Improving your reading comprehension skills, identifying speech stress patterns, and understanding subordinate clauses in written language

Subject: English Grammar

Class: SS 2

Term: Third Term

Week: Week 11

WEEK ELEVEN

TOPICS

• Structure: Clauses- Subordinate and Insubordinate   

• Speech Work: Stress on the 5th and 6th syllable 

• Comprehension: Reading for Implied Meaning and Interpreting Examples

Structure: Clauses- Subordinate and Insubordinate

A clause is a group of words that has a subject and a verb. It can either be a complete thought on its own (independent clause) or it can depend on another clause to make sense (subordinate clause). An independent clause can stand alone as a sentence, but a subordinate clause needs to be attached to an independent clause to make a complete sentence.

Let’s look at some examples:

1. Independent Clause: Mary went to the store. This is a complete sentence because it has a subject (Mary) and a verb (went) and expresses a complete thought.
2. Subordinate Clause: Because Mary went to the store, This is not a complete sentence because it doesn’t express a complete thought. It is a dependent clause that needs to be attached to an independent clause to make sense.
3. Subordinate Clause: When it started to rain, This is another example of a subordinate clause. It has a subject (it) and a verb (started), but it doesn’t express a complete thought on its own.

Now let’s look at the types of subordinate clauses:

1. Adverbial Clauses: These clauses modify the verb in the independent clause and often answer questions like when, where, why, how, or to what extent. Example: After she finished her homework, she went to bed.
2. Adjectival Clauses: These clauses modify a noun or pronoun in the independent clause and often begin with a relative pronoun such as who, whom, whose, which, or that. Example: The man who delivered the package was very kind.
3. Noun Clauses: These clauses function as a noun in the sentence and can act as the subject, object, or complement of the sentence. Example: Whether or not we go to the party depends on the weather.

Insubordinate clauses, on the other hand, are clauses that don’t function as part of a larger sentence. They don’t depend on any other clause to make sense, and they don’t modify any part of the sentence. An example of an insubordinate clause is “Wow!” which expresses surprise or emotion but doesn’t function as part of a larger sentence.

A clause can also be said to be a group of words that has a subject and a finite verb and which forms part of a sentence e.g.

The referee blew his whistle and the match stopped. 

Clauses are of two types: Independent and Dependent 

1. Independent/Insubordinate Clauses: This is a clause that expresses a complete thought and can stand on its own as a sentence 

1. My English teacher is a kind man.
2. The maid cooked dinner 

1. Dependent/Subordinate Clauses: A dependent clause does not express a complete thought and cannot stand on its own as a sentence it depends on an independent clause for its meaning

1. ……… while the boy was sleeping.

………. the goat which ate our yam.

Though the subordinate clause does not express a complete thought, it however has a subject and a predicate as seen above. In the clause, while the boy was sleeping, “the boy” is the subject and “was sleeping” is the verb.

EVALUATION

1. What is a clause? a) A group of words that has a subject and a verb b) A punctuation mark c) A type of sentence d) An adverb
2. Which type of clause can stand alone as a sentence? a) Adverbial clause b) Adjectival clause c) Noun clause d) Independent clause
3. Which type of clause can’t stand alone as a sentence? a) Adverbial clause b) Adjectival clause c) Noun clause d) Independent clause
4. Which type of clause functions as a noun in the sentence? a) Adverbial clause b) Adjectival clause c) Noun clause d) Independent clause
5. Which type of clause modifies the verb in the independent clause? a) Adverbial clause b) Adjectival clause c) Noun clause d) Independent clause
6. Which type of clause modifies a noun or pronoun in the independent clause? a) Adverbial clause b) Adjectival clause c) Noun clause d) Independent clause
7. What is an insubordinate clause? a) A clause that functions as part of a larger sentence b) A clause that modifies a noun or pronoun c) A clause that modifies the verb in the independent clause d) A clause that doesn’t function as part of a larger sentence
8. Which of the following is an example of an insubordinate clause? a) Because I’m tired b) After I finish my dinner c) Wow! d) When the sun goes down
9. Which type of clause can act as the subject, object, or complement of the sentence? a) Adverbial clause b) Adjectival clause c) Noun clause d) Independent clause
10. Which of the following is an example of a noun clause? a) After I finish my homework, I will go to bed b) The book that I borrowed from the library is due tomorrow c) Whether or not we go to the party depends on the weather d) She asked me if I wanted to go for a walk

There are three types of subordinate clauses: Noun, Adjectival and Adverbial 

Noun Clause

It performs the functions of a noun e.g.

