Competency Based Learning Final

8/11/2019 Competency Based Learning Final

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COMPETENCY BASED LEARNING

MATERIAL

ACCENT, CONVERSATION, GRAMMAR

Sector: INFORMATION AND

COMMUNICATION TECHNOLOGY

Unit of Competency: Provide Intensive English Proficiency

Module Title: Providing Intensive English

Proficiency

JEL LEARNING CENTER

16B Friendship St. Doa VicentaVill.Davao City


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Document No.JLC-FO2-0301

Issued by:

JEL Page 1 of 70Developed by:

Erwin B. DagatanRevision # 01

DAILY TRAINING REQUIRED ELEMENTS

TASK FOR

THE DAY

PREPARE

TO SPEAK

LEARNING

GRAMMAR

FUNCTIONS

APPLY THE

SKILLS

ASSESSMENT

THE

OBJECTIVES


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COURSE TITLE : 2 MONTHS INTENSIVE COURSE FOR ENGLISH PROFIENCY (ICEP)NOMINAL DURATION : 264 Hours

QUALIFICATION LEVEL : NC II

COURSE DESCRIPTION :

This course is designed to enhance the knowledge and skills of a trainee/student on core

competencies in English Language such as; Receiving and giving information with grammar

and long conversation focus,making the conversation going with long-turn and question

analysis focus,offering learning outcome with long conversation focus,onversation warm-

up, long-turn, !udgment, and opinion making with grammar focus"

#t also includes $asic competencies such as; %naly&e communication process communicates

and Listen actively, use communication cues, carry on a conversation from $eginning to end

using appropriate e'pressions, identify and e'plain using appropriate communication tools to

get desired information" ommunicate electronically in (riting"promotingenvironmental

protection and gender and development awareness through proper communication"

COURSE OUTCOMES:

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)pon completion of the course, the trainees/students must $e a$le to*

%naly&e communication process

ommunicate and listen actively

)se communication cues

ommunicate electronically in writing

#dentify and e'plain the grammar rules

COURSE STRUCTUREUNIT OF

COMPETENCYMODULE TITLE LEARNING OUTCOME

NO OF

HOURS

!ASIC+" %naly&e

communicationprocess

+"+ %naly&ingommunicationrocess

+"+"+ $tain and conveyinformation effectively

+"+"+"+ )sage of Englishgrammar andvoca$ulary isdefined clearly tohave effectivecommunicationskills

+"+"+". ommunicationpathway availa$leis identified inaccordance withEnglish Languagestandards"

+"+"+" Elements ofcommunication ineach pathway areidentified"

+"+"+"0 1arriers tocommunication inappropriate

situation areidentified"

+"+"+"2 3trategies to reduce$arriers to theunderstanding of4rammar Rules,Englishcommunication andusage of the part of3peech are

+55

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adopted"+"+"+"6 7orms of

communication aredistinguished"

+"+"+"8 Role of

communication inproviding goodreadingcomprehension areprovided

+"+"+"9 :ariedcommunicationissues in learningEnglish Languageare identified andrecogni&ed"

+"+". omplete relevantwork /assessmentrelated to given task

+"+" articipate inworkplace meeting anddiscussion using learnedskills, in grammar,voca$ulary, speaking,reading and writing

. ommunicates andListen %ctively

."+ ommunicating and (orking in

a team discussion

."+"+ ommunicate andidentify team role and

responsi$ility in a teamdiscussion /activities

.0

)se communicationues

"+ )singommunicationcues in makingeffectivecommunicationdelivery

"+"+ ommunicateseffectively and deliversidea clearly .0

0 arry on a conversationfrom $eginning toend usingappropriatee'pressions

0"+ arryingconversation fromthe $eginning toend in any situationusing appropriatee'pressions

0"+"+ arries effectiveconversation in anyplace and situation .0

2" ommunicate

electronically in

(riting

2"+ eveloping Effectivecommunicationthrough writing

2"+"+ ommunicates effectively

through (riting.0

6" romoting

environmental

6"+ $serving workplacehygiene procedures

6"+"+ ractice personalgrooming and hygieneractice safe and

.0

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protection and

gender and

development

awareness through

proper

communication

hygienic handling,

storage and disposal of

food, $everage and

materials


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grammar andvoca$ulary

"ommunicate

written or

Electronically in

writing

"+ 3tandard (riting

rocedure

"+"+ )se 3tandard in writing

written ommunication.0

COURSE DELIVERY:

1. Trainee Entry Requirement

At least hih s!h""l #a$%ate

&' ( )) *ea#s "l$

Assesse$ at e+e Le,el - "# e.%i,ale/t

2. Methodoo!y

Le!t%#e0$is!%ssi"/

P#a!ti!al e1e#!ises

Si2%lati"/

". Re#our$e#:

E%UI&ME'T ahoo


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H%5 ( 67 3"#tB"/$ 3a3e#

Fa1 2a!hi/eV"i!e sa23li/

V"i!e #e!"#$e#

PC Vi$e" !a2e#a

8hite5"a#$

C"/ta!t !lea/e#

" QUALIFICATION OF INSTRUCTOR:

TRAINERS QUALIFICATION (TQ II)


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MODULE O( I'STRUCTIO'

MODULE TITLE 9 )nay*in! Communi$ation &ro$e##

MODULE DESCRIPTOR * This module covers the knowledge, skills, attitudes

and values needed to; analy&e communication process, communicate and listen

actively, )se communication cues and communicate electronically in writing"

