Unit - Cambridge University Pressassets.cambridge.org/97805217/22070/excerpt/9780521722070_excerp… · Objectives By the end of this ... adjectives are ordered. In this unit, we
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Unit
1
Section 1: Listening and speaking
ObjectivesBy the end of this lesson, you should be able to:
1 identify stress and counter stress2 use stress and counter stress intonation.
Stress and counter stress intonation 1 Listen carefully and then repeat this pair of sentences:
Who built the Tema Harbour?Nkrumah, built the Tema Harbour.
2 Practice this exercise:Who wrote Things Fall Apart?Achebe wrote Things Fall Apart.Armah wrote Things Fall Apart, didn’t he?No. Achebe wrote Things Fall Apart.
3 Practise the following sentences:Tamale is the capital of Ghana, isn’t it?Thursday comes after Tuesday, doesn’t it?Vancouver is the capital of Canada, isn’t it?Apples are picked from mango trees, aren’t they?Brown is the opposite of black, isn’t it?Christiansborg Castle is on the Cape Coast, isn’t it?The Nile is the largest river in Africa, isn’t it?Red in the fl ag of Ghana symbolises the vegetation, doesn’t it?
Notice that the most important word, “Nkrumah”, is fully stressed with a full stop tone. You may also notice the comma tone given to “harbour” at the end. This rise at “harbour” gives a certain weight of interest to the last part of the sentence. This is known as “counter-stress”. Now practise the sentences below. Note that it is the fi rst word in each case that needs to be changed and stressed, for example:Limann built the Tema Harbour, didn’t he?No. Nkumah built the Tema Harbour.
Cambridge University Press978-0-521-72207-0 - Black Star Series English for Senior High Schools Student’s Book 4Victor Yankah, Philip Gborsong, Geoffrey Gogovi and Leonard AcquahExcerptMore information
Cambridge University Press978-0-521-72207-0 - Black Star Series English for Senior High Schools Student’s Book 4Victor Yankah, Philip Gborsong, Geoffrey Gogovi and Leonard AcquahExcerptMore information
Cambridge University Press978-0-521-72207-0 - Black Star Series English for Senior High Schools Student’s Book 4Victor Yankah, Philip Gborsong, Geoffrey Gogovi and Leonard AcquahExcerptMore information
Questions 1 What boost did African efforts at preserving its forests
receive at the UN Climate Change conference?
2 Why does the writer say “But time is running out”?
3 Mention three ways in which forests are important.
4 “Preserving Africa’s surviving tropical forests … could help reduce the severity of climatic change ….” (paragraph 4). What type of clause is underlined? What is its function in the sentence?
5 How, according to the writer, does burning brush help cause global warming?
6 What is a common cause of deforestation?
Word studyFind each of the following words in bold type in the passage. Give another word or phrase that means the same and that can replace it in the passage:boost curb deforestation surviving brush
Section 3: Grammar
ObjectivesBy the end of this lesson, you should be able to:
1 identify comparisons in adjectives 2 use adjectives in comparing items.
Comparison of adjectivesIn Book Three, we studied adjectives and we looked at how adjectives are ordered. In this unit, we shall study how adjectives are compared. When one thing is compared with another with regard to a certain attribute, we use a comparative infl ection (“-er” or “-est”). Comparatives can express equality, superiority or inferiority. Comparatives state whether things have some quality in the same degree
Cambridge University Press978-0-521-72207-0 - Black Star Series English for Senior High Schools Student’s Book 4Victor Yankah, Philip Gborsong, Geoffrey Gogovi and Leonard AcquahExcerptMore information
The comparatives can also be formed using “more” and “most”. For example:
Positive Comparative Superlativeintelligent more intelligent most intelligenthandsome more handsome most handsomefaithful more faithful most faithfulhardworking more hardworking most hardworking
Usually equality is expressed using the positive degree.For example:
Kofi is as tall as Odartey. Kofi is just as tall asOdartey is.
Superiority or inferiority is expressed by the comparative degree. For example:
Kofi is taller than Odartey. Here Kofi and Odartey are not equal.
Supremacy is expressed by the use of the superlative degree. For example:
The most hardworking student in the class is Ayetey.The largest ocean in the world is the Pacific.
Formation of degree of comparisonTo form the comparative, add “-er” to the positive form.
long longerrich richersmall smallersweet sweeter
We also use “more” with the positive form. For example:beautiful more beautifulinteresting more interestingintelligent more intelligent
Cambridge University Press978-0-521-72207-0 - Black Star Series English for Senior High Schools Student’s Book 4Victor Yankah, Philip Gborsong, Geoffrey Gogovi and Leonard AcquahExcerptMore information
Cambridge University Press978-0-521-72207-0 - Black Star Series English for Senior High Schools Student’s Book 4Victor Yankah, Philip Gborsong, Geoffrey Gogovi and Leonard AcquahExcerptMore information
ObjectivesBy the end of this lesson, you should be able to:
1 recall the features of narrative writing and the language used in narrative essays
2 write a narrative essay using correct and appropriate features.
3 What was your ... subject at school? Mathematics was my ... and English my ....
Section 4: Essay writing
Narrative writingIn Book Three, we examined the basic features of a narrative essay or a creative or imaginative short story. Can you recall these features? They include setting in time and place. Realistic stories simulate real life events. Setting is therefore an essential feature of narratives. There is an inter-play between time and place. This creates an atmosphere that may be peaceful, or full of tension and anxiety. It is into this atmosphere that human characters bearing human identity markers, such as names, are introduced. Characters are a basic feature of narratives. Another feature of narratives is suspense which makes the reader want to continue reading in order to fi nd out what happens next. Characters often interact through language, so dialogue is a common feature of narratives. Dialogues help the reader to know more about the character and so to predict future actions in which the character may be involved. A narrative must end logically but not necessarily happily.
Language of narrativesA good narrative requires vocabulary that is concrete rather than abstract, and detailed descriptions rather than general expressions. A narrative must arouse the feelings of the
Cambridge University Press978-0-521-72207-0 - Black Star Series English for Senior High Schools Student’s Book 4Victor Yankah, Philip Gborsong, Geoffrey Gogovi and Leonard AcquahExcerptMore information
reader and must sustain these feelings. It may do this by appealing to the different senses such as sight, hearing, smell, touch and taste. A wide vocabulary is therefore important for writing narratives.
Exercise 3Write about 400 words on one of the following topics:
My most memorable day at school.One event that has changed the course of my life.The most exciting event of the week.
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