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SubjectFree lesson

SUMMARY 2 - COMPREHENSION

ClassNotes Team 12 MIN READUPDATED 6 JUL 2026

ENGLISH LANGUAGE JSS2 THIRD TERM

WEEK TWO

THEME: READING

SUMMARY 2 - COMPREHENSION

PERFORMANCE OBJECTIVE

Students should be able to;

  1. Identify key ideas from different paragraphs
  2. Identify words and expressions that redirect attention to the main point

CONTENT

Natural Disasters

When something is natural, it comes from nature and it is not manmade. A disaster is something that usually causes major problems. It would be a disaster if a bridge suddenly fell because it was not built properly. Disasters are negative but can be manmade. However, when speaking about natural disasters you can combine the two terms and define them as catastrophes that occur in nature or by natural processes. They are not manmade. A natural disaster takes place in populated areas of the world when lives may be lost, the property is severely damaged, and the economy is negatively affected.

Natural disasters may include an asteroid collision with Earth, avalanche, landslide, blizzard, thunderstorm, earthquake, flood, gamma-ray burst (from space), volcano, heat wave, hurricane, solar flare, drought, tornado, tsunami, hail, and wildfire.

It is not a natural disaster if it occurs in an unpopulated area and there is no loss of life or property damage. For example, if a tsunami took place on an uninhabited island, it would not be a disaster. Disasters cause a loss. There are many things that can happen during a natural disaster. Sometimes, more than one disaster occurs at the same time. Landslides may occur during severe flooding and thunderstorms.

Natural disasters occur throughout the world, and often people know when they are coming and can prepare for them and be safe. Other disasters may occur without warning. Most people die during a natural disaster when there is no time to prepare for it. Though natural disasters cause many problems, injuries, and sometimes death, they are not to be feared, but being aware of them and properly preparing for them is extremely important.

In addition, there are natural disasters that can occur more often in one part of the world or country than in other regions. For example, a person living in the middle of the United States would not need to be concerned with a tsunami, but someone living along the coast would be affected. In the middle of the country, a tornado might occur, but often there are fewer of them along the coast.

The top 10 natural disasters most likely occurring throughout the world include blizzards, droughts, earthquakes, floods, heat waves, hurricanes, thunderstorms, tornados, tsunamis, and wildfires. Some of the listed disasters may occur simultaneously such as a hurricane and thunderstorm causing massive flooding, or possibly a tsunami, or a heat wave coupled with wildfires.

Other natural disasters include landslides and avalanches, which can be caused by earthquakes, heavy rain or snow, or other disasters. Snow or mud can be released from the side of a mountain or hillside burying the area below. Finally, there are active volcanoes, which are eruptions of a mountaintop, sending out ash clouds, lava, and more, causing damage to property and the loss of human life.

The most common types of natural disasters in the world are floods and storms.

All natural disasters cause damage and destruction, and often one or more people die due to the effects of the natural disaster. Many of the disasters can be predicted ahead of time with some warnings given for people to prepare and move to safety.

1) All the following statements are true EXCEPT:

A: Disasters can include those made by man.

B: It is not a natural disaster if there is no loss of life.

C: A tsunami taking place on a deserted island is a natural disaster.

D: An asteroid collision with Earth would be a natural disaster.

2) A catastrophe that occurs in nature or by natural processes and causes loss of life is:

A: A manmade disaster

B: A global disaster

C: A natural disaster

D: An unnatural disaster

3) All the following may be natural disasters EXCEPT:

A: Oil spill

B: Landslide

C: Avalanche

D: Volcano

4) Which of the following natural disasters are most likely to occur simultaneously?

A: Heatwave and droughts

B: Thunderstorms and volcanos

C: Earthquakes and blizzards

D: Wildfires and floods

5) Which of the following may occur during severe flooding and thunderstorms?

A: Earthquakes

B: Landslides

C: Solar flares

D: Wildfires

6) Which part of the United States would most likely experience a tsunami?

