Basic 5 · English Language

Pace and Stress, Inferring Meaning, Coordinating Conjunctions, Supporting Opinions and Correlative Conjunctions

In this topic you will use pace and stress to convey meaning, infer meaning from a passage, use coordinating conjunctions, support opinions with explanations and use paired conjunctions.

By the end of these notes you should be able to:

Show how pace and stress change meaning
Infer meaning from a level-appropriate passage
Use coordinating conjunctions
Write explanations to support opinions
Use correlative conjunctions such as either … or

What you already know

Dramatisation, Vocabulary from Reading, Present Tense for Needs, Free Writing and Prepositions

Copy everything that has a blue line on its left into your notebook. The other parts are for reading.

Lesson 1

Strand: Oral Language
Sub-strand: Presentation
Indicator: B5.1.10.1.3 – Demonstrate awareness of how meaning is conveyed through appropriate pace stress and tone

Introduction

How fast we speak (pace) and which words we stress can change what a sentence means.

Pace and Stress

Stress changes meaning

Sentence (stressed word in capitals)	Meaning
KOFI took my pen.	It was Kofi, not someone else.
Kofi TOOK my pen.	He took it; he did not borrow it.
Kofi took MY pen.	It was my pen, not yours.
Kofi took my PEN.	It was my pen, not my book.

Pace

Pace	Effect	When to use
slow	serious, important, clear	announcements, instructions, sad news
normal	natural and easy to follow	conversation, reading aloud
fast	excited or urgent	describing a race or an emergency

Try this: read "The fire is spreading. Everyone must leave the building now" slowly and firmly, then read "Goal! Ghana has scored!" quickly and excitedly. Notice how pace and stress change the effect on the listener.

Four speech bubbles of the same sentence with different words stressed — Figure 1: Stress changes meaning Say a sentence four ways, stressing a different word each time.Illustration: Sirbus

New words

pace: The speed of speaking.
stress: Saying a word more strongly.
emphasis: Special importance given to a word.

Summary

Stressing different words changes the meaning of a sentence.
Pace should suit the message and the audience.

Exercises

Answer in your exercise book first, then check your answers.

1. "Kofi took MY pen" means…
- A. it was my pen, not yours
- B. Kofi borrowed it
- C. it was a book
- D. Kofi did not take it
Show answer
Answer: it was my pen, not yoursStress on "my".
2. Important announcements should be read slowly.
- A. True
- B. False
Show answer
Answer: TrueFor clarity.
3. The speed of speaking is called ______.
Show answer
Answer: paceSlow or fast.
4. What does "Kofi TOOK my pen" suggest?
Show answer
Answer: That he took it without permission rather than borrowing it.Stress on "took".

Lesson 2

Strand: Reading
Sub-strand: Silent Reading
Indicator: B5.2.8.1.1 – Infer meaning from level-appropriate texts

Introduction

Writers do not always say everything directly. Good readers infer meaning by using clues in the text and their own knowledge.

Reading Passage: The Empty Chair

"Every morning, Mr Badu called the register, and every morning he paused at one name: 'Akosua Nyarko.' For two weeks, her chair by the window had been empty.

At break time, her best friend Efua sat alone, staring at the gate. She had stopped laughing at jokes, and her lunch box came back full each afternoon.

On Thursday, Mr Badu asked Efua to stay behind. 'You know where Akosua is, don't you?' he said gently. Efua's eyes filled with tears. 'Her mother is sick, sir. Akosua sells oranges at the lorry station so they can buy medicine.'

The next Monday, Mr Badu did not call Akosua's name. Instead, he announced that the Parent-Teacher Association had agreed to help Akosua's family. That afternoon, the chair by the window was no longer empty, and Efua's lunch box came back empty too."

Inference questions

Question	Clue	Inference
How did Efua feel while Akosua was away?	sat alone, stopped laughing, did not eat	sad and worried
Why did Mr Badu pause at Akosua's name?	her chair was empty for two weeks	he was concerned about her
Why did Efua's lunch box come back empty at the end?	Akosua had returned	Efua was happy again and ate her food
What kind of teacher was Mr Badu?	asked gently, arranged help	caring and kind

A classroom with one empty chair by the window — Figure 2: The empty chair Write what you infer about Efua from the passage.Illustration: Sirbus

New words

infer: To work out something not stated directly.
clue: A hint that helps you understand.
register: A list of pupils' names for attendance.

Summary

Inference uses clues in the text and your own knowledge.
Writers often show feelings through actions instead of naming them.

Exercises

Answer in your exercise book first, then check your answers.

1. Why was Akosua absent?
- A. She was selling oranges to buy medicine for her mother
- B. She was lazy
- C. She moved town
- D. She was on holiday
Show answer
Answer: She was selling oranges to buy medicine for her motherParagraph 3.
2. Efua was happy while Akosua was away.
- A. True
- B. False
Show answer
Answer: FalseShe was sad and worried.
3. Akosua's chair was by the ______.
Show answer
Answer: windowParagraph 1.
4. What can you infer from "Efua's lunch box came back empty too"?
Show answer
Answer: Efua was happy again and had her appetite back because Akosua had returned.Inference from action.

