Author name: MAisha

  PHRASE A phrasal quantifier is a group of words that express quantity in terms of amount or number. By the end of this lesson you should be able to: Identify phrasal quantifiers in sentences Use phrasal quantifiers in sentence construction Use phrasal quantifiers in sentence construction In form 1 you were introduced to the correct use of rules in construction of English sentences. In form two, we will further explore these rules. In this lesson we will discuss phrasal quantifiers 1. Identify phrasal quantifiers in sentences. 2. Use phrasal quantifiers in sentence construction. What is a phrase? As learnt earlier, a phrase is a group of words that forms part of a sentence and does not make sense on its own. Phrasal Quantifier A quantifier is a group of words that express quantity in terms of amount or number. Some words that show quantity are: Examples in sentences: There is plenty of comfort in this house. There are many youths abusing drugs in the society. Uncountable nouns These are substances, concepts etc that we cannot divide into separate elements. We cannot “count” them. For example, we cannot count “milk”. We can count “bottles of milk” or “litres of milk”, but we cannot count “milk” itself. “Bottles” and “litres” are quantifiers used to show or indicate the amount of milk being referred to. Study the illustration and see how another quantifier “A piece of” may be used with uncountable nouns. Nouns that can be Countable and Uncountable. Sometimes, the same noun can be countable and uncountable, often with a change of meaning. Drinks (coffee, water, orange juice) are usually uncountable. But if we are thinking of a cup or a glass, we can say (in a restaurant, for example): Two teas and one coffee please. Study the illustration given and suggest quantifiers that may be used to the nouns within countable. Plenty Few Little Many Some one two several It is important for you to have adequate knowledge of primary auxiliary verbs, modal auxiliary verbs and subject-verb agreement rules in order to handle this lesson effectively. We have three types of primary auxiliary verbs; these are ‘be’, ‘do’ and ‘have’. The three have other forms. These forms are: 1. be:’; ‘am’, ‘is’,’was’,’are’, ‘been’, ‘being’ ‘were’, ‘be’. 2. do:’do’ ‘did’,’doing’, ‘done’. 3. have, ‘had’, ‘have’, ‘having’ and ‘has’. The modal auxiliary verbs that are helpful in this particular lesson are ‘will’ and ‘shall’. By the end of the lesson, you should be able to use the perfective and progressive aspect appropriately in sentences. We have three types of primary auxiliary verbs; these are ‘be’, ‘do’, and ‘have’. The three have other forms. These forms are: 1. ‘be’, ‘am’, ‘is’, ‘was’, ‘are’, ‘been’,’being’, ‘ were’ and ‘be’. 2. ‘do’, ‘do, ‘did’, ‘doing’ and ‘done’. 3. ‘have’, ‘had’, ‘have’, ‘having’ and ‘has’ The modal auxiliary verbs that are helpful in this particular lesson are: ‘will’ and ‘shall’. Progressive Aspect The progressive aspect is also referred to as the continuous aspect. It is used with the present, past and future tenses to show actions going on for a period of time. John is walking to school The perfect aspect is used with the past, present and future tense to indicate actions that have been completed. John has arrived at school. Verbs In this lesson, we will learn about verbs. In particular we shall look at the perfective and progressive aspects of these verbs. The progressive Aspect John is going to school For a temporary action which may not be happening at the time of speaking for example:(NOTE: the action is not taking place at the moment of speaking) For an action already arranged to take place in the near future,for example, In the present progressive aspect, three forms of the verb ‘be’ that is ‘is’ ‘am’ and ‘are’ are used with the main verb in its ____ing form as you may have noticed from the correct answers. The past progressive. This aspect is used to indicate: a) An action that was happening at some time in the past for example, Anyango was sleeping in class. b) Persistent habits, for example, Nakato was always yawning. Nakato was always yawning Future progressive This is the same as future continuous. It talks about; a) Actions that will be going on for some time in the future, for example Juma will be going to school next week. b) Actions in the future which are already planned, for example, Kamau will be meeting us next year. The present perfect This tense is used to: a) Describe past events which though completed, their effect is still evident in the present. a) Describe past events which though completed their effect is still evident in the present. b) Describe actions that have been recently completed or finished. e.g The plane has taken off More examples: The past perfect The past perfect tense is used to: Describe an action that was completed before a certain time in the past. The future perfect This aspect is used to describe actions and events which are expected to be completed or finished by a certain time in the future. More examples of Future perfect are: They will have gone home by the time you arrive. Jean will have cooked dinner by the time the guests arrive. By midnight , we will have loaded the cargo onto the ship. He will have left before you go to see him

