBS OF FREQUENCY

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 These are adverbs that answer questions “How frequently?” or “how often?”.
 They tell us how often something happens.
 There are two types of adverbs of frequency:
i. Adverbs of definite frequency, for example,
 Monthly  Every minute
 Daily  Twice a month
 Hourly  Once
 Weekly  Three times a day, etc
 Yearly

Examples in Sentences
 Employees pay taxes monthly.
 The storekeeper checks the store every day.
 I review my notes every week.
ii. Adverbs of indefinite frequency, for example,
 Never
 Sometimes
 Often
 Always
 Seldom
 Frequently
 Occasionally
 Usually
Examples in Sentences
i. She is never late.
ii. I often do my assignment.
iii. They sometimes visit me.

PREPOSITIONS
SIMPLE PREPOSITIONS
 A preposition joins words together and show the relationship between the different parts of a sentence.
 The following are the simple prepositions with examples in sentences:

1. In, on, at
He is in the house.
The cup is on the table.
He teaches at a school in Wajir.
2. Above, below
Most students scored above 50.
Few students scored below 4o.

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 3. Over, under
Don’t jump over the fence.
The cat is hiding under the bed.
4. Around, through
The flowers we planted around the house.
The spear went through his body.
5. Before, after
I will see him before lunch.
He is leaving after lunch.
6. To, from
I am coming from Limuru.
I am going to Nairobi.
7. About, by
Have you read the story about an ogre?
The story was written by Kendagor.
8. With, without
He didn’t want to go with us.
We went without him.
9. Between, among
This is a secret between you and me.
There is no secret among many.
10. Inside, outside
The bottle is inside the box.
The spoon is outside the box.

PREPOSITIONS COMBINATIONS
Adjective+Preposition
Specific prepositions are used after certain adjectives. There is no definite rule to ascertain which prepositio
should be used with which adjective. We simply need to learn them.
Here is a list of some commonly used adjectives and the prepositions that normally follow them:
ADJECTIVE PREPOSITION astonished at/by
accustomed To Aware Of
Afraid Of Angry With
Accused Of Afraid Of
acquainted With Attached To
Addicted To Bad At
Annoyed about/with/at Based On
Allergic To beneficial To
Amazed at/by Boastful For
Anxious About Bored With
appreciated For Brilliant At
Ashamed Of Busy With
associated With Capable Of

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Careful with/about/of Innocent Of
Certain About interested In
characteristic Of Involved With
Clever At Incapable Of
connected With Jealous Of
conscious Of Kind To
Content With Keen On
Crazy About Late For
Crowded With Limited To
Curious About Lucky At
dissatisfied With Nervous of/about
Doubtful About Notorious For
Delighted at/about Opposed To
Derived From Patient With
Different From pessimistic About
disappointed With Pleased With
Eager For Polite To
Eligible For Popular With
enthusiastic About Presented With
Excellent in/at Proud Of
Excited About Punished For
experienced In Puzzled by/about
Exposed To Qualified For
Envious Of Ready For
Faithful To Related To
Familiar With Relevant To
Famous For respectful For
fed up With responsible For
Free of/from Rid Of
frightened Of Sad About
Friendly With Safe From
Fond Of Satisfied With
Furious About Scared Of
Furnished With Sensitive To
Full Of Serious About
Generous with/about Sick Of
Guilty of/about Similar To
Gentle With Shocked By
Good At Skilful At
Grateful To Slow At
Happy About Sorry for/about
Hopeful of/about successful In
Identical with/to Suitable For
Immune To Sure of/about
impressed With Superior To
Inferior To Surprised At
indifferent To suspicious Of

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sympathetic With typical Of
terrible At unaware Of
terrified Of upset About
tired Of used To
thankful to/for wrong with/about
trilled With worried About
troubled With
Examples in Sentences
1. It was nice of you to help me.
2. Why are you so angry about it? They were furious with me for not inviting them to my party.
3. I was disappointed with the book she bought me.
4. I was pleased with the present you gave me. Were you disappointed with your examination result
5. They have been astonished by something.
6. Everyone was surprised by /at the news.
7. Are you excited about going on holiday next week?
8. Are you afraid of dogs?
9. I'm not ashamed of what I did.
10. I'm not very good at driving big cars.
11. Your composition is full of errors.
12. Your name is similar to mine.

Verb +Preposition Combination

 Some verbs need a preposition before an object or another verb.
 These kinds are called dependent prepositions and they are followed by a noun or a gerund (‘ing’ form).
 Here are some other verbs with their dependent prepositions.