A: States on the east coast

B: States on the west coast

C: States in the Midwest

D: Both A and B

THEME: WRITING

SUMMARY - CONSUMER BUYING PRACTICE

PERFORMANCE OBJECTIVE

Students should be able to;

  1. Identify key ideas from different paragraphs
  2. list types of consumer decision making process

CONTENT

It is every marketer’s goal to get inside the head of a consumer. You want to figure out how the consumer makes decisions and how you can get them to make a decision to purchase your product or service. There are 5 steps in a consumer decision making process a need or a want is recognized, search process, comparison, product or service selection, and evaluation of decision.

Problem Recognition

Most decision making starts with some sort of problem. The consumer develops a need or a want that they want to be satisfied. The consumer feel like something is missing and needs to address it to get back to feeling normal. If you can determine when your target demographic develops these needs or wants, it would be an ideal time to advertise to them. For example, they ran out of toothpaste and now they need to go to the store and get more.

Search Process

Most of us are not experts on everything around us. In the searching phase we research for products or services that can satisfy our needs or wants. Search Engines have become our primary research tool for answers. It is an instant and easy way to find out what you are looking for.

Also don’t forget about actual human beings. Our friends and families all have had many different experiences and can offer us recommendations. In most cases recommendations from actual people instead of a search engines are preferred. You have more of a trust factor with people close to you then a computer program.

You also may have had past experiences that assist you in solving your problem. You may have had a life experience in the past that helps you make the correct purchase decision. You could also just know what decision to make just by picking up things over the years and knowing how to solve them.

In this stage you are also beginning your risk management. You might make a pro’s vs. con’s diagram to help make your decision. People often don’t want to regret making a decision so extra time being put into managing risk may be worth it. People also remember bad experiences over good ones, take that into account.

Evaluating Alternatives

Once the consumer has determined what will satisfy their want or need they will begin to begin to seek out the best deal. This may be based on price, quality, or other factors that are important for them. Customers read many reviews and compare prices, ultimately choosing the one that satisfies most of their parameters.

Selection Stage

After tallying up all the criteria for the decision the customers now decide on what they will purchase and where. They have already taking risk into account and are definite on what they want to purchase. They may have had prior experience with this exact decision or maybe they succumbed to advertising about this product or service and want to give it a try.

Evaluation of Decision

Once the purchase has been made, does it satisfy the need or want? Is it above or below your expectations? The goal for every marketer is not for a one-time customer but a repeating lifetime customer. One bad experience of buyer’s remorse and your brand perception could be tarnished forever. On the other hand, one superb experience can lead to a brand loyal customer who may even become a brand evangelist for you.

THEME: SPEECH WORK

STRESS IN SENTENCES

PERFORMANCE OBJECTIVE

Students should be able to;

  1. Identify the correct points of stress and in different sentences

CONTENT

Words are made up of letters and those letters create syllable sounds. You can recognize a syllable by remembering that each one contains a vowel sound. For example, in the word computer, there are three syllables: com / pu / ter. The word bike, however, has only one syllable. A single syllable may contain as little as just one letter, or as many as five:

  • idea - i / de / a (three syllables)
  • cough - cough (one syllable)

In words that have more than one syllable, one syllable will be stressed. In English, there are a number of word syllable stress patterns.

Counting Syllables

You can check how many syllables a word has by putting your hand under your chin and saying a word. Each time your chin moves to make a vowel sound, count a syllable. For example, the word difficult moves your chin three times. Therefore, difficult is three syllables.

Exercise

Count the number of syllables in each of these words. Answers are below.

 

  • house
  • jacket
  • glasses
  • encyclopedia
  • employer
  • information
  • troublemaker
  • thought
  • happy
  • incoherent

Answers

1 (house)

2 (ja / ket)

2 (gla / sses)

6 (en / cy / clo / pe / di / a)

3 (em / ploy / er)

4 (in / for / ma / tion)

4 (trou / ble /ma / ker)

1 (thought)

2 (ha / ppy)

4 (in / co / her / ent)

 

Word Syllable Stress

In multi-syllable words, the stress falls on one of the syllables. The other syllables tend to be spoken quickly. This leads to sounds that are not clear (muted) on unstressed syllables. In order to improve your pronunciation, focus on pronouncing the stressed syllable clearly. However, don't be afraid to mute (not say clearly) the other unstressed vowels.

