Grammar Usage

This week, we will build on what you have learned about phrases, clauses, and paragraph writing. In our previous lessons, we studied the various types of phrases and clauses and their functions. We also looked at how to compose paragraphs using cohesive devices. Now, you will get to practise using different phrases and clauses to make your writing clearer and more interesting. You will also learn how to put your ideas together in well-organised paragraphs. We will talk about how to write good topic sentences, add supporting details, and make sure your writing flows smoothly from one idea to the next. By the end of the week, you'll be able to express your thoughts in writing with confidence and more style.

KEY IDEAS

• Body paragraph: the main part of your essay

• Clause: a group of words that has a subject and a finite verb.

• Concluding paragraph: the final paragraph of your essay.

• Finite verb: a verb that agrees with a subject in its number (singular or plural) or person (first person, second person, etc) or a verb that marks tense.

• Introduction paragraph: the first paragraph of your essay.

• Main clause: a clause that can stand alone as a complete sentence. It often expresses a complete idea.

• Paragraph: a group of sentences that talk about one main idea

• Phrase: a group of words that work together as a unit but does not have both a subject and a verb.

• Subordinate clause: a clause that cannot stand alone.

PHRASE A phrase is a group of words that work together as a unit but does not need to have both a subject and a verb. It acts as one part of speech or functions like (a noun, adjective, or adverb) in a sentence. They do not make a complete meaning. It just adds extra information to the sentence.

Types of Phrases

₁. Noun Phrase: A noun phrase is a group of words that does the work of a noun in a sentence. It can be the subject, object, or complement.

Examples The tall building can be seen from my home.

a. I enjoy reading difficult books

b. Kumi killed the man with the gun

2. Verb Phrase: A verb phrase is a group of words that does the work of a verb. It includes the main verb and any helping verbs.

Examples

a. She has been studying all night.

b. They are singing.

c. He is laughing with his friends.

3. Adjectival Phrase: An adjectival phrase is a phrase that gives more information about a noun or pronoun.

Examples

a. The house with the green shutters was destroyed in the flood.

b. The book, full of pictures, is interesting.

c. The generous Chinese cook served me.

4. Adverbial Phrase: An adverbial phrase tells us more about a verb, an adjective or another adverb.

Examples

a. Ama walked very slowly to the store.

b. He ran with great speed.

c. She painted the wall with a lot of enthusiasm.

5. Prepositional Phrase: A prepositional phrase is made up of a preposition and a noun or noun phrase or pronoun. They often act like an adjective or an adverb.

Examples

a. The boy stood on stones.

b. They went under the bridge.

c. I did it with great care.

Scan the QR code or click on the link below to watch the video and learn more about the types of phrases.

https://youtu.be/qnl0rKPsfx4

Table 2.1: Types of Phrases and their Functions Type of Phrase Definition Function Example Noun Phrase A group of words that acts as a noun.

Acts as a subject, object, or complement.

The small boy ran quickly.

Verb Phrase A main verb with one or more helping (auxiliary) verbs.

Expresses action or state of being.

She has been working all day.

Adjectival Phrase A group of words that describes a noun.

It qualifies a noun or pronoun.

The man with the blue shirt is my uncle.

Adverbial Phrase A group of words that tells us more about a verb, adjective, or another adverb.

It modifies a verb, an adjective, or another adverb.

He arrived in the morning.

Prepositional Phrase A preposition and its object and any modifiers.

Acts as an

adjective or adverb.

The book on the

table is mine.

CLAUSE A clause is a group of words that has a subject and a finite verb. A finite verb is a verb that agrees with a subject in its number (singular or plural) or person (first person, second person) or a verb that marks tense. Some clauses can stand alone, while some cannot.

1. Main Clause (Independent Clause or Principal Clause)

A clause that can stand alone is a complete sentence. It often expresses a complete idea.

Examples

a. She passed the test.

b. The sun set, and the stars appeared.

2. Subordinate Clause (Dependent Clause)

A clause that cannot stand alone needs a main clause to complete its meaning.

Subordinate clauses usually give extra information about the main clause.

Examples

a. Because she was tired, she went to sleep.

b. If it rains, we will stay inside.

Types of Subordinate Clauses

₁. Noun Clause: It is a clause that acts like a noun in the sentence.

Examples

a. What she said surprised everyone. (Subject)

b. He believes that he can win. (Object)

2. Adjectival Clause (a Subordinate Relative Clause): It describes or qualifies a noun or pronoun. It often begins with: who, whom, whose, that, and which.

Examples

a. The girl who won the prize is my cousin.

b. This is the house that Jack built.

3. Adverbial Clause (Subordinate Relative Clause): It tells us more about a verb, an adjective, or another adverb. It tells how, when, where, why, or under what condition something happens. It often begins with words like: because, although, if, when, since, after.

Examples

a. When the bell rang, the students left.

b. He ran faster because he was late.

Does that make full sense to you? Excellent.

Scan the QR code or click on the link below to watch the video and learn more about the types of clauses:

https://youtu.be/8dT_MlElHo8

Activity 2.1 Identifying Phrases and Clauses in Text

Your teacher would provide you with a newspaper or find a newspaper for this

activity. In a group of four, do the following;

1. Choose two paragraphs and underline all the phrases in them.

2. Circle all the clauses.

3. Exchange your answers with members of a different group and correct each other’s work.

4. Check if all phrases and clauses have been identified and give feedback.

Activity 2.2 Writing Paragraphs Using Phrases and Clauses

1. Pair up with a friend and choose one of the following topics.

a. My Favourite Person

b. A Day in My Community

c. Causes of Road Accidents

2. Write a short paragraph of about five to seven sentences on the chosen topic.

3. Exchange your paragraph with a different pair and identify the phrases and clauses in the paragraph your friends have written.