NOMINAL DURATION * .0 hrs"

CERTIFICATE LEVEL * = ##

SUMMARY OF LEARNING OUTCOMES*

)pon completion of the module the trainees/students should $e a$le to*

LO&: A/al*;e !"22%/i!ati"/ 3#"!ess

LO6: C"22%/i!ate a/$ liste/ a!ti,el*

LO-: Use !"22%/i!ati"/ !%es

LO+: C"22%/i!ate ele!t#"/i!all* i/ 4#iti/:

LO# ANALY$E COMMUNICATION PROCESS

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%33E33


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MODULE CONTENT

MODULE DESCRIPTOR:

This module covers the knowledge, skills and attitudes in Learning

American Accent focus on T and Th services. It details the requirements

for handling guest in daily communicative activities like during arrivals and

departures, handling non English speaker for their queries and responding

to request for hotel reservation and other legal documentation assistance

Nominal Duration: 24 hours

1. Scope:

Students at this point will be able to learn the American accent rules but

will heavily focus on T and Th sound. Throughout the course of Session 1,

the teacher will be highly sensitive to the application of these sounds. On

other areas, students will learn the proper way of introducing others as well

as be able to correctly use verbs. In addition, it is but proper that they learn

how to appropriately use expressions in conversation where they are

expected to last for 15 minutes using three different stages, namely: warm

up, long turn, and cross examination. At this stage, students will be able to

learn how to quickly analyze a sentence and answer it according to its

nature. They will learn how to predict, create opinion, judge or combine

these elements and come up as a good conversationalist.

2. Strategies and approaches for this session:

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2.1 Discussion

2.2 Audio-visual for listening and speaking

2.3 Dyad, Triad, group

2.4 Simulation

2.5. Assessment

2.6. Memorization

2.7 Research/Take home task

2.8 Demonstration/Reporting

3. Tasks

1.1. Speak using correct T and Th sounds

4. OBJECTIVES

1.To introduce the correct T and Th sounds

2.)se of English grammar and voca$ulary is defined clearly to have

effective communication skills

3.ommunication pathway availa$le is identified in accordance with

English Language standards"

4.Elements of communication in each pathway are identified"

5.1arriers to communication in appropriate situation are identified"

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6.3trategies to reduce $arriers to the understanding of 4rammar

Rules, English communication and usage of the part of 3peech are

adopted"

7.7orms of communication are distinguished"

8.Role of communication in providing good reading comprehension

are provided

9.:aried communication issues in learning English Language are

identified and recogni&ed"

10. omplete relevant work /assessment related to given task

11. articipate in workplace meeting and discussion using learned

skills, in grammar ,voca$ulary, speaking, reading and writing

4. PREPARE TO SPEAK

4.1 Accent: The Th

(Play CD cf. CD#6)

Target:

The Th

Title: The Thessalonians

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The Thessalonians believers thank the Lord for thousands of people

thriving in their amphitheatre every Thursday at three. This must be due to

thematic theme about theism and hypothetical theory of Gods theocratical

throne which was made through thunderous preaching which thrilled the

throng especially Thomas and Thutmose of Thurgau. For three months every

Thursday, through persistent thrusting of effort and thundering voice, the

Thessalonians believers of Thurgau thought of the unthinkable by even

throwing themselves on the

floor of ice thaw.

1.1 Practice Link

www.youtube.com/watch?v=LwGQy9q2cH8

1.2 Worksheets for Students Assessment Speaking Activity

4. 2. Introduce others correctly

4.2.1 Introduction

2.1 To introduce oneself and others using formal or informal expressions

2.2 To carry on a conversation from beginning to end using appropriate

Expressions

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It is your orientation day as newly enrollees /the trainer instructed

you tointroduce yourselves to each other for the first 1 hour. The trainer

divided you into groups. How would you introduce yourselves to each other?

-Now that you know each other,your task is to introduce your new

acquaintance to members of the other group

-How are you going to do it?

-How do you keep the conversation going?

-How do you end it?

C.Dialogue:

Introducing oneself/someone .Here pay attention to the speakers natural

way of communicating with each other

JIM:Excuse me, is anybody sitting here?

SHIELA:I dont think so. Have a seat.

JIM:Thank you. By the way, Im Jim. Im a CSR and I belong to Canadian

Immigration Consultancy

SHIELA:Im Sheila from ProdataNet account. Pleased to meet you.

JIM:Pleased to meet you, too.

SHIELA:Oh, thats my friend. Lucy over here!

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LUCY:Hi Sheila. How are you?

SHIELA:Im fine. Thank you, and you?

LUCY:Im fin too.

SHIELA:Why dont you sit here and meet a new friend. Lucy, this is Jim.

We all have different accounts because I represent CANU Intl English

Language for its IELTS. I just hope well all be in the same unit.

JIM &LUCY: Lets keep our fingers crossed.

SHIELA:Umm, the trainer is here. We better keep quiet now

4.2.2. Practice Link

444:*"%t%5e:!"204at!h?,@L4GQ*=.6!H'

4.2.3. Worksheets for Students Assessment Speaking Activity

Analysis:Recall your own dialogue in the introductions and the sample

dialogue above. Identify familiar expressions you used and the ones used in

this text. When are the expressions used? How are they used?