  Attention and Turn Taking In this section we shall explore the skills of attention and turn taking through use of dialogue. Watch the following video clip and listen carefully to the dialogue between a prefect and other students. Take note of the instances where effective communication does not take place. insert here Now listen to the same prefect and students. Take note of how they demonstrate the listening and speaking skills better by paying attention and taking turns. You will realize that there is a difference between the two dialogues. For effective communication to take place, one has to consider the following turn-taking features: Objectives: By the end of the lesson we should be able to: Communicate correctly, confidently and appropriately. Demonstrate acceptable communication skills. Telephone Conversation This lesson takes you through correct habits in ordinary face to face conversations and also telephone conversations Communicate correctly, confidently and appropriately. This lesson takes you through correct habits in telephone conversations. Etiquette Etiquette is a set of rules and conventions governing correct or polite behavior in society in general or in a specific social or professional group or situation. These rules form an important social code of interaction. They are applicable in various settings such as speaking, eating, dressing and working among others. We are going to concentrate on the set of rules and conventions governing the correct behaviour in telephone conversations. Listen to the telephone conversation and answer the following questions by typing in the correct answers. Parent: Hallo, I want to speak to the principal Secretary: The principal is not in. Parent: Can I leave a message? Secretary: That is up to you. Parent: When will he be back? Secretary: How can I know, I am just a secretary. Parent: Then tell him that Grace is sick and will not come to school Secretary: Which Grace, we have so many Graces in this school. Parent: Your job is to take in messages and not ask questions. Secretary: If that is how you feel, then I can not help you. Bye! Parent: Good morning? Is that Jamii High School? Secretary: Yes it is. How may I help you? Parent: My name is Peter Muli the parent to Grace Muli of form 2 North. May I speak to the principal please? Secretary: I am sorry the principal is not in at the moment. Could you leave a message? Parent: Please tell her that Grace is unwell and will not come to school tomorrow. Secretary: I am very sorry to hear that sir, I will inform the principal as soon as she comes in. Parent: Thank you and have a nice day. Secretary: Thank you sir. We wish Grace a speedy recovery. Let us summarise the points that will help you develop appropriate telephone etiquette

  MYTHS AND LEGENDS   Background Information Every community has ways of explaining their origin and heroic deeds of their people. This is usually done through their myths and legends. The information is passed on from one generation to the next through word of mouth such as songs, proverbs and stories among others. Objectives By the end of the lesson, you should be able to; (a) Identify features of myths. (b) Identify features of legends. (c) Explain the differences and similarities between the legends and myths. (d) Identify features of myths. (e) Identify features of legends. (f) Explain the differences and similarities between legends and myths. Different communities have different stories to explain the creation of the world, origin of human beings, animals and other natural and supernatural phenomena which are beyond human understanding. These stories are referred to as myths and are usually taken seriously in each community. Myths sound like a simple description rather than a story. Your knowledge of phrases will be useful in this lesson. As learnt earlier, a phrase is a group of words that forms part of a sentence and does not make sense on its own. A quantifier is a word that shows amount or quantity. Some words that show quantity are: Plenty Few Little Many Some one two several A phrasal quantifier is a group of words that express quantity in terms of amount or number. Material– describes what something is made from, for example, A wooden spoon. Size – tells you how big or small something is, for example a large envelope. Age – tells you how young or old something or someone is, for example, Fort Jesus is an ancient building. Colour – describes the colour of something. For example, A blue dress Shape – describes how something looks like. For example, a round- faced clock. Origin – describes where something/someone comes from, for example, A Kenyan footballer Intensive Reading In this lesson we discuss comprehension and style in poetry and prose Public writing Myths and Legends In this lesson we will discuss myths and legends. Do you have a story in your community where the chameleon or any other animal delayed to deliver an important message to humanity? Legends Legends, like myths are also specific to a group of people. They are stories about historical figures, characters or events. They are specific to a particular community. The hero/heroine in a legend usually possesses superhuman qualities. The qualities of legendry figures are sometimes exaggerated and may sound like fantasy. For example, Lwanda Magere, a legendry character among the Luo community had a body of rock and strength was in his shadow.