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Prefer Calling Amobi Group of Examiners @ 0743 333 000 or 0706 851 439 for F1-F4 All Subjects Notes
Exercise 1
Fill the blank spaces with the most appropriate prepositions.
1. She has placed the cup _____________ the table.
2. I will allow you go _________ the field.
3. She is singing _________ her room.
4. Is he ________ home now?
5. He lives _________ Nairobi.
6. Don’t be late _________ class.
7. Compare your points __________ your friend’s.
8. Are the new student ________ Ethiopia?
9. Rich is still ________ vacation.
10. My daughter’s birthday is ________ May.
Answers
1. On 5. In 9. On
2. To 6. For 10. In
3. In 7. With
4. At 8. From

Exercise 2
Complete the sentences with the most appropriate prepositions.
1. It was stupid …………………her to go out without a coat.
2. Everyone was pleased ………………….the marks they scored.
3. I am bored ………………..singing every morning.
4. Are you interested ………………..sports?
5. Kenya is famous ……………… her athletes.
6. I will be happy to see married ……………. Gregory.
7. The town is crowded with people.
8. You will be held responsible …………………anything that happens.
9. She is sorry ……………….. her behavior last night.
10. You should be sorry …………………..missing the lesson.
11. Jemimah is fond …………………. dogs.
12. I am keen ………….. leave this school.
13. What are you excited ……………..?
14. It seems she is upset ………………something.
15. You shouldn’t be worried …………………anything as long as I am around.

Answers

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(1) Of
(2) With
(3) With
(4) In
(5) For
(6) To
(7) With
(8) For
(9) About

CONJUNCTIONS
COORDINATING CONJUNCTIONS
 A coordinating conjunction connects words, phrases, and clauses.
 And, but, for, nor, or, so, and yet are the known coordinating conjunctions.
Examples in Sentences
i. This is a beautiful girl, but a difficult one to convince.
ii. It was cold, so I put on my jacket.
iii. This tea is thick and sweet.
iv. Do you like white rice, or brown rice?

Functions of Coordinating Conjunctions

Conjunction Function Example in a Sentence

And Joins two similar ideas Jane and Mary are in form one.
But Joins two contrasting ideas He drives slowly, but sure.
Or Joins two alternative ideas We can go to Naivasha, or stay here
and watch news.
So Shows the second idea is the result
I was sick, so I did not go to school.
of the first
Nor He doesn’t wake up early, nor do I.
Joins two negative alternatives.
For Give a reason I was punished, for I was late.
Yet Joins two contrasting ideas (means
I was punished, yet I arrived early.
“but”)

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PUNCTUATION CAPITALIZATION
Capitalization Rules
Capitalization is the writing of a word with its first letter in uppercase and the remaining
letters in lowercase.
Capitalize the first word of a document and the first word after a final punctuation mark (full
stop, question mark, exclamation mark).
Capitalize proper nouns—and adjectives derived from proper nouns.
Examples:
he is Brian’s father
In Juja
Capitalization Checklist
 Brand names
 Companies
 Days of the week and months of the year
 Holidays
 Institutions
the University of Nairobi
 Natural and artificial landmarks
the Fourteen Fall, the Mount Kenya
 Religions and names of deities
Note: Capitalize the Bible (but biblical). Do not capitalize heaven, hell, the devil,
satanic.

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  Special occasions
the Olympic Games, the Cannes Film Festival
 Streets and roads
Capitalize specific geographical regions. Do not capitalize points of the compass.

FINAL PUNCTUATION MARKS

The Period, Full Stop or Point
 The period (known as a full stop) is probably the simplest of the punctuation marks to use.
You use it like a knife to cut the sentences to the required length.
 Generally, you can break up the sentences using the full stop at the end of a logical and
complete thought that looks and sounds right to you.
Mark the end of a sentence which is not a question or an exclamation
Examples
 Kisumu is the third largest city in kenya.
 I am writing you soon.
Indicate an abbreviation
Examples
 I will arrive between 6 a.m. and 7 a.m.
 We are coming on Fri., Jan. 4.
Period after a single word
Sometimes a single word can form the sentence. In this case you place a fullstop after the word
as you would in any other sentence. This is often the case when the subject is understood as in
a greeting or a command.
Examples
 "come."
 "Stop."
Periods in numbers
Numbers use periods in English to separate the whole number from the decimal. A period used
in a number is also called a "decimal point" and it is read "point" unless it refers to money.
Examples
 Sh. 10.50 is its price.
 Her weight is 60.60

The Exclamation Mark

The exclamation mark is used to express astonishment, or surprise, or to emphasise a comment
or short, sharp phrase. In professional or everyday writing, exclamation marks are used
sparingly if at all.
Examples
 Help! Help!
 That's unbelievable!
 Get out!