Expression used Function/s

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http://www.youtube.com/watch?v=LwGQy9q2cH8http://www.youtube.com/watch?v=LwGQy9q2cH8


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1.2. Use formal and informal expressions

Now look at the following expressions

Introducing of oneself

A.FORMAL

-Allow me to introduce myself. My

names___________________________________

-Im... (+ information)

-May I introduce myself? My names _______________________________________

-Im...(+ information)

B.INFORMAL

-Hello. Im ____________________________________________________________

-Hello. My names ______________________________________________________

Note: When introducing yourself to someone, you often need to give not only

your name, but also other relevant details about yourself or the situation

you presently are having. The same is true when introducing someone to

others

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Introducing Other

EXPRESSIONS ADDITIONAL INFORMATION

%"7ormal

Di" #Cd like you to meet """"

4ood morning"


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A. FORMAL

How do you do?

B.INFORMAL

Hello. Nice to meet you

Hi

How do you do? Im fine/Im doing well.

How do you do? I

m very pleased/delighted to meet you

Its very nice to meet you, too.

Good to meet you.

Its very nice to meet you.

Nice/Good to meet you.

Nice to have you with us.

Pleased to meet you.

Note: when you meet people for the first time on a personal or business

basis, its usual to shake hands. This is when the greeting How do you do?

is appropriate, but it is only used for the first time.Other rules in

introducing others.

Younger to older

introduce the younger person to older person.

Example: Father,this is my friend, Annie. Annie, this is my father.

Male to female

introduce man to woman or boy to a girl.

Example: Ella, meet my friend, John.

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Lower rank to superior

Example: Sir Sam Jin , this is our new student, Mitch.

Any order

same rank, gender, age. When you introduce people of the same rank,

gender, or age, it doesnt matter whose name comes first.

Pre-closing the conversation

A. FORMALThanks for your time.

Thanks a lot for the information.

I really should be leaving.

No problem.

Welcome. Its been nice talking to

you.Sure. No problem. I have to get

going too.

B.INFORMAL

I have to run...

I must be going...

I have to rush off...

OK. See you again.

OK. Great talking to you.

Same here.

Same here"

Closing Conversation

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EXPRESSION POSSIBLE RESPONSE

AFor%&'

Talk to you later

Thank you for your time.Youre welcome.

My pleasure.

B.INFORMAL

Informal

See you later.

Until next time...

Youre welcome.

My pleasure.

B.

Informal

See you later.

Until next time...

Bye.

Ok. Bye

Practice: Prepare a role play based on the following situations.

You want to introduce:

Your new acquaintance to your boss

A male friend to a female friend

For Accent Theory: Get your Training Kit for accent and try to know

the rules for

American/British accent

For Accent Practice: Get your Training Kit for accent and try to apply the

rules for American/British accent

1.3. Speak using warm- up, long-turn, and cross examination with

sentence analysis

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1.4.1. APPLY THE RULES IN YOUR SKILLS

A.Simulation/role play

After another orientation, the newly- hired agents and their

trainers held a welcome party for all departments. Introduce

yourselves to the others and introduce your new friends and trainers

to your new acquaintances. Practice using the appropriate strategy for

introducing yourselves and others, for keeping the conversation going.

Be conscious too of your vowel and consonant sounds.

Introducing oneself:Beginning-sustaining the conversation-pre-closing-

closing

Sample dialogue:

Listen to the conversation among the call center staff. Pay attention to

expressions

used and the spontaneous way of introducing oneself to another person.

Then practice the dialogue with a partner.

A:Hello.Im Anne. Im the new secretary.

B: Pleased to meet you, Anne. Im Jerry and work as a clerk at the

Accounting Office.

A: Small world. Ill work for Mr. Davis. Hes the Chief Accountant, right? By

the way, how long have you been working here?

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B: Not long enough. Ive been here for a month. So just like you. Im also a

Newcomer.

A: But not as a neophyte as I am. Oh, I think your workstation is next to

mine. Im glad you sit next to my place so youre within reach if I have

some questions

B: Yeah. Feel free to ask me anytime.

Role

-play presentation

Given the situation above, create your own situation in introducing

and greetings that are applicable and relevant to gatherings or interactions

in your unit.

Warm up: 5 Minutes

1.4. Role- play using a conversation

M*&+' ,or-&.

3ep +. .5+0

#ntro

(henever people think a$out professional $asket$all, one name likely comes to

mind*


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=ike decided to sell the shoe pu$licly, naming it the B%ir AordanF in honor of


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%ary" (eriously$

!afael" )h, yeah.

%ary" )h, wow.

!afael" Air Jordans or no Air Jordans, I can dun# in my sleep.

%ary" Im going to have to go buy a pair of Air Jordans and see if I can #eep upwith you

then.

!afael" I recommendit.

1.5. . Speak well nursing correct accent rules

Di#$u##ion

!afael and %ary are discussing *ichael Jordan, the greatest bas#etball player of all

time. %ary is ama+ed that he is still popular, even though he stopped playing bas#etball many

years ago. ven more ama+ing is the fact that the &i#e shoe, the Air Jordan, is still popular,

tooAir Jordans are supposed to help people be able to -ump higher and dun#, li#e *ichael

Jordan, so !afael as#s %ary if he can dun#. %ary cant, but !afael can. In order to #eep up

with his friend, %ary thin#s he should buy a pair of Air Jordans. If he wears them, maybe

hell be able to -ump high enough to dun# a bas#etball.Is *ichael Jordan still popular where

you live$ o you thin# Air Jordans can help people -ump higher$

/arm up 0minutes

1.6.Corr+0 us&/+ o1 0*+ &r0 o1 S++*

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http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2716671%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%278094%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%278094%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2717975%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2716671%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2716671%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%278094%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2717975%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2716671%27,%20%27400%27,%20%27400%27);


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1.6.1. Sentence Pattern

There are fve basic patterns around which most English

sentences are built.* They are as ollows

S-V (ub-ect1Verb John sleeps.

