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USING CONJUNCTIONS
Conjunctions are words, which are used to join ideas together. They are used to relate two or more ideas. Conjunctions are one of the eight parts of speech, which help us in sentence construction.
 Making sentences Write sentences using the following conjunctions and then read them loud. (a) although (b) because (c) however (d) so (e) neither nor (f) either or (g) as. Activity 2 Tongue twisters Tongue twisters are meant to help learners of the language to pronounce particular sounds correctly. As speakers of a second language, there is bound to be interferences from the mother tongue or first language. Try out the following and see how fast you can read them, without stumbling on the sounds! Enjoy! 1. I saw a saw that could outsaw any other saw I ever saw. 2. Betty Botter bought some butter, but she said " This butter's bitter! But a bit of better, butter will but make my butter better." So she bought some better butter, better than the bitter butter. And it made her butter better so it was better Betty Botter bought a bit of better butter! 3. A big bug bit the little beetle but the little beetle bit the big bug back. 4. If you understand, say, "understand". If you don't understand, say "don't understand" But if you understand and say "don't understand, how do I understand that you understand? 5. I wish to wish you wish to wish but if you wish the wish the witch wishes, I won't wish the wish you wish to wish. 6. Mr See owned a saw, and Mr Soar owned a seesaw, now see saw sawed Soar's seesaw before Soar saw See which made Soar sore. Had Soar seen See's saw before See sawed Soar's seesaw; See's saw would not have sawed Soar's seesaw. So See's saw sawed Soar's seesaw. But it was sad to see Soar so sore just because See's saw sawed Soar's seesaw Activity 3 A Listening Exercise Listen to the following poem as it is read aloud twice and answer the questions that follow. QuestionsSpell bound (a) Why can't the writer go? (b) Which are the two conjunctions used in the poem? (c) What type of weather is described in the poem? (d) What is the name of the writer? (e) What is the title of the poem? Activity 4 Dictation exercise This is designed to test the listening skill and spelling. This should be read at least twice and the listeners write what they hear: When I got back home from school, mother did not look so happy because of my dirty clothes, but she didn't scold me. She asked me to remove the clothes and without any word went to the kitchen to prepare supper. Although I was not scolded, neither mother nor father asked me what had happened and this made me feel guilty. When the neighbour's wife came over, I quickly went to let her in so as to have some talking in the house. I think it is much better when you get scolded for doing wrong than when there is all this silence and you don't know what to expect next.
USING PREPOSITIONS
Prepositions relate nouns to each other; that is, they connect nouns to other words and show the relationships between them. They are always short words; for example: at, on, up, for, but by, down, through, out, over, per, off, above, with, till, like, of, in.
Prepositions are used in many different ways:
Example 1: "We ran into the building."('into' shows the relationship between ran and building) Example 2: "The dog dug under the bush by the house." ('under' shows the relationship between dug and bush) Example 3: "Mukasa jumped over the bush while the cat slept beneath it." ('over' shows the relationship between jumped and bush) ('beneath' shows the relationship between slept and it.) Activity 1: Giving directions Imagine that you have been asked to direct a visitor to your home from the taxi park. Give oral directionS and mention any landmarks that will help the visitor to get to your home. Prepositions connect major words especially nouns to other parts of the sentence. These are some of the different types of prepositions: i) Prepositions of position and direction e.g. on, in, out of, to, into, a long way. ii) Prepositions of time eg. at, on, in, by, since, after, until, during, before, between. A preposition usually comes before a noun or a pronoun. However, prepositions may also come after nouns e.g. in questions like 'What are they looking for?' Different prepositions can have very similar uses (e.g. in the morning, on Monday morning). Many nouns, verbs and adjectives are normally used with particular prepositions e.g. the reason for, arrive at, angry with, on a bus. In English prepositions can come at the end of clauses, especially in an informal style e.g. what are you thinking about? You are just the person I was looking for. She's not very to talk to. I hate being shouted at. When we use verbs after prepositions, we use the -ing form and not the infinitive.e.g. She saved money by giving up cigarettes. Activity 2: A Dialogue Choose the most appropriate time preposition and act out the dialogue: A: When is Ann getting married? B: Since/during/for the Christmas holidays. A: That soon? B: Yes A: How long has she known that man? B: Since/during/for four months. A: That is quite a short time. B: I know. A: Where will the function task place? B: At/on/from the cathedral thereafter at the school play grounds. A: From/in/at what time will the service be? B: I am not yet sure of the time. A: Let me know when you get the details.