For example:

Listen to these specific examples. Notice where the syllables are stressed:

  • PersonNEL
  • TOtally
  • InDUstrial
  • ToMAto
  • FanTAstic

One Syllable - Stressed

All one-syllable words have the stress on the one syllable. The intonation should go down.

Listen to the general pattern.

  • EAT
  • DRINK
  • SIGN
  • WELL

Two-Syllable

First Syllable Stressed

Listen to the general pattern and these specific examples:

  • GIant
  • PICture
  • HEAting

Second Syllable Stressed

Listen to the general pattern and these specific examples:

  • toDAY
  • aHEAD
  • aLLOW

Three-Syllable

First Syllable Stressed

Listen to the general pattern and these specific examples:

  • ENergy
  • Operate
  • ORganize

Second Syllable Stressed

Listen to the general pattern and these specific examples:

  • meMORial
  • aSSUMPtion
  • caNAdian

Third Syllable Stressed

Listen to the general pattern and these specific examples:

 

  • employEE
  • japanESE
  • voluntEER

Four-Syllable

Second Syllable Stressed

Listen to the general pattern and these specific examples:

  • psyCHOLogy
  • eVAporate
  • cerTIficate

Third Syllable Stressed

Listen to the general pattern and these specific examples:

  • poliTIcian
  • indiVIdual
  • repuTAtion

THEME: GRAMMATICAL ACCURACY

PASSIVE VERBS

PERFORMANCE OBJECTIVE

  1. Identify passive verbs
  2. List passive verbs
  3. Make sentences with passive verbs

CONTENT

Passive verbs

Passive verbs describe the action done by the subject of a sentence. Passive verbs use a linking verb alongside the main verb. With passive verbs, it is often possible that the subject is not named.

Use passive verbs when you want to:

Downplay the actor, for example when:

  • The actor is not known
  • The actor is relatively unimportant
  • The actor has already been named.

Downplay the action, for example

To add focus to the object

When the action may seem hostile

A verb is in the passive voice when the subject of the sentence is acted on by the verb. For example, in “The ball was thrown by the pitcher,” the ball (the subject) receives the action of the verb, and was thrown is in the passive voice.

What are passive verbs?

You've probably heard of the terms passive verbs and passive voice, but do you know what they mean? Do you know how they relate to active verbs and the active voice?

You'll be relieved to know that you can understand the difference by asking just one simple question: Is the subject performing the action of the verb or receiving the action of the verb?

In order to understand this concept, you need to understand subjects and action verbs.

Subjects tell us whom or what a sentence is about. Mary sang.

Action verbs show action. Mary sang.

Note that this discussion doesn't include linking verbs. Why? The topic of active and passive only relates to action verbs, and linking verbs don't show action.

Action verbs can be written in two different "voices." These voices tell us whether the subject is performing the action (active voice) or receiving the action (passive voice).

Subject Performs the Action = Active Voice

When the subject of a sentence is performing the action of the verb, the sentence is written in the active voice.

In the following examples, the subjects are underlined and the verbs are in bold. Notice that the subjects are performing the actions.

 

  • My grandma made this scarf.
  • The class took the test.
  • The storm demolished many buildings.

Active Voice = Subject Performs the Action

All of those sentences have active verbs. We can also say that they are in the active voice.

In all of those sentences, the subject is the doer of the action. That is the only thing a sentence needs in order for it to be written in the active voice, so all of those sentences are active.

Subject Receives the Action = Passive Voice (Passive Verb)

When the subject of the sentence is receiving the action of the verb, the sentence is written in the passive voice.

Look over the sentences below and notice that the subjects are not doing anything. They are not performing the action of the verb. They are the ones receiving the action.

 

  • This scarf was made by my grandma.
  • The test was taken by the class.
  • Many buildings were demolished by the storm

THEME: LITERATURE

SELECTED PLAY

PERFORMANCE OBJECTIVE

Students should be able to;

  1. Identify the features of the selected play
  2. Identify essential props/ costumes in the selected play