Jill is eating.

Jac# will arrive ne2t wee#.

S-V-O (ub-ect1Verb1)b-ect I li#e rice.

(he loves her -ob.

3e4s eating an orange.

S-V-Adj (ub-ect1Verb1Ad-ective 3e is funny.

The wor#ers are la+y.

5aren seems angry.

S-V-Adv (ub-ect1Verb1Adverb Jim is here.

6lowers are everywhere.

&o one was there.

S-V-N (ub-ect1Verb1&oun (he is my mom.

The men are doctors.

*r. Jones is the teacher.

At the heart of every nglish sentence is the (ub-ect1Verb relationship. )ther elements can be

added to ma#e a sentence more interesting, but they are not essential to its formation.

1.6.1.1. The ollowing sentences are e!amples o the S"

# pattern.

(he sleeps. 7ore sentence

(he sleeps soundly. An adverb is added to describe how she sleeps.

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(he sleeps on the sofa. A prepositional phrase is added to tell where she sleeps.

(he sleeps every afternoon. A time e2pression is added to tell when she sleeps.

(he is sleeping right now.

Verb tense is changed, but (1V relationship remains the

same.

*ary will sleep later. (ub-ect is named and another tense is used.

The dogs are sleeping in the garage. &ew sub-ect may re8uire a different form of the verb.

Note: Any action verb can be used with this sentence pattern.

1.6.1.$. The ollowing sentences are e!amples o the S"

#"% pattern.

They li#e rice. 7ore sentence

The people li#e rice. (pecific sub-ect

The friendly people li#e rice. (ub-ect modified with an ad-ective

The people in the restaurant li#e

rice.

(ub-ect modified with an ad-ective

The people li#e boiled rice. )b-ect modified with an ad-ective

The people li#e hot, white rice. )b-ect modified with more than one ad-ective

Note:)nly transitive action verbs can be used with this sentence pattern.

1.6.1.&. The ollowing sentences are e!amples o the S"

#"'d( pattern.

3e is fine. Basic sentence with 9be9 verb

3e seems happy. Basic sentence with another lin#ing verb

Jordan is tall, dar# and handsome. (eries of ad-ectives

3e appears very comfortable. Adverb or intensifier added

%eorge became sic# last night. ifferent tense and lin#ing verb

Note:)nly lin#ing verbs can be used with this sentence pattern.

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1.6.1.). The ollowing sentences are e!amples o the S"

#"'dv pattern.

The teacher is here. Basic sentence

The teacher is over there. :sing an adverb phrase

Teachers are everywhere. ;lural noun and verb used

The teachers are in the lobby. ;repositional phrase functioning as adverb


1.6.1.. The ollowing sentences are e!amples o the S"

#"+ pattern.

The man is a doctor. Basic sentence

The women are doctors. :sing plural noun and verb

*y father is a nice guy. *odified sub-ect and complement

*y grandparents are senior citi+ens. *odified plural sub-ect and complement



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There are nine +art# o, #+ee$h. They are arti$e#- noun#-

+ronoun#- ade$ti/e#- /er0#- ad/er0#- $onun$tion#-

+re+o#ition#- andintere$tion#. ) ord o, $aution-

hoe/er- a ord $an 0e more than one +art o, #+ee$h.

You $an nd out more in,ormation on the +art# o,

#+ee$h 0y $he$3in! the #our$e#i#ted at the 0ottom o,

thi# re/ie.

'oun#A noun is a word used to name something" a person=animal,

a place, a thing, or an idea. 6or e2ample, all of the following are nouns.

o Leah I/a!i" La/ Ma#e

o Ja3a/ Ve/e;%ela Atla/ta K#"e# the Ga3

o 3e/!il st"#e 2%si! ai#

o 5i"l"* the"#* " Relati,it* P*tha"#ea/ the"#*

4int:The* a#e s"2eti2es 3#e!e$e$ 5* /"%/ 2a#e#s: N"%/ 2a#e#s a#e als"

!alle$ $ete#2i/e#s a/$ .%a/tie#s: The* a#e 4"#$s lie a, an, the, this, that,

these, those, each, some, any, every, no, numbers (,2,!,etc.", severa#, many, a

#ot, $ew, %ossessive %ronouns (his, her, etc". See $ete#2i/e#s "# 2"#e

i/"#2ati"/:

INouns are classified in several ways

&: 'oun# $an 0e #in!uar or +ura.

Singular nounsname only one person, place, thing or idea.

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One apple, a pencil, the book

Plural nounsname two or more persons, places, things or ideas. *ost singular nouns

>&ot A??@ are made plural by adding s. 6or e2ample, >pencilis a singular noun. The

wordpencilsis a plural noun.@

E5$e+tion 61" If a noun ends with the s, sh, ch, or 2 li#e the words, kiss,

church, ash or box, then they are made plural by adding es >kisses, churches, ashes,

and boxes).