TOPIC 1: STRESS AND INTONATION ENGLISH FORM TWO  – Click to download TOPIC 2: MYTHS AND LEGENDS ENGLISH FORM TWO – Click to download TOPIC 3 : ATTENTION AND TAKING TURNS AND ETTIQUETTE ENGLISH FORM TWO – Click to download TOPIC 4 : PHRASE ENGLISH FORM TWO – Click to download TOPIC 5 : INTERJECTIONS AND ADVERBS ENGLISH FORM TWO – Click to download TOPIC 6 : ACTIVE AND PASSIVE VOICE ENGLISH FORM TWO – Click to download TOPIC 7 : ORDER OF ADJECTIVES ENGLISH FORM TWO – Click to download TOPIC 8: ADVERBS AND READING ENGLISH FORM TWO – Click to download TOPIC 9: GOOD SPELLING HABITS ENGLISH FORM TWO – Click to download TOPIC 10: PARAGRAPH ENGLISH FORM TWO – Click to download TOPIC 11: FORMAL AND INFORMAL LETTER OF APOLOGY ENGLISH FORM TWO – Click to download

  Poetry Poetry is a form of expression either written or oral. It is a form of communication between the poet and the audience or the reader. Poems can be sang, recited or chanted using a specific language meant to evoke the emotions of the listener or the reader. Poetry essentially offers an opportunity for shared experiences on a variety of issues affecting the society. The poem ‘You watched’ will be discussed in the lesson. Students reciting a poem Words like thank you excuse me, sorry, and please are used to express politeness. Etiquette therefore is defined as the conventional rules of behaviour in polite societies or courteous use of language.. Lesson Objectve By the end of the lesson you should be able to use courteous language appropriately Language Etiquette Etiquette in language refers to the correct and polite or courteous use of language in our every day interactions with others. Examples are: excuse me, may I go in, please… and many others as shown below, Excuse me, I would like to go in Oh! You have brought the pen? Answer: Thank you for bringing the pen. Give me some water? Answer: Please give me some water. I lost your book I will get you another one Answer: I am sorry I lost your book I will get you another one. The statements, Excuse me I would like to go in. Thank you for bringing the pen. Please give me some water. I am sorry I lost your book. I will get you another one, should appear on the left side of the text. The words excuse me, Thank you, Please and Sorry should be highlighted. Grammar What is grammar? Grammar is defined as the way words are combined to form longer and meaningful units. The main objective of learning grammar is to help you understand how language works and be able to use it correctly and appropriately in different contexts. The teaching and learning of the grammar of a language begins with the word. Therefore, it is important that learners master the characteristics and uses related to words as classified under parts of speech. Learning how rules operate in a language is necessary but it is much more important to know how to use the language in real life situations. It means a learner who has mastered grammar knows how to apply the rules in order to communicate effectively and thus enhance positive interactions among people. By the end of the lesson you should be able to: 1. Identify different types of nouns correctly 2. Use nouns in sentences correctly Background Information Read the sentences below each picture paying close attention to the underlined words. Koech lives on a tree. Nairobi is the busiest city in Kenya. Omondi hurt his leg badly during the game. The accident claimed the lives of many children. Drought is a major problem in North Eastern Province due to poor rains. All the underlined words are nouns. They name people, places, events and things.