What he said is bitter (Subject of the verb)

The cook gave us what we should eat (Object of the verb gave)

Honesty is what we want (subject complement)

We call him what he likes (Object complement)

The prize will go to whoever wins (complement of preposition)

Adjectival Clause

This performs the function of an adjective, that is, modifies a noun or pronoun e.g.

The man who came here is a teacher.

That is the goat that ate our yam.

Adverbial Clause

This is a subordinate clause that performs the function of an adverb e.g.

Ada saw him when she came to his office.

She can be found where the man lives.

There are three types of subordinate clauses: noun clauses, adjectival clauses, and adverbial clauses. Thank you for pointing that out. I apologize for the error in my previous response. Here are some examples of each type of subordinate clause:

1. Noun Clause: “What he said was very hurtful.” In this sentence, “what he said” functions as the subject of the sentence, just like a noun would.
2. Adjectival Clause: “The book that I borrowed from the library is due tomorrow.” In this sentence, “that I borrowed from the library” modifies the noun “book” by specifying which book we’re talking about.
3. Adverbial Clause: “After I finish my homework, I will go to bed.” In this sentence, “after I finish my homework” modifies the verb “will go” by specifying when the speaker will go to bed

EVALUATION

1. What are the three types of subordinate clauses? a) Independent, adjectival, adverbial b) Noun, independent, adverbial c) Noun, adjectival, adverbial d) Adverbial, adjective, subject
2. Which type of subordinate clause acts as a noun in a sentence? a) Adverbial b) Independent c) Adjectival d) Noun
3. Which of the following is an example of a noun clause? a) After I finish my homework, I will go to bed. b) The book that I borrowed from the library is due tomorrow. c) Whether or not we go to the party depends on the weather. d) She asked me if I wanted to go for a walk.
4. Which type of subordinate clause modifies a noun or pronoun in the sentence? a) Adverbial b) Adjectival c) Noun d) Independent
5. Which type of subordinate clause modifies the verb in the independent clause? a) Adverbial b) Adjectival c) Noun d) Independent
6. Which type of subordinate clause indicates time, place, reason, or condition? a) Adverbial b) Adjectival c) Noun d) Independent
7. Which of the following is an example of an adjectival clause? a) I know that you’ll do well on the test. b) The girl who won the race is my friend. c) She asked me if I wanted to go to the movies. d) I’ll call you after I finish work.
8. Which of the following is an example of an adverbial clause? a) The cat that I adopted is very friendly. b) When it rains, the streets get slippery. c) Whether or not you come to the party, we’ll have fun. d) I’ll go to bed after I finish this chapter.
9. Which type of subordinate clause can function as the subject, object, or complement of the sentence? a) Adverbial b) Adjectival c) Noun d) Independent
10. Which of the following is an example of a noun clause acting as the subject of a sentence? a) That you came to visit me is very kind. b) The dog that barked all night kept me awake. c) After I finish my homework, I will go to bed. d) She asked me if I wanted to go for a walk.

Indicate the type of subordinate clause in the following sentences.

1. We heard what he said
2. I know the house where he hid the treasure.
3. The present you selected are not attractive.
4. The man behaves as though he were the boss.

SPEECH WORK: Stress on the 5th and 6th Syllables.

1. Words of five syllables that end in –ion, -ity have the stress placed on the second syllable from the back and third syllable respectively. Remember a stressed syllable is pronounced louder than the unstressed syllable and possibly written in capital.

Examples.

-ion -ity

adminSTRAtion authenTIcity

consideRAtion conducTIvity

communiCAtion possiBIlity

1. Words of six syllables that also end in –ity, -ion, are also stressed on the second and third syllable from the back. E.g.