4. Review each other’s work by checking if all phrases and clauses have been identified, and discuss your observations with the other pair.

Activity 2.3 Identifying Phrases and Clauses in A Book of Stories

1. Pick any book and identify phrases and subordinate clauses in different sentence structures on one page.

2. Write down the grammatical names and functions of the phrases and clauses identified.

3. Share your work with a classmate to peer review by checking:

a. If all phrases and clauses have been identified.

b. If all the grammatical names and functions identified are correct.

In this lesson, we will focus on helping you understand and use phrases better, especially in your narrative writing. If you still have any confusion about phrases or how to write a good story, do not worry; these lessons are designed to clear that up. By the end of the week, you should be able to identify phrases easily in different texts, use phrases to express your thoughts more clearly, and write creative and interesting stories that show emotions, ideas, and images. You will also get the chance to create stories that are fun to read. This will make your speaking and writing more colourful and enjoyable.

Let us get started!

KEY IDEAS

• Climax: the most exciting or important part of a story where the main problem reaches its peak.

• Setting: is the time and place where a story happens.

• Descriptive Language: a word that helps paint a clear picture in the reader's mind by appealing to the senses (sight, sound, touch, and so on).

• Narrative: a story or account of events, either real or imagined.

• Phrase: a group of words that work together as a unit but does not have both a subject and a verb.

• Resolution: the part of the story where the problem is solved, and the story ends.

A phrase is a group of words that works together as a unit but does not have both a subject and a verb.

Examples

a. In the classroom – (Prepositional phrase showing place)

b. A tall boy – (Noun phrase) How to Identify a Phrase in a Sentence

1. Look for a group of words that go together to talk about something or refer to something.

2. Make sure the group does not have both a subject and a verb.

3. Check if the phrase adds extra detail about time, place, description, action, or reason.

Table 5.1: Examples of Types of Phrases

Type of Phrase What It Does Example

Noun Phrase Name a person, place, thing, or idea.

The small blue car drove off.

Verb Phrase Shows action or state (main verb + helping verbs).

She is going to school.

Prepositional Phrase Shows time, place, and direction, for example The book is on the table Adjectival Phrase Describes/Qualifies a noun.

The girl with the curly hair smiled.

Adverbial Phrase Modifies a verb, adjective, or another adverb.

He ran with great speed.

Activity 5.1 Identifying and Classifying Phrases in Context

In a group with 5 of your classmates, read the extract below carefully A Walk Through the Village Late in the afternoon, the tall boy with a dusty backpack walked slowly along the narrow path. He stopped near a tree covered in bright orange flowers, listening to the sound of goats bleating in the distance. Behind him, an old woman in a faded cloth was sweeping the compound with a worn-out broom. Birds chirped in the trees, and the smell of roasted plantain drifted from a nearby food stall. As he reached the village square, children playing under the big baobab tree waved at him excitedly.

1. Identify all the phrase types in the extract.

2. Share your work with another group. Review each other's work by checking the correct classification.

Activity 5.2 Expanding Sentences Using Phrases

1. In groups of three, write out six simple sentences.

Example: She sang.

2. Read out the sentences to your friend to check for correctness.

3. Now, expand the sentences in your study groups by adding different types of phrases.

4. Underline the phrases you added and share your expanded sentences with the other groups.

5. Review each other's work by checking if what was added is a phrase and correcting grammatical errors where necessary.

Activity 5.3 Using Phrases To Write Short Stories

1. In pairs, create a short story not less than 450 words using at least two examples of each phrase type.

2. Underline all the phrases in your work.

3. Share your story with another pair and review each other’s work, checking if the phrase types are used correctly. Can you discern two different voices in the finished piece? What is the effect of the two voices?

In Year 2, you learned how to identify and use noun clauses, relative (adjectival) clauses and adverbial clauses in simple sentences. You also learned how these clauses help to give more information, add details or complete the meaning of a sentence. In addition, you were introduced to the basics of referencing and citation, including why it is important to credit authors when you use their ideas or words in your work.

In this section, you will build on that knowledge. You will learn to use subordinate clauses more effectively in speech and writing and explain their types and functions in context. You will also learn how to apply the APA (7th edition) referencing style correctly when writing essays or assignments. Through reading tasks, sentence analysis and group activities, this section will help you develop more accurate grammar, improve your writing and become a more confident and responsible academic writer.

KEY IDEAS

• APA (American Psychological Association) Style: A writing and referencing format used to cite sources in academic work. The current version is the 7th edition.

• Author: The person or people who wrote the book, article, or website.

• Citation: A short note in your text showing where you got information from.

• In-text Citation: A brief reference in your writing that shows where you got the information. Appears inside the paragraph.

• Plagiarism: Using someone else's work or ideas without giving proper credit. It is dishonest and unacceptable in all academic work.

• Website Article: An article or page published online. In APA referencing, it includes the URL and the organisation or author's name.

A subordinate clause is a group of words that has a subject and a verb but does not express a complete thought on its own. It depends on a main (independent/principal) clause to make full meaning.

Examples

1. Although she was tired, Selasi continued studying.

2. That the headmaster cancelled the trip surprised the students.

3. The doctor treated the patient who was badly injured.

Types and Functions of Subordinate Clauses

Subordinate clauses are grouped according to their functions. There are three main types: noun clauses, adjectival (relative) clauses, and adverbial clauses.