E5$e+tion 62"There are also irregular nouns that do not follow any rules. 6or

e2ample, the plural form of the word childis children.

o 'oun# $an 0e &ro+er 'oun# or Common 'oun#

). &ro+er noun##ee# t" s3e!i! 3e"3le 3la!es thi/s a/$ i$eas: A3e#s"/s /a2e Leah G#aha2 is a 3#"3e# /"%/ "# e1a23le: Othe#e1a23les a#e /a2es " 3la!es Atla/ta Ge"#ia a/$ /a2es " thi/s theNa,*: They are aay# $a+itai*ed7

o Pe"3les /a2es a/$ titles Ki/ He/#* M#s: S2ith

o Na2es "# $eit* #elii"/s #elii"%s "ll"4e#s a/$sa!#e$ 5""s G"$ Allah B%$$ha Isla2 Cath"li!is2Ch#istia/s

o Ra!es /ati"/alities t#i5es a/$ la/%aes&$rican&merican, 'o#ish&merican, )#ac*, +hinese, ussian

o S3e!i! Pla!es lie !"%/t#ies !ities 5"$ies " 4ate#

st#eets 5%il$i/s a/$ 3a#s

o S3e!i! "#a/i;ati"/s Ce/t#al I/tellie/!e Ae/!*CIA :

o Da*s " the 4ee 2"/ths a/$ h"li$a*s

o B#a/$ /a2es " 3#"$%!ts

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o Hist"#i!al 3e#i"$s 4ell/"4/ e,e/ts a/$ $"!%2e/ts-i#e aes, )oston 0ea 'arty, -ana +arta

o Titles " 3%5li!ati"/s a/$ 4#itte/ $"!%2e/ts

0. Common noun#a#e all "the# /"%/s: F"# e1a23le9 cat, %enci#, %a%er, etc.The* a#e /"t !a3itali;e$ %/less the* a#e the #st 4"#$ i/ the se/te/!e:

'oun# $an a#o 0e $oe$ti/e.

C"lle!ti,e /"%/s a#e /"%/s that a#e #a22ati!all* !"/si$e#e$ si/%la#

5%t i/!l%$e 2"#e tha/ "/e 3e#s"/ 3la!e thi/ "# i$ea i/ its 2ea/i/:

8"#$s lie team, rou%, 1ury, committee, auience, crow, c#ass, troo%,

$ami#y, team, cou%#e, ban, her, quartet, an society.

%enerally, collective nouns are treated as singular because they emphasi+e the group

as one unit.

The coittee isgoing to make a decision.

'oun# $an a#o 0e either $ount or non8$ount.

N"%/s that a#e /"/!"%/t !a//"t 5e !"%/te$: (or e5am+e

one cannot go outside to have two fresh airs. )ne goes outside for fresh air.

5. Nouns can be Abstract or concrete

C"/!#ete /"%/s a#e /"%/s that *"% !a/ t"%!h: The* a#e 3e"3le 3la!esa/$ s"2e thi/s: 8"#$s lie%erson, court, Georia%enci#, han, %a%er,car, an oora#e all e1a23les " !"/!#ete /"%/s:

A5st#a!t /"%/s a#e /"%/s that !a//"t 5e 3h*si!all* hel$: F"# e1a23lethi/s lie air, 1ustice, sa$ety, emocracy, $aith, re#iion et!:

9. 'oun# $an 0e erund#

A gerund is the ing form of the verb and is used as a noun. 6or e2ample,

Runnin!isgood for you.

Runningis the noun=gerund and isis the verb.

ycr"in!upset !i".

Cryingis the sub-ect and upsetis the verb

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Note#A noun can fit into more than one of these categories. 6or e2ample, the noun

Angelais a singular, concrete, count, proper noun.

PronounsA pronoun is a word that replaces a noun. They eliminate the need for repetition.

$or %&a"'le#

Instead ofE#t#$%ed toE#&sc'i$d, you might sayE#t#$%ed to 'erc'i$d.

(eris the pronoun. It renames the antecedent,Emma.

3)!ere are several ty'es of 'ronouns.

Personal Pronounsrefer to s'ecific 'ersons or t!ings. ;ersonal pronouns can act as

sub-ects, ob-ects, or possessives.

Singular#I, me, you, she, her, he, him, it

Plural#we, us, you, they, them

I, you, she, he, it, we, and theyare used as sub-ects of sentences.

$or e&a"'le, heknew the grammar rules !ery well.

The personal pronouns that can be used asobjects are"

e* you* !i"* !er* it* t!e"

$or %&a"'le#

The tea$her !a/e a o, them!ood !rade#.

Tommy !a/e hi# +oetry 0oo3 to her.

Then- )*ra !a/e it to me.

0hem, hera/$ mea#e 3e#s"/al 3#"/"%/s %se$ as "5e!ts: The* a#e 'EVERthe

s%5e!ts " the se/te/!es:

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&o##e##i/e &ronoun# i/$i!ate "4/e#shi3 "# 3"ssessi"/:

Sin!uar: my- mine- your- your#- her#- hi#- it#

Plural# yours* ours* t!eirs*

6or 2ample" S!e returned my'encil to "e because it was mine.

+. Refle&ive Pronouns name a receiver of an action who is identical to the doer of the action.

(ingular" myself, yourself, himself, herself, itself

;lural" ourselves, yourselves, themselves

6or e2ample" anuela congratulated 'erse$( on !er good grades.

3ere,"anuelais both the doer and the receiver of the action.

,# So* w!o did anuela congratulate A# (erself.

. /ntensive Pronounsemphasi+e a noun or another pronoun.