-ion -ity

personifiCAtion impossiBIlity

intensifiCAtion responsibility

When it comes to speech work, stress on the 5th and 6th syllables can add emphasis and create a dynamic effect. Here are a few tips and examples to help you practice:

1. Identify the syllables: Before you can stress the 5th and 6th syllables, you need to identify them in the word or phrase you are working with. Count the syllables from the beginning of the word or phrase to find the 5th and 6th syllables.
2. Practice saying the word or phrase: Once you’ve identified the 5th and 6th syllables, practice saying the word or phrase out loud a few times to get a feel for the natural rhythm and stress pattern.
3. Emphasize the 5th and 6th syllables: On the final repetition, place extra emphasis on the 5th and 6th syllables. You can do this by speaking the syllables louder, holding them for slightly longer, or using a different pitch or tone.

Here are a few examples of words and phrases that can be emphasized on the 5th and 6th syllables:

1. “In-ter-est-ing”
2. “Ac-a-dem-ic”
3. “En-ter-tain-ment”
4. “Su-per-fi-cial”
5. “De-mo-cra-tic”
6. “Re-li-gi-ous”
7. “In-con-se-quential”
8. “Ar-tis-tic-al-ly”
9. “A-mer-i-can-i-za-tion”
10. “In-com-pre-hen-si-ble”

1. Words of five syllables that end in -ic, -sion, or -tion have the stress on the third syllable from the end:

• e-con-o-mic
• de-ci-sion
• re-vo-lu-tion

2. Words of six syllables that end in -ic, -sion, or -tion have the stress on the fourth and fifth syllables from the end:

• po-lit-i-cal
• in-ter-pre-ta-tion
• ac-tu-a-li-za-tion

Remember, stress patterns can vary depending on the word and its context, but these examples should give you a good idea of some common stress patterns for words with certain suffixes. Keep practicing and listening to native speakers to improve your own speech work!

COMPREHENSION: Reading for Implied Meaning

It is important to realise that, when reading, a most as much may be left unsaid in it as is openly stated. The writer sometimes takes for granted that the reader knows something about the thing he writes about but he expects that you will be prepared to piece together the information he gives you and draw conclusions from that information. It is your job then, to read for implied meaning. You can do this by.

1. Reading the questions before, during and at the end of reading assignment
2. Linking ideas to follow the writer’s line of thought.
3. Bringing in what you know from your back ground to help understand the reading assignment.
4. Testing any conclusions you draw against information given (see Effective English, SS 2, pg 181 – 182)

The ability to draw conclusions and make inferences from what is not explicitly stated is a critical skill for success in academic and professional environments. Here are some tips on how to guide your students in reading for implied meaning:

1. Emphasize the importance of reading comprehension: Students need to understand that reading comprehension goes beyond just understanding the literal meaning of the text. Encourage them to actively engage with the text and think critically about the author’s message.
2. Model the process: Demonstrate how to read for implied meaning by modeling your own thought process. Show students how to ask questions, make connections, and draw conclusions based on the information presented in the text.
3. Encourage active reading: Encourage students to actively read the text by highlighting key words and phrases, making notes, and underlining important information. This will help them identify patterns and make connections between ideas.
4. Focus on context clues: Often, the author will provide context clues that can help students infer meaning. Teach your students how to identify these clues, such as figurative language or repeated words or phrases.
5. Provide ample practice: Give your students plenty of opportunities to practice reading for implied meaning. Provide reading assignments that require them to draw conclusions, and offer feedback on their work to help them improve.

By emphasizing the importance of reading for implied meaning and providing guidance and practice, you can help your students develop this critical skill and become more confident and effective readers.

READING ASSIGNMENT

Pg. 181 – 182, Effective English 

EVALUATION

Read the passage again and answer the questions that follow.

GENERAL EVALUATION

Choose the correct option in each of the following sentences.

1. He saw Obi and I/me
2. That is she/her in the garden
3. He is doing it like you and I/me
4. Everyone was tired but he/him
5. You will travel with Musa and she/her 

WEEKEND ASSIGNMENT

SECTION A

Choose the appropriate preposition to complete the following sentences.