Noun Clause

A noun clause is a group of words with a subject and verb that performs the role of a noun in a sentence. It can act as

1. Subject of a verb: It comes at the beginning of the sentence and performs the action or is talked about.

Examples

a. How the students answered the question impressed the examiner.

b. What the principal decided angered the parents.

c. Whatever the doctor advised must be followed strictly.

2. Object of a verb: It comes after the verb and receives the action.

Examples

a. Ms Perfect believes that every student can improve.

b. The headmaster explained why the test was postponed.

3. Noun Clause as Complement: It completes the meaning of a subject and usually comes after linking verbs like is, was, are, etc.

Examples

a. My belief is that honesty always wins.

b. The good news is that the strike has ended.

Adjectival Clause (Relative Clause)

An adjectival clause describes or gives more information about a noun or pronoun in the main clause. It usually begins with relative pronouns such as who, which, that, whose and whom.

Examples The boy who broke the window has apologised.

The farmer who grows pineapples lives next door.

The table that he bought is inferior.

Adverbial Clause

An adverbial clause works like an adverb. It gives more information about the verb, adjective or another adverb in the main clause. It often answers the questions: When?

Why? How? Under what condition?

It usually begins with subordinating conjunctions such as: before, after, until, since, if, because, although, as, while, than, and as if.

1. Adverbial clause Modifying a verb Examples

a. She stayed indoors because it was raining heavily.

b. Until she finished her homework, she didn’t watch TV.

2. Adverbial clause modifying an adjective Examples

a. The workers were angry since their salaries had not been paid.

b. He was tired because he had worked all day.

3. Adverbial clause modifying an adverb (adverb in bold) Examples

a. She performed better than we had hoped.

b. The student arranged the files as properly as instructed.

Benefits of understanding subordinate clauses:

1. Improve your grammar and sentence structure

2. Write more complex and meaningful sentences

3. Perform better in both essay writing and comprehension questions

Activity 8.1 Constructing Sentences Using Subordinate Clauses

1. In groups of three, construct five complex sentences using subordinate clauses. Indicate the type of subordinate clauses that make up each sentence.

2. Present your work to your facilitator/teacher for feedback

Activity 8.2 Identifying Subordinate Clauses and Their Functions in Short Paragraphs

1. Read the paragraph below with your group members and identify all subordinate clauses and their functions in the paragraph:

Although it was getting dark, Ama continued walking through the forest. She believed that someone would eventually come to help her. The tree that had fallen across the path made her journey more difficult. Because she was tired and hungry, she decided to rest for a while before moving on.

2. Read the conversation between Kojo and Afia below individually and underline the subordinate clauses and label their types.

Kojo: I didn’t go to school today because I wasn’t feeling well.

Afia: Oh no! I thought that you were just running late.

Kojo: No. My mum, who is a nurse, told me to rest.

Afia: Well, make sure you take your medicine before you sleep.

This section's lessons will focus on both grammar and literature. In our previous lesson, we examined the use of different communicative strategies in speech situations. In grammar, we will explore complex phrasal verbs, looking at how they are used in real- life contexts and what they mean. You will practise identifying and using them correctly through examples, learning tasks, and short assessments to build your confidence and accuracy.

In literature, we will study style in prose, drama, and poetry. You will learn what style means in literature, the elements that make up a writer’s style, and how these elements affect the way a story, play, or poem is told. By the end of the week, you will have a better understanding of how grammar and style shape meaning in both writing and speech.

KEY IDEAS

• Complex phrasal verbs are phrases made up of a verb and one or more words (like prepositions or adverbs).

• Descriptive Writing is a writing that uses lots of sensory detail to talk about things or situations.

• Diction is the choice of words the writer uses.

• Imagery is a word that creates pictures in the reader’s mind by using the senses.

• Style is the way a writer uses words to express their ideas.

• Syntax is how the writer builds sentences.

• Tone is the writer’s attitude or feeling about the topic or the reader.

Complex phrasal verbs are phrases made up of a verb and one or more words (like prepositions or adverbs). They are usually found in formal or academic writing. The meaning of the phrase is often not direct or obvious.

For example:

a. Put up with: means to tolerate something.

b. Come up with: means to think of an idea.

https://shorturl.at/pHaGF Structure of the Complex Phrasal Verb Often, complex phrasal verbs follow this general structure:

1. Verb + Adverb/Preposition + Preposition

a. Come up with Meaning: To produce or suggest an idea, plan, or solution.

Example: The team came up with a new strategy to reduce customer complaints.

b. Get away with Meaning: To do something wrong without being punished or noticed.

Example: He got away with misreporting sales figures for months.

c. Catch up on Meaning: To do tasks that one has not had time to do earlier.

Example: I need to catch up on emails before the meeting.

2. Verb + Preposition + Noun/Gerund

a. Be committed to something Meaning: To be dedicated or loyal to a cause or goal.

Example: The company is committed to improving its environmental impact.

b. Be opposed to something/someone Meaning: To be against or not in favour of something.

Example: Several board members were opposed to the merging of some departments.

c. Contribute to something Meaning: To help cause or bring about something.

Example: Employee satisfaction contributes to better productivity.

Complex Phrasal Verbs Used in Specific Fields

Table 9.1: Examples of Complex Phrasal Verbs Used in Education / Learning Phrasal Verb Meaning Example Get through to Successfully communicate or make someone understand something It can be difficult to get through to students who are distracted.

Drop out of Leave school or a course before finishing it He dropped out of college in his second year.

Run out of Use all of something and have none left We ran out of time during the exam.

Table 9.2: Examples of Complex Phrasal Verbs Used in Business / Work Phrasal Verb Meaning Example Cut down on Reduce the amount or number of something The company plans to cut down on travel expenses.

Run out of Have no more of something We ran out of paper during the client presentation.