  Punctuation Punctuation is a system of using universally accepted marks and symbols in written work or communication. In oral work or spoken information, punctuation marks may not be voiced but the speaker will pause, stop temporarily, ask questions, wonder or make exclamations and other gestures to communicate effectively. Appropriate use of punctuation marks especially in writing enhances effective communication and makes reading easy to comprehend. Personal pronouns Names of days of the week, months and holidays. Madaraka Day is celebrated on 1st of June Names of organizations and religious bodies In abbreviation Final punctuation Marks (End Marks). Full stop (.) The comma (,) Used to separate items in a list To indicate a pause in a sentence. Used before a quotation or direct speech. “I am getting married,” she said. Choose the correct expressions from the choices in the circle to complete the sentences correctly. Correct pronunciation, effective listening and speaking skills, intensive and extensive reading and other language aspects contribute a lot in the mastery of spelling as an important language skill. Effective communication of ideas and information in writing depends largely on correct spelling of words in sentences. Mastery of spelling skills improves efficiency in writing. Spell commonly misspelt words correctly. Apply spelling rules correctly. Spelling Spelling refers to the formation of words with letters in the correct order. Correct spelling gives the writer confidence, impresses the reader and shows efficient management of words. It is important to pay close attention to spelling because incorrect spelling hinders effective communication and sometimes ,it may change or distort the meaning of the text. In English, the spelling of a word is often unrelated to its pronunciation. This poses a great challenge to learners and users of English as a second language. It is important therefore to master all aspect of English pronunciation to be able to spell words in sentences correctly. Observe the pictures provided and fill the blanks by typing in a correct word that depicts what is in the picture. 1.The voters lined up in a queue to cast their votes. Our car was involved in an accident along the highway. Vehicles moving on a highway then one crashing into another. We stopped the game immediately the referee blew the final whistle Their school bus had a puncture causing them to delay. A guest of honour wearing ceremonial garlands on the podium before the microphones, and people gathered in front of HER, with some seated in neat rows while a few are standing towards the edges. Picture of a school bus, with some students outside and a flat tyre, with the driver getting the necessary tools e.g. jack, wheel spanner etc. Their school bus had a puncture causing them to delay. Look at the picture and suggest what happened. Use the information to answer questions in the exercises that follow. Write legibly and neatly. Write clear and correct sentences, and organize ideas in a logical sequence. Take and make intelligible notes. Structure of a Paragraph A paragraph is a combination of two or more sentences communicating the same information or related ideas. When writing, learners are expected to communicate effectively using a variety of sentence structures and develop paragraphs using different devices. The skill of writing using appropriate paragraphing can be enhanced using pictures, charts, jumbled up sentences, role play and guided writing. Basing on the picture, type the correct answer in the blank spaces provided. What you have done is put the events in a logical sequence The statements that come after the topic sentence are called supportive sentences. They tell you more about the topic sentence. The rule is that they come after the topic sentence and not before.