Si/%la#9 2*sel *"%#sel hi2sel he#sel itsel

Pl%#al9 "%#sel,es *"%#sel,es the2sel,es

(or E5am+e: I #a ;rad &itt himselat the ma.

He#e himse#$ e23hasi;es the a/te!e$e/t B#a$$ Pitt:

5. Reci'rocal Pronounse2press shared actions or feelings. They are"

Ea$h other One another

(or E5am+e:

0an 1o and )ai !el' e#c' ot'erwit! t!eir !o"ewor2.

3eon and !is girlfriend dance wit! one #not'erw!en t!ey go clubbing.

4. /ndefinite Pronouns refer to non1specific persons and things.

All a/"the# a/* a/*5"$* a/*"/e a/*thi/ 5"th ea!h eithe#

e,e#*5"$* e,e#*"/e e,e#*thi/ e4 2a/* /eithe# /"5"$* /"/e /"

"/e /"thi/ "/e se,e#al s"2e s"2e5"$* s"2e"/e s"2ethi/

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(or E5am+e:

"any)e$ie*e t'#t +FO,s exist- )ut nobodycan pro!e it.

#o onec#n )e sure i( #$iens re#$$" exist- )ut on$"$ewwonder i$ El!is is still ali!e.

The underlined indefinite pronouns do not refer to any one person. They are referring to

people in general.

. 6e"onstrative Pronounsare also considered noun mar#ers. They 9point9 towards nouns.

thi#- that- the#e tho#e

$or %&a"'le#

Thato#n #ttends #ines*i$$e 0o$$e!e.

Thatpoints out which woman.

)!e wo"an attends 7ainesville 8ollege.

,# 9!ic! wo"an A# T'#two"an.


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Note#Ad-ectives clauses modify nouns or pronouns, and usually answer one of the

following 8uestions" %hich one& %hat kind o$& They begin with a relative pronoun or a

relative adverb >when or where@.

Adjectives

An ad-ective modifies >describes@ a noun or pronoun.

&ormally in nglish, the ad-ective comes before the noun. $or e&a"'le#

)!e s#rtstudent earned an


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4atsu is the most intelligent%erson in the wor#5

>)R'I'8 'e/er u#e 0oth an ,erendin! and the ord moreor

an

3estending and t!e word ost.

6or e2ample*I am the ost '#ppiestwhen my students learn.Instead, it should be"I

am the '#ppiestwhen my students learn.

There are some irregular ad-ective and adverb forms. 6or e2ample"

)de$ti/e )d/er0 Com+arin! to Com+arin! three or

more

Ba$ 5a$l* 8"#se 4"#st

G""$ 8ell Bette# Best

Little Less Least

M%!h Ma/* M"#e M"st

Punctuation Note" Ad-ectives are not usually capitali+ed unless they are the first word in

a sentence. =>)*nationalities are also ad-ectives and should be capitali+ed. 6or e2ample"

'icky "artin isPuerto Ric#nand "ichelle (eoh is 0'inese.

These are called proper ad-ectives. And, li#e proper nouns, 'ro'er adjectivesare always

capitali+ed in nglish. They are derived from proper nouns and are words li#e"A$ricanAmerican, *ietnamese, +atino, Italian, apanese, -orean, etc. They can also include

ad-ectives li#e Catholic, ewish, 'epublican, emocrat, etc.

/hen they are used together, they are arranged in a certain order.

Determin O+inion Si*e )!e Coor Ori!in Materi 'oun

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er? a

0he, 0his

ome

'retty

Tall

)i

Thin

6ew

Old

)#ue

/urple

'uerto

ican

Leather

%ood

7o$a

-y %ensive

7ma## &ncient )#ac* +hines

e

7i#* 7car$

$or %&a"'le#

/ sawt'#t t#$$- t'in- o$d- )$ue- si$% scarf at t!e store and / boug!t it.

3eon drives an expensi*e o$d It#$i#ncar.

0ou wouldn?t ordinarily use so "any adjectives in just one sentence.

@Note#eterminers include articles, demonstrative pronouns, indefinite pronouns and

possessive pronouns.

AdverbsA/ a$,e#5 is a 4"#$ that 2"$ies a/ a!ti"/ ,e#5 a/ a$e!ti,e "# a/"the#

a$,e#5:

The tea!he# $are,uy #a$e$ the h"2e4"#:

+are$u##y is a/ a$,e#5 that 2"$ies the a!ti"/ ,e#5 to rae:

T"22* 4as e5tremey e/th%siasti! a5"%t $"i/ his h"2e4"#:

treme#yis a/ a$,e#5 that 2"$ies the a$e!ti,e enthusiastic:

Ya/ K" #a/ "%t " the !lass#""2 /ery .%i!l*:

:eryis a/ a$,e#5 that 2"$ies the a$,e#5 quic*#y:

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>arnin!:Y"% /ee$ a/ a$e!ti,e ate# li/i/ ,e#5s'EVER a/ a$,e#5

6or e2ample, Tai $eels )#d4!ui$t"5when he has to lea!e class.

3ere, badis an ad-ective that modifies the proper noun Tai. It is an ad-ective because it

follows the lin#ing verb to $eel.

(O9%V%R*verbs li#e look, sound, smell, $eel, and tastecan function as either an action

verb or a lin#ing verb.

Tai $eels )#d$" 4to t'e touc') a$ter swimming in a chlorinated pool. 0is skin is really dry.

3ere, badis used in its adverbial form since it follows an action verb, to $eel.