Look forward to Anticipate something positively We look forward to meeting the new regional manager.

Table 9.3: Examples of Complex Phrasal Verbs Used in Communication / Emotions Phrasal Verb Meaning Example Speak out against Publicly oppose something She spoke out against unfair school rules.

Open up to Begin to share feelings or thoughts honestly She finally opened up to her manager about her stress at work.

Let out on Release or express emotions, often inappropriately She let out her anger on the assistant, though it wasn’t their fault.

Table 9.4: Examples of Complex Phrasal Verbs Used in Everyday Life Phrasal Verb Meaning Example Look up to Admire or respect someone Many children look up to their parents or teachers.

Drop in on Visit someone unexpectedly or casually We decided to drop in on our neighbour last night.

Keep up with Stay informed, or stay at the same pace It’s hard to keep up with all these TV shows.

Table 9.5: Examples of Complex Phrasal Verbs Used in Social / Relationships Phrasal Verb Meaning Meaning Break up with End a romantic relationship He broke up with his girlfriend last month.

Look out for Take care of or watch someone/something Form three students should always look out for their juniors.

Hang out with Spend time with someone I usually hang out with my cousins on weekends.

Activity 9.1 Using Mind Maps to Form Phrasal Verbs

1. In groups of three, choose three verbs and draw three mind maps with each verb in the centre.

2. In the left branch, add one particle (preposition) to form a simple phrasal verb and add two particles (adverb and preposition) to form a complex phrasal verb in the right branch.

Here is an example for you to follow.

LOOK / \ Look into Look down on

3. Share your work with a different group and review each other’s work. Check if all examples given are phrasal verbs.

Activity 9.2 Matching Phrasal Verbs with Their Meaning

1. In pairs, cut out some sheets or cards into ten. Write one complex phrasal verb on each of the five cards or sheets and write its meaning on the remaining five cards.

2. Shuffle the cards/sheets and exchange them with another pair. Match each phrasal verb with its meaning.

3. Check each other’s work to see if all phrasal verbs are correctly matched with their meaning and give feedback.

Activity 9.3 Using Appropriate Phrasal Verbs in Context

Use the following complex phrasal verbs to fill in the blanks – seven different phrases for the seven blanks: get away with, catch up with, broke down, look forward to come up with, put up with, run out of After missing school for a week, Jake struggled to __________ his classmates.

He had __________ all his excuses and knew he couldn’t __________ skipping homework forever. During class, the teacher asked them to __________ a creative

solution to reduce plastic waste. Jake was nervous but managed to speak up. Later, his old car suddenly __________ on the way home, making him late again. He was tired of having to __________ delays and hoped things would improve soon. Despite the chaos, he still __________ the school trip next month—it was something to be excited about.

Activity 9.4 Using Complex Phrasal Verbs in Situations

1. In groups of four, choose any of the real-life situations listed below.

a. Planning a party

b. Arguing

c. Solving a group problem

2. Role-play the chosen situation using at least five different phrasal verbs and ask another group to identify the phrasal verbs used in your scene.

3. Other groups take turns to role-play a different scenario.

4. Identify the phrasal verbs they used in their scene and take feedback.

This section offers exciting and practical English lessons focused on two important areas. First, we will explore phrasal verbs, helping you learn how to identify them and understand their meanings in different contexts. Mastering phrasal verbs will improve both your speaking and writing skills, making your communication more natural and fluent. Secondly, we will revisit persuasive writing, an essential writing skill. You will practise expressing your opinions clearly and supporting them with strong reasons and relevant examples. This will help you become more confident in presenting arguments and defending your views, both in school and in everyday life. Your teachers will guide you through hands-on activities that connect these lessons to real-world situations, encouraging you to think critically and express yourself effectively. These learning experiences are designed not just to help you succeed in exams but also to prepare you for meaningful communication beyond the classroom.

KEY IDEAS

• Adverb: An adverb is a word that describes a verb, adjective, or another adverb. It often tells how, when, where, or to what extent something happens.

• Preposition: A preposition is a word that shows the relationship between a noun or pronoun and another word in the sentence. It often tells place, time, or direction.

• Verb: A verb is a word that shows an action, state, or occurrence. Every sentence has at least one verb.

A phrasal verb is a group of words made up of a verb and one or more particles (an adverb or a preposition). Together, they form a meaning that is different from the meaning of the verb alone.

Patterns of phrasal verbs

1. Verb + Adverb These phrasal verbs are made of a verb followed by an adverb. The meaning usually changes from the original verb.

Examples: get away, wake up, carry on, give in.

Examples in sentences

a. They got away before the rain started.

b. I always wake up at 5:30 a.m.

c. Despite the noise, she carried on reading.

d. He refused to give in to pressure.

2. Verb + Adverb + Preposition These phrasal verbs contain a verb, an adverb, and a preposition. They usually have idiomatic meanings. Examples: catch up with, come up with, get along with, walk out on Examples in sentences

a. He tried to catch up with his classmates after missing school.

b. She came up with a brilliant idea.

c. Do you get along with your new teacher?

d. The man walked out on his responsibilities.

Types/Forms of Phrasal Verbs

Phrasal verbs are generally grouped into two main types: simple phrasal verbs and complex phrasal verbs

1. Simple Phrasal Verb: It has the pattern: Verb + Adverb

Table 11.1: Examples of simple phrasal verbs Simple phrasal verb Meaning Sentences examples Wake up stop sleeping I wake up at 6 a.m. every day.

Give in surrender or stop resisting She finally gave in to their demands.

Go on continue Please go on with your explanation.

Take off rise into the air (plane) The flight took off on time.

Break down stop working (machine) The car broke down on the highway.