  Reading Efficiently and Fluently Demonstrate appropriate comprehension skills Use the directory effectively Build a wide range of vocabulary Read the poem below and answer the questions that follow Madam and her madam I worked for a woman, She wasn’t mean; But she had a twelve room House to clean. Had to get breakfast, Dinner, and supper too Then take care of her children When I got through. Wash, iron, and scrub, Walk the dog around It was too much, Nearly broke me down. I said Madam, Can it be You’re trying to make a Pack horse out of me? She opened her mouth, She cried Oh, no! You know, Alberta, I love you so! I said, Madam, That may be true But I’ll be dogged If I love you! African Poetry for schools. Intensive Reading Intensive Reading refers to reading carefully a specific text, passage or story for comprehension. This type of reading, helps the learner develop capacity to identify relevant information, distinguish between main ideas and supporting details in a text and evaluate ideas. Through intensive reading, the learners should also develop critical awareness necessary to analyse and appreciate literary works. Comprehension on the other hand is the ability to read understand and remember the information for future use. Create a drag and drop where learners can click on the correct answer by arranging the words in three columns. Column A will be for words showing movement, B for words indicating sound and C for words related to sight. Create a hot spot where learners can click on correct answer. Learners will arrange the sentences given so as to describe the steady build up of the storm The following sentences describe the steady build up of the storm. Arrange them in their correct order. The rain steadily pours The sky darkens There is thunder There is a bright flash. There is a strong wind. There is a strong wind The sky darkens There is a bright flash The rain steadily pours. Read the following poem ‘Madam and her Madam’ and attempt the questions and activities that follow. Include a pictorial depicting the following items. Stanza 1- A big house, outside is a girl gazing at the house with a pail and a broom. Stanza 2 – the same girl taking children to school. Stanza 3 – the girl walking the dog around. Stanza 4 – the girl and madam conversing. The girl’s face is composed but Madam’s face should show surprise. Note: the line ‘I’ll be dogged’ means under no circumstances should I love you. She cannot bring herself to love her mistress. She wasn’t mean – But she had a twelve – room Dinner, and supper too – Walk the dog around – I said ‘Madam, You’re trying to make a Pack – horse out of me? She cried, ‘Oh, no! I said, ‘Madam, That may be true – But I’ll be dogged If I love you Langstone Comprehension Skills A comprehension passage tests a wide range of skills. This lesson concentrates on recall, comprehension and application skills. THE SCANDAL OF CHILD LABOUR. Most children help with the work in their homes. They do things like washing clothes, cleaning the house, shopping, cooking, looking after very young children, and working in the shamba. In small families, it can be difficult for parents to do this by themselves. In big families it is impossible for parents to do all the work and children therefore, have to do their share of the work. This is important because it teaches them useful life skills at a young age. However, there is a big difference between normal family duties and giving children so much to do that they cannot go to school and have little rest or playtime. This can cause physical or mental illness. Unfortunately, this is what happens in many parts of the World, including African countries such as Kenya, Uganda and Tanzania. This practice is known as child labour. It can happen in the child’s own home but it is more common when the child goes out of the home for paid work. Children do many kinds of paid work. They work on the land, for example on tea or cotton plantations, they work as servants in other people’s homes, they work in factories, they work in mines and in building and construction sites, they work in bars and restaurants and they work on the streets as beggars. In some cases, they work in the sex industry, in the illegal drugs trade and as child- soldiers. Why do they do it? They work because their families are very poor and depend on the money the child earns. In many cases, children start working because their parents have become ill with HIV and AIDS related sicknesses and cannot support the family. Some of the children are orphans and have no one to look after them. Many employers like to use children because they are cheap and can be subjected to all manner of conditions. Child labour causes many problems. Firstly, children work for long hours and earn very little for their hard work. This results in terrible long term effects on their lives. In addition such children do not attend school and are therefore not able to compete with their educated counterparts in the job market, thus leading to a life of poverty. This is not only bad for them, but also for the development of the Nation. The United Nations secretary General Kofi Annan once said that child labour has serious consequences that stay with the individual and with the society for far longer than the years of childhood. Young workers not only face dangerous working conditions but also long term physical, intellectual and emotional stress. They endure an adulthood of unemployment, illiteracy and poverty. Common form of child labour Demonstrate appropriate comprehension and recall skills through answering questions correctly. Make short notes from a given passage appropriately. Write a short clear summary from the notes. Build