Lesson 3

Strand: Grammar
Sub-strand: Conjunctions
Indicator: B5.3.8.1.1 – Identify and use simple conjunctions

Introduction

Conjunctions are joining words. Coordinating conjunctions join words, phrases or sentences of equal importance.

Coordinating Conjunctions (FANBOYS)

The seven coordinating conjunctions

Conjunction	Use	Example
for	gives a reason	We stayed inside, for it was raining.
and	adds	Ama sings and dances.
nor	adds a negative	He does not drink, nor does he smoke.
but	shows contrast	Kofi is short, but he plays basketball well.
or	gives a choice	Do you want rice or yam?
yet	shows surprising contrast	It was late, yet the shop was open.
so	shows a result	The road was flooded, so we went home.

When a coordinating conjunction joins two full sentences, put a comma before it: "It rained, so the match was cancelled."

Passage: "Yaw wanted to play football, but his mother asked him to help at the shop. He was disappointed, yet he obeyed. He arranged the tins and swept the floor, so his mother gave him money for a ball."

New words

conjunction: A joining word.
coordinating: Joining things of equal importance.
contrast: A difference between two things.

Summary

Remember FANBOYS: for, and, nor, but, or, yet, so.
Put a comma before the conjunction when joining two sentences.

Exercises

Answer in your exercise book first, then check your answers.

1. Which conjunction shows a result?
- A. so
- B. but
- C. or
- D. nor
Show answer
Answer: soCause and result.
2. "But" shows contrast.
- A. True
- B. False
Show answer
Answer: Truee.g. short but skilful.
3. Do you want rice ______ yam?
Show answer
Answer: orA choice.
4. Join with a conjunction: "It was late. The shop was open."
Show answer
Answer: It was late, yet the shop was open.Surprising contrast.

Lesson 4

Strand: Writing
Sub-strand: Argumentative Writing
Indicator: B5.4.13.1.1 – Write explanations to support opinions

Introduction

An opinion is what you think or believe. A good writer supports opinions with reasons and examples.

Writing Explanations to Support Opinions

Opinion paragraph structure

Part	Example
opinion	I believe every school should have a school garden.
reason 1 + explanation	First, gardens teach pupils farming skills that they can use at home.
reason 2 + example	Second, the vegetables can be used in the school feeding programme, as happens at our school.
reason 3	Finally, working together in the garden builds teamwork.
conclusion	For these reasons, school gardens are very useful.

Useful phrases

In my opinion, … / I believe that …
This is because … / For example, …
Furthermore, … / Moreover, …
Therefore, … / For these reasons, …

Pupils working in a school vegetable garden — Figure 3: A school garden Write your opinion on school gardens with two reasons.Illustration: Sirbus

New words

opinion: What a person thinks or believes.
reason: Why something is true or right.
evidence: Facts or examples that support an opinion.

Summary

State your opinion clearly, then give reasons and examples.
Use linking phrases and end with a conclusion.

Exercises

Answer in your exercise book first, then check your answers.

1. Which phrase introduces an opinion?
- A. In my opinion
- B. For example
- C. Finally
- D. Moreover
Show answer
Answer: In my opinionIt shows what you think.
2. Opinions should be supported with reasons.
- A. True
- B. False
Show answer
Answer: TrueReasons convince readers.
3. "______ example, our school uses the vegetables."
Show answer
Answer: ForGiving an example.
4. Give one reason to support "Pupils should read every day."
Show answer
Answer: Reading improves vocabulary and helps in all subjects.A clear reason.

Lesson 5

Strand: Writing Conventions/ Extensive Reading
Sub-strand: Using Conjunctions., Building the Love and Culture of Reading
Indicator: B5.5.8.1.1 – Identify and use conjunctions (correlative pairs)

Introduction

Some conjunctions work in pairs. They are called correlative conjunctions.

Correlative Conjunctions

Correlative pairs

Pair	Example
either … or	You can either walk or take a taxi.
neither … nor	Neither Ama nor Esi was late.
both … and	Both the teacher and the pupils clapped.
not only … but also	Kofi is not only clever but also kind.
whether … or	I do not know whether to stay or go.

The verb agrees with the nearer subject after "either … or" and "neither … nor": "Neither the boys nor the girl is ready."

Reading extract: "Both the Black Stars and the Black Queens trained at the stadium. Neither the rain nor the heat stopped them. The coach said they must not only run fast but also pass accurately. 'You can either work hard or go home,' he said with a smile."

New words

correlative: Working in a pair.
pair: Two things that go together.
accurately: Correctly and exactly.

Summary

Correlative conjunctions work in pairs: either … or, neither … nor.
The verb agrees with the nearer subject.

Exercises

Answer in your exercise book first, then check your answers.

1. Complete: Neither Ama ___ Esi was late.
- A. nor
- B. or
- C. and
- D. but
Show answer
Answer: norNeither … nor.
2. "Both … and" is a correlative pair.
- A. True
- B. False
Show answer
Answer: TrueUsed together.
3. Kofi is not only clever ______ also kind.
Show answer
Answer: butNot only … but also.
4. Write a sentence using "either … or".
Show answer
Answer: E.g. You can either read or draw.A choice.

Homework

Write an opinion paragraph on "Pupils should wear school uniforms" with three reasons.