2. Complex Phrasal Verb: This phrasal verb follows the pattern Verb + Adverb + Preposition or Verb + Prepositional Phrase. Their meanings are often idiomatic and must be learned in context.

Table 11.2: Examples of complex phrasal verbs Complex Phrasal Verb Meaning Sentence examples Look forward to To be excited about the future I look forward to my birthday every year.

Put up with To tolerate something We had to put up with the loud noise all night.

Come up with To produce (an idea or plan) She came up with a great solution to the problem.

Get away with To avoid punishment He got away with cheating on the test.

Run out of To have no more of something We ran out of fuel on the way to school.

Keep up with To stay at the same pace as someone It's hard to keep up with her in class.

Catch up with To reach someone ahead (often used metaphorically) I ran fast to catch up with my friends.

Meaning and Usage of Phrasal Verbs

Phrasal verbs are commonly used in everyday communication. They play the following roles:

1. Phrasal verbs help us sound more natural when we speak or write. They are common in everyday conversations and make language feel relaxed. Example: Can you bring up this topic at the meeting? (instead of "mention this topic")

2. Instead of using formal words, phrasal verbs make your speech friendlier and easier to understand. This is especially helpful when talking to friends or writing informally. Example: The trip was called off because of the rain. (instead of "cancelled")

3. Some phrasal verbs give a clearer or stronger meaning than the original verb. They help the listener or reader quickly understand what is happening. Example: She gave in after arguing for hours. (means she finally agreed or surrendered)

4. Phrasal verbs are useful when writing narratives, dialogues, or essays because they make your writing sound more natural and real. They help to show emotions, actions, and conversations in a way that readers can easily understand.

Example:

Ama was getting ready for school when she realised her school bag had fallen apart.

She quickly came up with a plan to borrow one from her cousin. At school, the teacher called off the morning test because many students had not arrived. During break time, Ama and her friends talked about their weekend plans. Later that day, she ran into her old classmate, Kofi, who had got over a long illness. They had a quick chat before she headed back to class. When she got home, she looked forward to resting after a long day.

Note that in some instances, the elements of a phrasal verb can be separated by the object (especially in simple phrasal verbs). Examples

1. She turned off the fan.

She turned the fan off.

2. Please put down the book.

Please put the book down.

3. He picked up the phone.

He picked the phone up.

Activity 11.1 Exploring Components of Phrasal Verbs in Context In groups of three, read the paragraph below and perform the activities that follow with your group members.

Last week, Samira and her classmates were given a group project in their social studies class. They had to come up with a creative idea for a school campaign that would address a social issue affecting teenagers. After thinking for a while, Kwame looked into how other schools had carried out similar projects, gathering useful ideas online.

Jemima was shy at first, but she decided to stand up to her fear of public speaking and took on the role of presenter. The group really looked up to her for showing courage and leadership. During their meetings, they ran into a few disagreements, but they were able to work them out through honest discussions. On the final day, they supported one another and looked out for each other to ensure everything went smoothly. The presentation went well, and their campaign idea really took off, gaining attention from both teachers and students. After the event, their teacher pointed out how well they had worked as a team and encouraged them to keep up with their efforts.

a. Write down all phrasal verbs in the passage.

b. For each phrasal verb you find, complete the table below by doing the following:

i. Identify its components

ii. Explain its meaning in your own words, based on how it is used in the text.

c. Share your group work with other groups to review and correct the meanings of the phrasal verbs.

Table for Group Responses

One example has been provided to guide you.

Phrasal verb Components Meaning in the text Come up with Verb + Adverb + Preposition think of or create an idea

Activity 11.2 Identifying, Explaining, and Using Phrasal Verbs

Read the paragraph below and perform the activities that follow with your gender group members Kofi woke up feeling unwell, so his sister, Regina, advised him to check in at the local clinic. When he got there, the nurse asked him to fill out a form. While waiting, he ran into his old classmate, James, who had also come for a check-up. They caught up with each other and talked about life after school. Soon, Kofi was called in to see the doctor, who carefully looked into his complaints. After a quick examination, the doctor advised him to cut down on junk food and take up some light exercise. Feeling better after the visit, Kofi promised to stick to the advice and show up for a follow-up appointment the next week.

a. Identify and write down all the phrasal verbs in the text above.

b. Explain what each phrasal verb means in your own words.

c. Choose any three of the phrasal verbs and use them in new, meaningful sentences.

d. Write a short paragraph that includes at least four of the phrasal verbs you found.

e. Share your group work with other groups to confirm and correct meanings of the phrasal verbs.

Activity 11.3 Understanding Complex Phrasal Verbs

In your groups, complete the following:

1. List at least five complex phrasal verbs.

2. For each phrasal verb:

a. Identify its components

b. Write a sentence using each phrasal verb in context.

3. Choose any four of the phrasal verbs and write a short paragraph (6–7 lines) using them correctly. Underline the phrasal verbs in the paragraph.

4. Share your work with other group members for feedback.

This section focuses on helping learners understand and use idiomatic expressions.

They are groups of words whose meanings are different from the individual words.

Idioms make language more vivid and expressive; they reflect how English is used in real-life communication. In this section, learners will explore the structure, meaning, and usage of common idioms through short stories, dialogues and group discussions.

By identifying idioms in context and using them in role-play activities, learners will improve their ability to express feelings, ideas and situations naturally and engagingly.

The section builds on earlier knowledge and prepares learners for further practice in Section 14 of Year 2, where idiomatic expressions are revisited for deeper understanding.

Learners are encouraged to avoid literal interpretations, pay attention to context, and use idioms meaningfully in writing and speaking.