  Skimming This means reading the text quickly to understand the main points without studying the text in detail. Skimming is done when one wants to get an overall impression of the text Scanning This is done when one wants to locate specific information from a text .Scanning also involves looking through the text or material quickly to get required information. Lesson Objective. By the end of the lesson you should be able to read a passage within a given time Speed Reading The process of reading involves more than just looking at words. It entails interpreting and assigning meaning to words and symbols to communicate desired information. The speed at which you read is determined by how fast and efficient your eyes transfer the information to the brain and how quickly the brain interprets the message. You have to practise reading fast in order to save time and at the same time access and process information required within a given time. Read the passage provided as fast as you can. The palm tree is a wonder tree. Its fronds can be used to decorate outdoor events when they are freshly cut and green. The dry fronds can be used to make brooms and mats. weaved into ‘Makuti’ pieces, they make beautiful thatching material. Palm trees are also used for timber and firewood. The fruits of the palm tree are very nutritious, palm seeds can also be used to produce palm oil. In some cases the sap of the young fronds can be tapped and then fermented to make palm wine. All these uses, make the palm tree a major economic resource for the communities living along the Coastal regions. Create a clock such that the passage disappears from the screen after a minute and a half. Let the students access the same passage if they want to do the exercise again. Read the passage again in one minute and try to find answers to the questions below. What is made from dry fronds? Which part of the palm tree is said to be very nutritious? What is fermented to make palm wine? Which people benefit from the palm tree? Provide the passage again for only 11/2 minutes and provide a check answer button. The answers are. Broom and mats the coconut the sap People living along the coastal region Read the following passage in 11/2 minutes and as you read try to find answers to the questions below. What ailments are brought about by smoking? Why is smoking unhygienic? Why is smoking equated to a worm? Does smoking affect unborn babies? Smoking is a harmful habit. The tobacco used to manufacturing the cigarettes causes side effects to the smoker. Tobacco is carcinogenic. It causes cancer of the mouth, oral tract and the lungs. In addiction it causes discoloration of the teeth and the fingers. Not only does smoking affect those who smoke but it also affects the unborn babies in the case of pregnant women who smoke. Passive smokers or those who inhale the smoke indirectly are also at great risk, smoking weakens and clouds the brain and creates thirst of alcohol. Smoking is also dirty and unhygienic. Many smokers litter their precincts with ashes and cigarette butts. Tobacco smoking can be equated to a worm that eats you slowly from inside such that by the time the symptoms are visible the damage is irreparable. Provide a check answer button. The answers are: Cancer of the mouth, oral tract and lungs. It’s unhygienic because many smokers litter their precincts with ashes and cigarette butts. Smoking is equated to a worm because it eats one from the inside and by the time the symptoms are visible, the damage is irreparable. The process of reading involves more than just looking at words. The speed with which you read is determined by how fast and efficient your eyes transfer what they see to the brain and how quickly the brain interprets the message. You have to practice reading fast especially when you have to save time. In order to learn how to read fast, one needs to do the following. Understand how reading takes place. Read word groups rather than individual words. Fast: I cooked delicious food for the family. Slow: I cooked delicious food for the family. The first sentence has been read by a fast reader while the second is by a slow reader. Try to avoid distractions like noise, loud music etc. Read extensively to be informed in various areas. Keep assessing yourself,. Occasionally time yourself as you read widely on available reading materials. Poetry is a form of expression either oral or written. Poems can either be sang, recited or chanted to convey desired information. Play the animation below to see the building up of the storm as you read the poem ‘A Sudden Storm’. A SUDDEN STORM. The wind howls, the trees sway, The loose housetop sheets clatter and clang, The open window shuts with a bang, And the sky makes night of the day. Helter skelter the parents run, Pressed with a thousand minor cares Hey, you there! Pack the house wares! And where on earth is my son? Home skip the little children Where have you been, you naughty boy? The child can feel nothing but joy, For he loves the approach of the rain. The streets clear, the houses fill, The noise gathers as children shout, To rival the raging wind without, And naught that can move is still A bright flash! A lighted plain; Then, from the once black heavens, Accompanied by noise that deafens, Steadily pours the rain. Pious Oleghe African Poetry for schools