1. We appealed (from, to, on) him for help.
2. The stranger was accused (of, with, for) stealing the shoes
3. He thanked us (on, at, for) our help.
4. The wounded leopard charged (at, for, to) the hunter
5. My father invested a lot of money (on, in, for) his new factory.

Lesson Plan Presentation:

Subject: English Language Class: SS2 Topic: Clauses- Subordinate and Insubordinate, Stress on the 5th and 6th syllable and Reading for Implied Meaning

Objectives: By the end of the lesson, students should be able to:

1. Define and identify subordinate and insubordinate clauses.
2. Understand the rules governing the placement of stress on the 5th and 6th syllable.
3. Identify examples of reading materials with implied meanings.
4. Interpret examples of reading materials with implied meanings.

Materials:

• Whiteboard and markers
• Handouts on subordinate and insubordinate clauses
• Audio or video materials to demonstrate stress placement on the 5th and 6th syllables
• Reading materials with implied meanings
• Worksheets for interpretation exercises

Procedure:

Introduction (10 minutes)

1. The teacher will welcome the students and briefly recap what was learned in the previous lesson.
2. The teacher will introduce the topic for the day which is “Structure: Clauses- Subordinate and Insubordinate, Speech Work: Stress on the 5th and 6th syllable, and Comprehension: Reading for Implied Meaning.”

Body (60 minutes)

1. The teacher will start by introducing the concept of clauses and their types (subordinate and insubordinate).
2. The teacher will give examples of subordinate and insubordinate clauses and explain the difference between the two.
3. The teacher will provide handouts for the students to work on, to identify subordinate and insubordinate clauses in different sentences.
4. The teacher will play an audio or video clip to demonstrate the placement of stress on the 5th and 6th syllable and give examples of words that follow the rule.
5. The teacher will provide the students with reading materials that have implied meanings and explain the concept of reading for implied meaning.
6. The teacher will give the students worksheets to work on interpretation exercises.

Conclusion (10 minutes)

1. The teacher will recap the lesson and ask the students questions to test their understanding of the concepts taught.
2. The teacher will give feedback to the students on their worksheets and encourage them to continue practicing to improve their skills

Assessment:

1. Students’ participation in class activities.
2. Students’ ability to identify subordinate and insubordinate clauses in sentences.
3. Students’ ability to interpret reading materials with implied meanings.

Homework:

1. Students will be given reading materials with implied meanings to practice on.
2. Students will identify subordinate and insubordinate clauses in sentences as homework.

Note to the teacher: Ensure that you have created a conducive learning environment that will encourage the students to participate actively in the class activities. Always check for understanding by asking questions and giving feedback on the students’ work. Also, provide opportunities for students to practice and improve their skills.

WAEC STANDARD QUESTIONS

Structure: Clauses- Subordinate and Insubordinate

1. What is a subordinate clause, and how does it differ from an independent clause?
2. Give an example of a sentence with a noun clause.
3. What is an adverbial clause, and how does it function in a sentence?
4. Rewrite the sentence “He ran quickly” as a sentence with an adverbial clause.
5. What is the difference between an insubordinate and subordinate clause?
6. Give an example of a sentence with an insubordinate clause.

Speech Work: Stress on the 5th and 6th syllable

1. What is stress, and how does it affect the pronunciation of a word?
2. Name two common word endings that are typically stressed on the fifth syllable.
3. How is the stress pattern of a six-syllable word that ends in -ion different from a six-syllable word that ends in -ity?
4. Give an example of a word with stress on the fifth syllable.
5. What is the difference between primary and secondary stress?
6. Name a six-syllable word that is typically stressed on the sixth syllable.

Comprehension: Reading for Implied Meaning and Interpreting Examples

1. What is meant by the term “implied meaning”?
2. Give an example of a situation where you might need to read for implied meaning.
3. How can reading the questions before, during, and after a reading assignment help you to understand the implied meaning?
4. What is the purpose of linking ideas when reading for implied meaning?
5. Why is it important to bring in your background knowledge when reading for implied meaning?
6. What is the significance of testing any conclusions you draw against the information given in the reading assignment?