KEY IDEAS

• An idiom is a type of figurative expression made up of two or more words whose meaning cannot be understood from the individual meanings of the words.

• Idiomatic Expression: is a broader term that includes idioms and other expressions that are peculiar to a language and have meanings that are not strictly literal.

An idiomatic expression is a group of words that has a special meaning different from the ordinary meaning of each word. You cannot understand an idiom just by knowing the words in it; you have to know what the whole expression means in everyday use.

We can also say that Idioms are expressions whose real meaning is hidden behind the literal words.

Example: Kick the bucket Literal meaning: To actually kick a bucket Real meaning: To die Structure and Form of Idioms Idioms have fixed forms, and we don’t change the words in them. They may come from metaphors, similes or other figurative expressions. Even though they may follow normal grammar rules, they are not always easy to guess.

Table 12.1: Examples of idiom structure and their meaning Structure Type Example Idiom Meaning Verb + object/complement Throw in the towel To give up or admit defeat Verb + preposition + noun Look after the pennies Be careful with a small amount of money Prepositional phrase On cloud nine Extremely happy Simile As busy as a bee Good things can come out of a bad situation Some reasons why we use idioms in our communication

1. Speak and write more imaginatively and interestingly.

2. Express feelings, opinions, or situations more clearly.

3. Reflect cultural knowledge and local wisdom.

4. Add flavour and style to everyday communication.

Tips to guide you in using Best Idioms appropriately

1. Make sure the idiom fits the topic or situation.

2. Avoid translating idioms from your local language into English.

3. Only use idioms you understand well, so you don’t misuse them.

Table 12.2: Common Idioms and Their Meanings

Idiom Meaning Example sentence Spill the beans Reveal a secret Yaa spilt the beans about the class surprise Pull someone’s leg Joke or tease someone Don’t worry, I’m just pulling your leg.

Get cold feet Become too nervous to do something He got cold feet before his speech and didn’t go on stage.

Put all your eggs in one basket Depend entirely on one plan or idea Don’t put all your eggs in one basket; apply to more schools.

Hit the books Start studying seriously I need to hit the books tonight Jump on the bandwagon Join others in doing something popular Many students jumped on the bandwagon to learn coding.

Cry over spilt milk Waste time being upset about something already done It’s no use crying over spilt milk;

just rewrite the essay.

Beat around the bush Avoid saying something directly Stop beating around the bush and say what you mean.

Throw someone under the bus Blame someone else to protect yourself He threw his teammate under the bus during the investigation.

Go the extra mile Put in extra effort She always goes the extra mile to help her classmates

Activity 12.1 Identifying Idiomatic Expressions In Short Paragraphs

Read the paragraph below and perform the activities that follow with your group members.

At the start of the term, our teacher gave us a group project that was supposed to be a piece of cake. But from the get-go, things started going downhill. Kwame, who was supposed to lead, suddenly went silent. Anytime we called, he gave excuses and eventually threw in the towel. Kofi, on the other hand, was eager to take the bull by the horns, even though he was already swamped with other assignments.

As the deadline drew closer, tension began to rise. Sandra, always calm under pressure, told us not to make a mountain out of a molehill and encouraged us to get our act together. We burned the midnight oil for days. Finally, on the submission day, we handed in our work, and to our surprise, the teacher said we had hit the nail on the head. It turned out better than we expected.

Looking back, I realise that every cloud has a silver lining. We not only passed the test, but we also learned the value of teamwork, perseverance, and not judging a book by its cover, especially with Kofi, who turned out to be the backbone of the group.

a. In pairs, underline the idioms in the passage.

b. Discuss in your group the meaning of all the idiomatic expressions identified based on context clues.

c. Share your group work with other groups to confirm and correct the meanings of the idiomatic expressions.

Activity 12.2 Using Idiomatic Expressions Appropriately To Convey

Specific Meaning

In pairs, role-play the driver and passenger scenario using idiomatic expressions.

Finally, it is important to remember that you should not overuse such phrases, as the overall effect becomes silly if too many are used together. Such idioms, sparingly used, allow empathy to build with your listener; overuse reminds the listener that these idioms have simply become clichés.

This section will focus on transforming direct speech into indirect speech and vice versa, essential skills for effective communication. You will explore how to report spoken words accurately, either by quoting them directly or rephrasing them to reflect the speaker’s intent. We will give special attention to changes in pronouns, verb tenses, punctuation, and time expressions during the transformation process. You will engage in a variety of practical exercises, including dialogues, sentence conversions, and short writing tasks, to reinforce these concepts. By the end of the week, you are expected to confidently identify and apply the rules governing reported speech. This will not only strengthen your grammar and writing skills but also enhance your ability to interpret and convey information clearly in both spoken and written forms. Mastery of this topic will prepare you for more advanced language tasks and real-life communication situations.

KEY IDEAS

• Direct Speech: It refers to the exact words spoken by someone. These words are placed inside quotation marks (“…”) and are not changed in any way.

• Indirect Speech: It is also known as reported speech and tells what someone said without ‘directly’ quoting their exact words.

• Quotation Marks (“…”): Quotation marks are punctuation marks used to enclose the exact words spoken by someone in direct speech.

• Reported Clause: This is the part of the sentence that contains the message or what the speaker said. It usually comes after the reporting verb and may begin with that, if, or a question word.

• Reporting Clause: The part of a sentence that introduces the reported speech. It tells us who spoke and often includes a reporting verb.

It is essential in English to make use of Direct and Indirect Speech. In newspapers and magazines, as well as in long narratives and in short stories, quoting the exact words used by a speaker (Direct Speech) adds immediacy to the writing. Indirect Speech is used when the precise words are not so important and often provides a summary of what has been said.