)y'es of Adverbs#

Reati/e )d/er0#i/t#"$%!e .%esti"/s a/$ $e3e/$e/t a$,e#5ial !la%ses:The* a/s4e# the .%esti"/s ;hen?a/$ ;here?The* a#e9

8he/ 8he#e

$or %&a"'le#

%henI #s "oun!- I $i%ed to p$#" outside.

,#/hen did I li#e to play outside$ A# /hen I was young.

)d/er0# o, (requen$yi/$i!ate a/s4e# the .%esti"/ how o$ten? The*a#e9

Al4a*s %s%all* "te/ s"2eti2es #a#el* /e,e#

)!e students in %SO3 B #$#"sstudy very !ard.

)!ey r#re$"forget to do t!eir !o"ewor2.

NO)%# 7enerally* t!ese adverbs co"e before t!e verbC !owever t!ere is an

e&ce'tion. /n t!e case of t!e verb to be* t!e adverb of freDuency co"es after t!e verb.

$or e&a"'le#AEra is #$#"son ti"e for class.

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8onjunctionsare the scotch tape of the grammatical world. They -oin togetherwords and phrases. There are three #inds of con-unctions" coordinating con-unctions,

correlative con-unctions, and subordinating con-unctions.

:. 8oordinating 8onjunctions

There are seven coordinating con-unctions in nglish. 'ou can use the mnemonic device

$anboys to remember them.

$or

And

Nor

=ut

Or

0et

So

They can be used with commas to create compound sentences. $or e&a"'le#

/gnacio loves to dance* )utRocFo !as no r!yt!".

1yong ee wor2s !ard*"ets!e still earns low grades.

Note#A compound sentence is a sentence made up of two independent clauses. That is, a

compound sentence is simply two complete sentences -oined by a comma and a coordinating

con-unction >i.e. a fanboys@.

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6: Correati/e Conun$tion#als" "i/ i$eas 5%t the* 4"# i/ 3ai#s: The*a#e9

B"tha/$

neitherCnor

whetherCor

eitherCor

not onlyCbut also

$or %&a"'le#

#ot only# I '#pp" #)out t'e !r#des- butI # #$so excited t'#t "ou #re $e#rnin!6

1. ubordinating Con2unctions-oin an independent clause to a subordinate clause. That is,

they -oin a clause that can stand alone with a clause that cannot stand alone. (ome fre8uently

used subordinating con-unctions are"

after, although, as, as if, because, before, even if, even though, if, since, so that, though,

unless, until, when, whenever, where, wherever, whether, while.

$or %&a"'le#

Althought'e students ere tired- t'e" sti$$ c#e to c$#ss.

/nterjectionsInter-ections are words used to e2press emotional states. They can usually be found in

narrative writing, interviews, and in spo#en nglish. They can stand alone. 6or e2ample"

Oh3, wow3, Ouch3 Oops3 0ey3

Punctuation Note#They are punctuated with either commas or e2clamation mar#s. *ild

inter-ections are followed by a comma, but stronger inter-ections are punctuated with an

e2clamation mar# >@ .

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Oh,e,re $#te (or t'e o*ie.

%enerally, the movies is not an important destination. Therefore, the person ma#ing this

statement will sound less urgent than the ne2t e2ample.

Oh3I, $#te (or or%.

/or#, unli#e the movies, is generally considered a very important destination. If one doesnt

arrive on time, there is the possibility of being fired or of losing face. 3ere, the spea#er will

have a greater sense of urgency.

7enerally * you do not find interjections in acade"ic writing.

Pre'ositions;repositions are words that, li#e con-unctions, connect a noun or pronoun to another word in

a sentence. (ome common prepositions"

A5"%t Be"#e D"4/ I/t" Th#"%h

A5",e Behi/$ D%#i/ Lie T"

A!#"ss Bel"4 E1!e3t O T"4a#$

Ate# Be/eath F"# O U/$e#

A2"/ Besi$e F#"2 O/ U3

A#"%/$ Bet4ee/ I/ O,e# 8ith

At B* I/stea$ " Si/!e 8ith"%t

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A prepositional phrase is a group of words that begins with a preposition and ends with a

noun or pronoun. They can act as ad-ectives or as adverbs.

*anuela, the student fro" 7er"any, wrote an e2cellent paper on t!e co"'uter.

VerbsVerbs generally e2press action or a state of being. There are several classifications for verbs1

action verbs,=lin#ing verbs, main verbs=au2iliary verbs, transitive=intransitive and phrasal

verbs.

:. Action verbsshow action.

3e runs. 3ep$#"s. They stud".

G. 3in2ing Verbslin# the sub-ect to an ad-ective.

!ic#y *artin isbeautiful.

The lin#ing verb islin#s the ad-ective beauti$ulwith the sub-ect'icky "artin.

:. ain verbscan stand alone.

G. Au&iliary verbs, also called helping verbs, serve as support to the main verb.

The most common au2iliary verbs are"

3ave, has, had

o, does, did

Be, am, is, are, was, were, being, been

(hould, could, will, would, might, can, may, must, shall, ought >to@

$or e&a"'le#

)ai '#s runeveryday.

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'un is an action verb. The sub-ect can actually 9do9 it.

0asis the helping verb. It helps the main verb runto be present perfect tense.

Verbs can be transitive or intransitive.

Tran#iti/e Ver0# #e.%i#e a $i#e!t "5e!t i/ "#$e# t" 2ae se/se:

(or E5am+e:

0olanda ta2es as'irinfor !er !eadac!es.