USING INTERJECTIONS
 ACTIVITY 1: A Conversation or Dialogue (There is a knock at the door) Erasmus: Come in!What you need to know In the little dialogue above, you come across some single words or brief exclamations, which express strong feelings (emotions) in response to other expressions. These are called Interjections. Some of them are not even ordinary words (e.g. Wow! Whew!); they merely express feelings. Interjections fall into several categories depending on what kind of feelings they express. For example, Oh! may be an expression of excitement, pain or pleasure, and the way it is said differs according to the kind or degree of feelings expressed. Other kinds of feelings expressed by interjections are: joy, disgust, surprise or contempt. Some interjections are the same as ordinary exclamations -e.g. commands like Stop! or Don't! or strong agreement and disagreement like Yes! and No! respectively or surprise Good heavens! and What!! (like a question) ACTIVITY 2: Write a dialogue Make your own little dialogue like the one above. You may use the same interjections as those used by Erasmus and John in the dialogue but remove full story.(for example your two characters may be talking about a football, or sports star instead of a musician.) Construct sentences using interjections to express fear, excitement, pain, and surprise. ACTIVITY 3: Talking about yourself In pairs or groups, talk about yourself using these points: 1. When you were born and where. Describe the place and your home, mentioning its location and its general characteristics. Describe your family and its ways of earning a living at the time you were young. 2. When you started school and where, what kind of school it was, how long you were there and what you achieved there up to the time you went to secondary school. ACTIVITY 4: Listen and repeat the vowel sounds as in "bit" and "beat"
ACTIVITY 5: Pronunciation Pronounce the following pairs of words correctly:
ACTIVITY 6: Reading aloud Take turns to read aloud the following passage I was born in1990 in a remote part of Karamoja. The area is surrounded by mountains along the northern and eastern borders of Uganda with the Sudan and Kenya respectively. This wild but beautiful part of Uganda is close to the Kidepo Valley National Park. The park is famous for rare animals like cheetahs and leopards, as well as giraffes, lions, elephants and buffaloes. It also has ostriches and other rare game birds. When I was growing up as a young child, our home consisted of a number of dung-smeared huts surrounded by a large thorn-bush enclosure or kraal for our cattle, goats and sheep. Sometimes, lions, hyenas and leopards attacked our kraal at night and dragged away a goat, a sheep calf, or even killed a young cow or bull, which they could not drag away. In the daytime they could not attack the herds directly because in the bush the herdsmen, with their dogs, kept a watchful eye. At night they were more cunning, even when the dogs barked and alerted the men. Sometimes there was much rejoicing in the village when the men managed to kill some of these animals. The men and older boys of our home often went away for several months to look for new grazing land and water sources nearer the mountains while the women and young children herded milking cows and the smaller animals near the village. I was about ten years old when I first went to school. My father was persuaded to send me to school by a friend of his who worked at the Apoka Game Lodge in the national park. The first primary school I attended was in a neighbouring village near the game lodge. From there I was sent to a boarding primary school in the south of Karamoja when I was in P4. Four years late, I sat for the Primary Leaving Examinations in 2005 , and passed well enough to join Kangole Girls' Secondary School near Moroto in 2006. Questions As the teacher reads out the passage a second time, answer the following questions by ticking or underlining the correct alternative in each question. 1.She was born in: (a) 1989 (b) 1999 (c)1990 (d) 1998 2.Her place of birth was: (a) across the border with the Sudan (b) near the eastern border with Kenya (c ) near a national park (d) near mount Kidepo 3. The mountains surrounded the area (a) on the northern and eastern borders (b) on the southern borders of Karamoja. (b) on the eastern and northern borders of Kenya (d) on the northern border with Kenya. 4. The two animals that are rare are (a) ostriches and cheetahs (b) lions and leopards (b) leopards and cheetahs (c) leopards and giraffes 5. The kraal was made of (a) mud and thorns (b) cow-dung (c) bush (d) thorn-bush 6. At night, the wild animals were (a) afraid of the dogs (b) not visible (b) always attacking the herds (c) more cunning 7. The wild animals did not attack in the day because (a) they were resting (b) the herdsmen and their dogs were watching (c) the herdsmen and their dogs stayed near the kraals (d ) they only hunted at night. 8. The men and boys went to the mountains (a) to keep the animals safe (b) to look for different kinds of grasses (c ) in search of fresh grass and water (d) in search of animals to kill. 9. The story-teller went to school (a) because her father thought she should (b) at an early age (b) when she was too old (d) because her father's friend persuaded him to send her. 10. When she was in P.4 (a) she moved to a school in Moroto (b) she was with drawn from school (c) the family left for another place (d) she was put in a boarding school ACTIVITY 7: Acting a play In pairs, read out the following short dialogue taken from a play, each one playing the part of one character. Exchange roles to get a good feel of the little play. The Discontented Princess (Part of Scene 1) Princess Kudaro: Ayi. Ayi: Yes, Princess Princess Kudaro: You have never told me that I am beautiful Ayi: No, Princess Princess Kudaro: Why not? Ayi: It is not a woman's place to tell other women such things, Princess Princess Kudaro: (turning to her, enraged): And why not? Certainly they do it in Lagos, Accra, and other big towns. Ayi: This is neither Lagos nor Accra, princess. This is Koloro, and we are simple villagers. Princess Kudaro: Simple villagers? You are worse than simple villagers. I hate this place. O heaven! It's dull, dull dull! Take me back to any town by the sea-side. Ayi: But please, Princess, this is your home. No matter where you go, you will long for it and come back to it. This is your father's kingdom and you shall be our next Queen,if - Princess Kudaro (interrupting her): if - oh yes, if my father has no male child. Oh, let him have a male child. I cannot be locked up in this forest for years, calling myself a Queen or whatever you like. Oh! (She turns restlessly on her seat) it's so dull, dull, dull! (And she becomes miserable) Ayi: Princess, your father will not like this kind of talk. Princess Kudaro: No, he won't. I know he is an old man. But what has he known about life? Has he ever danced the waltz or has he ever attended parties in a big town? Ayi: But, Princess, he has more experience. Princess Kudaro (laughing derisively): What experience? Why has he taken me away from the school in the city, where I was doing so well, and brought me back to this forgotten village? Was that the act of an experienced man? Ayi: Don't forget your mother, Princess, She is not well and would like you to be nearer to her. And your father, too, is getting old. Princess Kudaro (unimpressed): We will all get old if we don't die of boredom. There is no need for him to make anybody unhappy simply because it is his turn to get old. If we do this what will happen to youth? Now, I am sad (she closes her eyes.) How I used to sit in the parks in the city and watch little birds chirping at my feet! Here what do I find? I have to sit and listen to owls hooting from tree to tree. Ah, Ayi, you don't know what you lose by remaining in this village. Ayi: Well, I am sorry you feel so about royal village, Princess. Princess Kudaro (suddenly bright): Ayi, my girl, I have a secret for you. It is not that I do not like my home, but I have a handsome young man in the town where I used to go to school. (She smiles) He has promised to marry me. But how can he marry me when I am locked up in this village? (She almost cries). (Extract from 'This is our chance' by James Henshaw,(1956) 19th impression, Hodder and Stoughton Educational p10-11) ACTIVITY 8:
Identify and write down any interjections from the dialogue
USING THE PRESENT CONTINUOUS TENSE
 Verbs determine the time and way something is done, but the emphasis put on the verb can change its meaning. As an example, take the word "going":Note. The verb that is used in the example above is a present continuous tense. It stands for an activity that is ongoing. ACTIVITY 1: Replying to questions First, think about how you would respond to the following questions: 1) What sort of things to you like to do with your parents? Briefly explain why you like to do them. 2) What don't you like doing with parent's at all? Briefly explain why you don't like to do them? 3) List some of the bad things children do at home! 4) List some of the good things children do at home! Then read carefully the following story (or, better still, get someone else to read it to you) TROUBLE AT HOME  This creature Tom makes his mother weep; he makes his father shake with rage, and the other children cannot take the noise and fights any more. They are young, but they too have to learn not to defy the authority of their parents.What is Tom accused of? He is being asked to explain why he is constantly running away from school. He has been beating his sister, his father says, answering back to his mother, smoking, and hanging around the shopping centre. The father proceeds to unbuckle his leather belt. Tom eyes his mother's kiondo hanging on a hook on the wall. Before his father can pounce on him, Tom grabs the kiondo and swings it upside down over his father's head, darts across the room and out through the back door. Many parents are at a loss to understand their adolescent children. Out of the blue, it seems they begin to cause havoc in their homes. Much has been tried to make growing children toe the line. They are beaten, scolded, cajold, black mailed-every trick in the book is used and, for most of the time, nothing works. We call this difficult stage of child development the adolescent crisis. How can we end this state of affairs? Do we have any control over the fate of our growing children, to most parents nothing short of a miracle can work with their adolescents, I suggest they perform the required miracle. It is important to understand the forces at play with in a growing child if 13 years to about 20 years, which are the accepted adolescent ages. Any period of transition whether it is economic, political, cultural or physical is bound to be marked by conflict. When the adolescent was a child, every body knew how to treat him. His mother calmed his daily fears while his father met his needs. His friends expected to play around the home compound as they did themselves. Every body expected him always to obey his parents and elders. But now he is, to intents and purposes, and adult. He is expected to do his own thinking and making important decisions. He is free to have his own opinions. Conflicts start when his opinions are put aside as the parrotings of a child by his parents. His father dictates what he should learn in school and what he should become in future. His mother wants him home at meal times. but he wants to be with his friends share jokes and exchange ideas. All of a sudden he cannot talk about anything with his father and mother any more. Their company makes him tense. It is when their child does something outrageous like running away from home or school that parents are taken by surprise. They have been unable to see the need of the young person for independence. It is not rare to