  Adjectives Adjectives are words used to describe or give more information about a noun or a pronoun, for example short, beautiful, new and old as illustrated in the following sentences: 1. Fatuma bought a beautiful dress. 2. The farmer used an old lorry. 3. Ketan drives a new car. The adjectives used in the sentences above provide more information about the nouns. Insert pictures. Left side: a man feeling cold in a sweater. Right: a man feeling very cold in an overcoat and a shawl round his neck. He is also wearing gloves. The man is shivering. Left side: a bungalow on sale with a price tag of 1.5m. Right side: a maisonette on sale with a price tag of 2m. Left side: a lady driving a big car Right side: a lady driving a very big car. Eldoret is _ cold than Limuru. Sidis car is _ big compared to Damas. A bungalow is _ expensive than a maisonette. Insert an alphabet strip so that the learner can type in the answers. Answers Less very extremely Study the sentences below paying attention to the highlighted words. Diamond is a unique jewel. My mother has a woolen sweater. Some of the exhausted players were allowed to rest. Highlight the words in the boxes in a different colour. The highlighted words in the sentences are non gradable because they do not indicate degree. That is, they express a complete idea. Assessment 3 Ungradable Adjectives Reading is a mental process that involves the ability to interpret words and symbols and assigning them meaning to communicate ideas or thoughts. The ability to read effectively and fluently is vital both for academic purposes and life in general. Good reading skills will help improve performance in schools, enhance information gathering and learning of concepts. Reading will expose you to new vocabulary ,new sentence structures and good models of language use. Efficient reading is about reading in a way that allows you to understand the writer’s message without spending too much time in the process. It’s also about reading with a clear purpose in mind so that you only read material that is relevant. When you’re reading in preparation for an essay or for understanding generally, remember that good reading strategies go hand-in-hand with good note taking skills. Efficient reading starts with choosing a strategy to suit the kind of text you have to read because your purpose in reading and the nature of text to be read will determine your strategy. There are various techniques employed in reading depending on the purpose. In this lesson you are going to explore Skimming and Scanning as examples of techniques commonly used in reading.

  Adverbs Lesson Objectives. Define an adverb. Identify adverbs in sentences correctly. Use adverbs of manner, time and frequency in sentences correctly. Adverbs Adverbs are words used to describe verbs (actions), adjectives or other adverbs. These words explain how, when and how often an action in a sentence occurs. The following sentences illustrate this idea. 1. Esther sang the song nicely. 2. Kubo is washing his shirt now. 3. The choir practices everyday. The adverbs nicely, now and everyday give us more information about the verbs or actions mentioned in the sentences above. The underlined words in the sentences are adverbs. These are words that explain how, when and how often the actions in the sentences occur. For example: How often does Atieno go to school? Everyday When is Kamau going to dig his farm? Now How is Katana pushing the cart? Slowly There are different kinds of adverbs, in this lesson however, we shall deal with adverbs of frequency (how often), time (when), and manner (how). Information on nouns and pronouns would be useful in this lesson. Look at the following photograph and name all the nouns. Some of the nouns in the photograph are: tree nests house car sky If you want to describe the nouns in the photograph, you may talk of a permanent house, a blue sky or a tall tree. The words permanent, blue and tall are referred to as adjectives. These are words used to describe or tell us more about a noun or pronoun. The highlighted words are more examples of adjectives: 1. Rosemary owns a beautiful house at Gachie 2.Mature coconut 3.Coastal trees 4. Palm trees Gradable and non-gradable adjectives A gradable adjective is an adjective which can have -er and -est added to it or be used with “more” and “most” when making comparisons. Examples The tea is hotter than the porridge. Pine trees are more beautiful than wattle trees. Hot and beautiful are gradable adjectives On the other hand, non-gradable adjectives are absolute and therefore not comparable. Examples An atomic bomb was used to destroy the city of Hiroshima. Njeri is an American citizen. Atomic and a American are non-gradable adjectives Identify adjectives in a sentence correctly. Give examples of gradable and non gradable adjectives. Differentiate between gradable and non gradable adjectives. Use adjectives in sentences correctly