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  Look out!
You can also use exclamation marks to mark a phrase as humourous, ironic or sarcastic.
Examples
 What a lovely day! (when it obviously is not a lovely day)
 That was clever! (when someone has done something stupid)

The Question Mark

Use the question mark at the end of all direct questions.
Examples
 What is your name?
 Do you speak Italian?
 You're spanish, aren't you?
Do not use a question mark for reported questions
Examples
 He asked me what my name was.
 She asked if I was Spanish.
 Ask them where they are going.

The Comma
Use comma to separate phrases, words, or clauses in lists
 A series of independent clauses (sentences)
Example
I cried to her, she asked me to stop crying, and afterwards she took me out for lunch..
 A series of nouns
Examples
 Don’t forget to buy milk, ice cream, and fish.
 Gregory, David, and Christine arrived in time.
 A series of adjectives
A list of adjectives usually requires commas. However, if an adjective is modifying another
adjective you do not separate them with a comma (sentence 3).
Examples
 She was young, beautiful, kind, and intelligent.
 The house we visited was dark, dreary, and run-down.
 A series of verbs
Examples
 Tony ran towards me, fell, yelled, and fainted.
 The boy leapt, spun, twisted, and dove into the water.
 A series of phrases
Examples
 The car smashed into the wall, flipped onto its roof, slid along the road, and finally
stopped against a tree.

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  The dog leapt into the air, snatched the Frisbee in its mouth, landed, and ran off into the
forest.
More Uses
1. Enclosing details
Use a comma to enclose non-defining relative clauses and other non-essential details and
comments. The comma is placed on either side of the insertion.
Examples
 China, one of the most powerful nations on Earth, has a huge population.
 Goats, unlike cows, do not like grass.
2. Participial phrases
Examples
 Hearing the sad news, Fred fainted.
 Walking home from school, I met my old friend.
3. Tag questions
Examples
 She hates you, doesn't she?
 We have no business together, have we?

STUDY WRITING
MAKING NOTES
How to Make Notes
The following tips will come in handy when making notes:
5. Read the material carefully and thoroughly.
6. Underline the key sentences as you read. This will help in forming the title.
7. Make a rough note of the main points in a logical sequence.
8. Write the final notes.
You should have in mind that a note:
6. Should be short and to the point.
7. Contain all the important and relevant information.
8. Should have information systematically divided and subdivided.
9. Should have a short title. Avoid long sentences as titles.
10. Must be written in points only.
Notes Template
TITLE …………………….
(e) ………………………………………….
(f) …………………………………………
(g) ………………………………………..
(h) ………………………………………..

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TAKING NOTES
How to Take Notes

 There is no one "right" way to take notes. Very different approaches can be equally
effective, depending on the context.
 The key thing is to ensure that you remain actively engaged with the material whilst taking
notes.
 If all you do is copy down what you hear or read, then you won't actually be learning
anything at all. You may not even understand your notes when you come back to review
them later!
 Do the following:
(i) Be concise
(ii) be as neat as possible
(iii) use headings and numbered points
(iv) use abbreviations/shorthand
(v) Leave spaces in between your notes in case of any additions.
 Avoid the following:
 copying out sentences or passages verbatim (i.e. word for word)
 copying a mass of factual information
 After the lesson, rewrite the notes in a more organized way adding details left out.

1. CREATIVE WRITING
POEMS
Poem Writing Tips
There are a few things to think about before you start writing your poem. The following tips
on writing poems will help you get started.
 Know your purpose. Know why you are writing a poem and what you want it to do.
 Pick a subject. Poems can be written about any topic under the sun.
 Avoid clichés. These are sayings that have been overused, like busy as a bee, or blind as
a bat.
 Use imagery. Paint with your words and use concrete words that appeal to the senses.
Abstract words cannot give the reader a good picture of what you are trying to say.
 Use similes and metaphors. Similes compare two things, like “you are sweet as honey”
and usually use the word “like” or “as.” Metaphors state that one thing is another thing,
like “you are a pig.” Things being compared in a metaphor have at least one thing in
common but are very different in other ways.
 You can also consider using rhyme, alliteration, consonance, etc

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