Direct Speech

Direct speech refers to the exact words spoken by a person or character. These words are repeated word for word and are placed inside quotation marks (“…”). There are no changes or interpretations, and what the speaker said is recorded just as it was spoken.

Direct speech brings writing to life. It allows the reader to hear the voice of the speaker and to experience the emotion, tone, and mood of the conversation. It is commonly used in stories, plays, essays, and real-life conversations.

Ways of Writing Direct Speech

1. The reporting clause comes first.

Reporting clause + exact words of the speaker

Example: Samuel said, “I’m going to the farm.”

reporting clause speaker’s exact words

2. Quoted speech comes first Exact words of the speaker + reporting clause.

Example: “I’m going to the farm,” Samuel said.

speaker’s exact words reporting clause Examples of Direct Speech

a. “We must study hard for the exam,” the headmaster advised.

b. Ama asked, “Did you see the rainbow?”

c. “Stop that noise!” Mother shouted.

d. He said, “I don’t understand the question.”

e. “I will join the choir,” Afua said happily.

f. Florence shouted, “There is no water in the tank.”

g. Ama said, “I’m going to the market after school.”

h. “Can you help me with my bag?” Kojo asked.

Indirect Speech

Indirect speech means reporting what a speaker has said without using quotation marks. It does not report the exact words of the speaker, but the intention is retained.

In indirect speech, the sentence is often changed to fit into the speaker’s perspective, usually changing tenses, pronouns, and time expressions, but the intent remains the same. Indirect speech is also known as reported speech. The structure of indirect speech is: [reporting clause] + that (could be omitted) + [reported clause (without quotation marks)]. Example: Samuel said that he was going to the farm.

Key Features of Indirect Speech

1. No quotation marks are used.

2. The tense of the verb in the reported speech often changes from present to past.

3. The word “that” is often used to connect the reporting clause and the reported clause, but it can sometimes be omitted.

4. The pronoun also changes sometimes. Example: “I” (first person) could change to “he/ she” (third person) because we are reporting what the speaker (Samuel) said.

5. Time expressions like today, tomorrow, here and now may also change (sometimes) to that day, the next day, there and then, respectively.

Examples

a. Direct: Kwame said, “I am tired.”

Indirect: Kwame said that he was tired.

b. Direct: “We are going to the beach,” they said.

Indirect: They said they were going to the beach.

c. Direct: She said, “I have finished my homework.”

Indirect: She said that she had finished her homework.

d. Direct: John said, “My sister likes mangoes.”

Indirect: John said that his sister liked mangoes.

Basic Principles for Changing Direct Speech into Indirect Speech and vice versa-Direct Speech into Indirect Speech

1. Remove quotation marks and use ‘that’, ‘if’, or ‘whether’ In indirect speech, quotation marks are not used. Instead, words like “that” (for statements) and “if” or “whether” (for yes/no questions) are used after the reporting verb.

Examples

a. Direct: Abena said, “I am tired.”

Indirect: Abena said that she was worn out.

b. Direct: Yaw asked, “Are you coming?”

Indirect: Yaw asked if I was coming.

2. Change the pronouns: Pronouns in the reported speech must match the speaker, listener, and context.

Examples

a. Direct: Kumah said, “I love mathematics.”

Indirect: Kumah said he loved mathematics.

b. Direct: Afia said to me, “You must try harder.”

Indirect: Afia told me I must try harder.

3. Change the verb tense: Change the verb tense of the quoted speech into the past tense or from simple past to past perfect.

Direct Speech (Tense) Indirect Speech

a. am / is → was “I am happy.” → He said he was happy.

b. are → were “We are late.” → She said they were late.

c. was / were → had been “I was there.” → He said he had been there.

d. will → would “I will go.” → She said she would go.

e. can → could “I can swim.” → He said he could swim.

Examples Direct: “We are late,” she said. b Direct: “I finished the task,” he said.

Indirect: She said they were late. Indirect: He said he had finished the task.

4. Time and place words in direct speech usually change in indirect speech: Some words must be changed to fit the new context in indirect speech.

a. Direct Speech Indirect Speech

b. today → that day

c. tomorrow → the next day / following day

d. yesterday → the previous day / the day before

e. now → then

f. here → there

g. this → that

h. next week → the following week Examples Direct: Kwabena replied, “My mother will work tomorrow.”

Indirect: He replied that his mother would work the next day.

5. Use the right reporting verbs: Common reporting verbs include said, told, asked, replied, explained, warned, advised, etc.

Examples He said that he was hungry.

He told me that he was hungry.

Indirect Speech into Direct Speech

1. In direct speech, the exact words of the speaker are enclosed in quotation marks (“…”), and the first word inside the quotation must start with a capital letter.

Example

Indirect: She said that she was tired.

Direct: She said, “I am tired.”

2. Change verb tenses to reflect the speaker’s original words.

That means;

a. Past tense → Present tense

b. Past perfect → Past simple

c. Would → Will

d. Could → Can Examples

a. Indirect: He said that he was polite.

Direct: He said, “I am polite.”

b. Indirect: Ama said she had finished her homework.

Direct: Ama said, “I finished my homework.”

c. Indirect: She said she would come later.

Direct: She said, “I will come later.”

3. Change pronouns to reflect who originally said the words, and whom they were talking to.

Examples

a. Indirect: Kabutey said that he loved fruits.

Direct: Kabutey said, “I love fruits.”

b. Indirect: They said that I should study hard.

Direct: They said, “You should study hard.”

c. Indirect: She said that her mother was a nurse.

Direct: She said, “My mother is a nurse.”