hear a parent exclaim Children! You give birth to them, you slave for them all your life and all you get in return is insults and yet more insults. A mother will say to her daughter, "You can go on this trip because I can't stop you. Who am I, anyway? Look for another mother that you'll listen to. Look for another home." There is the mistaken view that parents, to be firm, and to command respect, have to be uncompromising. That view does not take into account the fact that today's child is more exposed to the wider world than children used to be. Newspapers and radio give him more information, and encourage his questions and his views. Even the educational system itself encourages an open, questioning attitude. But such an attitude is very disturbing to the traditional relationship parents have with their children. Many adolescent turn to their friends with their fears and problems because parents have refused to allow them to be open as they themselves are willing to be open. Often the young people are misled, and the result is what has caused many parents and students of society deep concern - teenage pregnancies, drug taking, dropping out from school and general juvenile delinquency. In one definition an adolescent is a person old enough to experience puberty but not sufficiently mature to have developed the physical stability of adult life. Therefore, by this very definition, adolescent is physically an adult, but socially a child. It has become increasingly obvious that there ought to be a change In the attitudes of parents to the job of parenthood. Being a parent is not only bringing up a child. It involves also interest, trust, reliability and sympathy. Unless a child has an abnormal personality (in which case he needs medical care),he is likely to respond to a loving, sympathetic and respecting attitude. Such an attitude needs to be cultivated from a child's early years. If this inquisitiveness at four or five years old was met with sympathy and honesty, he is bound to be more trusting and therefore more ready to accept guidance when he becomes an adolescent. Where memories of those early years call to mind unfriendly treatment, coldness and insecurity, the adolescent is likely to be suspicious towards his parents. He is much more likely to turn to his friends for advice, often with unfortunate results. We get a worthwhile adult out of an adolescent whose needs have been met. The adolescent needs to be assured about what he is capable of. A little praise now and then helps him to form a good image of himself. But too much criticism and no praise can do great harm. Who would not feel worthless if his parents constantly expressed dissatisfaction with him, made him feel apologetic about his poor exam results, and compared him unfavourably with others of the same or of a different family? Adolescence has not always posed such problems as it is doing to day. The problems are a product of modern society. Traditional societies did not have a stage of development, which they could clearly define as adolescence. Initiation rites once made it clear to all and sundry that the boy was now a man, the girl a woman. Times have changed, and we cannot put a stop to progress. We probably cannot do much to change the circumstances in which our adolescents are children of the times, and parents should make an attempt to be parents of the times too. They should not do this by being permissive. No. It is by befriending their children that they are likely to become more effective parents. Avoid the 'mother who bore you', 'father who supports you' line. Cultivate mutual respect and trust. Help your adolescent to be the best person he can be by guiding him, not by imposing your unshakeable will on him. You may well find that you could become his best friend. Adapted from 'Parent-Child Relationship Vital' By Nancy Wanjiru in the 'To the Point' Column of the Standard, issue of May 29th ,1989. Questions There are two forms of verbs in this passage to take note of: The present simple tense and the present continuous tense. As you read or listen to the passage write down in a table like the one below the verbs that are in the present simple tense and those that are in the present continuous,
LISTENING AND SPEAKING
Learners’ Activities
Activity one
Class discussion
Give the learners the following verbal instructions over the movements of a bus and have a class discussion on this topic. (You may need to inquire from bus operators some of the challenges they go through especially those related to communication issues.) Tune in to a radio program on traffic, for example, Radio One traffic program for an update that could be discussed in class.
The city bus moves from the city centre going to five destinations within duration of two hours. It leaves the city center going east wards via Nakawa, turns right at the Spear junction, goes through Ntinda, and proceeds to Kisaasi arriving there within 30 minutes from the time it set off at the city center. It makes a stop over for 10 minutes after which it connects to the northern bypass linking to Bweyogerere junction that leads back to the city center via Kireka township where it also makes a 10 minute stop. This bus starts its daily routine at 6am and ends at 10pm.
Bus Schedules
Questions:
Activity two
Talk show
Instruct the learners to get into groups of 10 and then allocate each group the following topics which are going to be discussed with each of the members of the group taking turns at moderating the talk.
i) How to start a worthwhile, lucrative business.
ii) Savings and Investments
The groups report their findings to the rest of the class.
The groups should come up with questions that they should answer in the form of a talk show. Guide the learners on how to report back on their findings. | Teachers GuideLearners' activitiesSTUDENTSIntroductionConjunctionsPrepositionsInterjectionsPresent continuous |
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