Let's do some activities to assess our understanding of direct and indirect speech

Activity 15.1 Identifying Direct and Indirect Speech

1. In groups of three, read each sentence below carefully.

a. Ama said, “I will join the choir after school.”

b. Kwaku mentioned that he had lost his backpack.

c. “Are you ready for the test?” the teacher asked.

d. They told us that they were moving to a new house.

e. She said, “My brother plays football every weekend.”

f. “Please close the window,” the boy requested.

g. The principal announced that there would be a staff meeting.

h. He asked me if I had finished my homework.

i. “This is the best movie I’ve ever seen!” Sarah exclaimed.

j. The doctor said that I should take the medicine twice a day.

2. Decide whether each sentence is written in direct speech or indirect speech.

3. Write down your answers in your exercise books.

4. When you are done, share your work with another group and give each other feedback on your answers.

Activity 15.2 Distinguishing Between Direct and Indirect Speech

1. Using your group from Activity 15.1, read each sentence below carefully.

Dorcas said, “I will visit my brother this weekend.”

a. She told us that she had finished her project.

b. “Where are you going?” Nana Adusei asked.

c. The teacher said that we must revise for the test.

d. “Don’t touch that wire!” the electrician warned.

e. Nana Appiah mentioned that his brother was studying in America.

f. “This soup tastes amazing,” Father said.

g. They explained that the lights had gone off at midnight.

h. “We are ready to present,” the group leader announced.

i. My sister said that she would call me later.

2. For every sentence:

a. Identify whether it is written in direct speech or indirect speech.

b. Write your answer clearly, stating “direct speech” or “indirect speech”.

c. Briefly explain how you arrived at your answer.

d. Share your answers with another group for feedback.

Activity 15.3 Speech Conversion Drill

1. In groups of four, use the dialogue provided to practise changing speech forms.

For each line of dialogue:

a. Identify whether the sentence is in direct speech or indirect speech.

b. Convert the sentence to the opposite form (direct to indirect or indirect to direct).

c. Discuss the changes you made. What did you change in terms of pronouns, verb tenses, time expressions, or word order?

d. Share one of your examples with the class and explain the rule you applied during the conversion.

2. Dialogue for Speech Conversion Drill (Characters: Teacher, Antwiwaa, Mohammed and Esi) Teacher: “You must submit your homework by tomorrow.”

Antwiwaa: The teacher said that we must submit our homework by tomorrow.

Mohammed: “I forgot my homework at home.”

Esi: Mohammed said that he had forgotten his homework at home.

Antwiwaa: “Did you tell the teacher the truth?”

Mohammed: Antwiwaa asked if I had told the teacher the truth.

Esi: The teacher told us not to panic about the deadline.

Teacher: “Don’t panic about the deadline.”

Mohammed: The teacher asked who was absent yesterday.

Teacher: “Who was absent yesterday?”

Activity 15.4 Exploring Speech Through Role-Play

1. In groups of four, read the following journalistic excerpt and literary excerpt.

Title: Minister of Education Engages Students Ahead of Exams The Minister for Education, Hon Haruna Iddrisu, paid a surprise visit to Mfantsipim School, where he addressed final-year students preparing for the upcoming West African Senior School Certificate Examination (WASSCE). During the visit, he encouraged the students, saying, “You have worked hard, and I believe you are ready. Don’t let fear take away your confidence.” He continued, “Discipline and preparation are the keys to success. Make your school proud.”

A student asked the Minister what the government was doing to improve science laboratories in schools. In response, he said, “We are investing in modern science equipment and training teachers to support practical learning. Very soon, every school will have a standard lab.”

Later, during a press briefing, the Minister added that the Ministry was collaborating with the Ghana Education Service (GES) to monitor academic performance in public schools. He stated that students’ feedback would be considered in planning future interventions. “This is not just about passing exams,” he said. “We are preparing leaders, innovators, and change-makers.”

The headmaster of the school, Very Rev. Ebenezer K. Aidoo, thanked the Minister for his visit and remarked that it had lifted the students’ spirits. She said that the school would continue to uphold academic excellence and discipline

2. In your group, do the following tasks.

a. Assign roles (Minister, student, headmaster, and journalist)

b. Perform a role-play where one person presents the direct speech (as in a news interview or dialogue), and another person reports it using indirect speech.

c. Identify at least three instances of direct speech in each passage.

d. Convert them into indirect speech, observing correct changes in pronouns, tenses, and time expressions.

e. Discuss the changes you made (verb tense, pronouns, time expressions).

f. Present your role-play to the class for feedback, demonstrating both direct and indirect versions.

Activity 15.5 Practise Indirect Speech in Pairs

1. Work in pairs and take turns asking and responding to the dialogue prompts provided.

a. One partner should read the direct speech aloud, and the other should respond by converting it into indirect/reported speech.

b. Switch roles after each sentence to ensure both partners practise reporting speech.

c. After each round, discuss with your partner what changes you made and why (e.g., pronouns, verb tense, time expressions).

d. Support each other with constructive feedback and help clarify any mistakes or misunderstandings.

Partner A (Direct Speech)

Partner B (Indirect Speech)

i. Direct: Mavis Karikari said, “I will help you with your homework after school.”

ii. Direct: Raymond asked, “Are you coming to the party tonight?”

iii. Direct: Madam Amanda Owusu said, “You must submit the assignment tomorrow.”

iv. Direct: Ali said, “I am reading a new book.”

v. Direct: Mother said, “Don’t forget to lock the door.”

vi. Direct: “I am going to the market,” said Esi.

vii. Direct: “We watched the movie last night,” they said.

viii. Direct: “Do you know the answer?” the teacher asked.