3ere, takes is a transitive verb since the sentence (olanda takeshas no meaning

without its direct ob-ect aspirin.

Intran#iti/e Ver0# do not need dire$t o0e$t# to ma3e themmeanin!,u. (or E5am+e:

@uio swims.

The ,e#5swim has 2ea/i/ "# the #ea$e# 4ith"%t a/ "5e!t:

Caution" A verb can be either transitive or intransitive depending on its conte2t. $or

%&a"'le#

)!e cars r#ce. 3ere, raceis intransitive. It does not need an ob-ect.

y fat!er r#ces'orses. 3ere, races is transitive. It re8uires the ob-ecthorses in order to

ma#e sense.

Verbs can be '!rasal.

&: Ph#asal ,e#5s a#e 2a$e %3 " a ,e#5 a/$ a 3#e3"siti"/: The 3#e3"siti"/i,es the ,e#5 a $ie#e/t 2ea/i/ tha/ it 4"%l$ ha,e 5* itsel: F"#e1a23le the ,e#5 loo-has a $ie#e/t 2ea/i/ #"2 the 3h#asal ,e#5loo- upi/ the $i!ti"/a#*:

Some more e5am+e#:

call up, find out, hand in, ma#e up, put off, turn on, write up

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3. the context or situation maes the noun's identit( clear:

o lease don$t slam thedoor when you leave.

o 0ob warned me that thedog playing in his yard is very affectionate and 1umps on

every person it meets.

,4. 0o notuse thewith plural or non&count nouns meaning 2all2or 2in general2(i.e. generic

reference nouns". 3o notuse thewith most singular proper nouns.

4hefountains are an expensive element of landscape design.

+n some parts of the world, therice is preferred to all other grains.

V: D" not%se a#ti!les 4ith "the# noun mar*ers or eterminers i:e:%ossessive

nounsHele/s a/$ some %ronounshis he# its "%#s thei# 4h"se this thatthese th"se all a/* ea!h eithe# e,e#* e4 2a/* 2"#e 2"st 2%!h /eithe#

se,e#al s"2e:

Exceptions4

All the5

A few5

The most5

2amples"

The4eenA# 0oo3 i# on the Boor.

'thi# 0oo3 0eon!# to Trun!.

) na $aution8A word can be more than one part of

speech. $or e&a"'le#

I sat on theso$a.

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Above,so$ais used as a noun >ob-ect of the preposition@.

/ sle't on t!eso(#bed.

But, hereso$a is used as an ad-ective to modify the noun bed.

And, native spea#ers often ta#e poetic license with words in conversation. 6or e2ample"

/t?sSo(#city for youH

3ere, sofa acts as an ad-ective to describe the noun city. The meaning of the sentence is that

the person will have to sleep on the sofa, not a bed.

1.7.Gr&%%&r Ru'+s

Sentences

3entences are made of two parts* the su5+0and ther+-&0+"

The su$!ect is the person or thing that acts or is descri$ed in the sentence" The

predicate, on the other hand, is that action or description"

omplete sentences need o0*the su$!ect and the predicate"

Clauses

3entences can $e $roken down into clauses"

7or e'ample* The boy is going to the school, and he is going to eat there.

This is a complete sentence composed of two clauses" There are mainly two types of

clauses* independent clauses and su$ordinate clauses"

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Runis a noun, direct o$!ect of hit"

You mustnt run near the swimming pool.

Runis a ver$, part of the ver$ phrase must not! run"

Traditional grammar classifies words $ased on eight parts of speech* the .ou., the

ro.ou., the &-5+0+, the +r, the &-+r, the r+os0o., the o.5u.0o.,

and the .0+r5+0o." (e are going to cover them individually $elow"

Nouns

% .ou.is a word used to descri$e a person, place, thing, event, idea, and so on"

=ouns represent one of the main elements of sentences, along with ver$s,

ad!ectives, prepositions and articles"

=ouns usually function as su5+0sor o5+0swithin sentences, although they can

also act as ad!ectives and adver$s"

Dere is a list with the different types of nouns*

+" Pro+r .ou.s

)sed to descri$e a unique person or thing, proper nouns always start with a capital

letter" E'amples include "ary, #ndia, and "anchester $nited"

." Co%%o. .ou.s

ommon nouns are used to descri$e persons or things in general" E'amples include

girl, country, and team

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Plural Form of Nouns

The English language has $oth r+/u'&rand rr+/u'&rplural forms of nouns" The

most common case is when you need to add -s to the noun" 7or e'ample one car

and two cars"

The other two cases of the regular plural form are*

+" nouns that end with s8 98 *or s*, where you add 7+s?e"g", one $o', two $o'es@

." nouns that end with o.so.&.0 ;, where you change the ;


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#t might appear overwhelming, $ut after using these nouns a couple of times you will

$e a$le to memori&e their plural form easily"

Pronouns

Pro.ou.sare used to r+'&+ .ou.swithin sentences, making them less repetitive

and mechanic" 7or e'ample, saying B"ary didnt go to school because "ary was

sickF doesnCt sound very good" #nstead, if you say B"ary didnt go to school because

she was sickF it will make the sentence flow $etter"

There are several types of pronouns, $elow you will find the most common ones*

+" Su5+0+ +rso.&' ro.ou.s%s the name implies, su$!ective pronouns act as

su$!ects within sentences" They are* #, you, he, she, we, they, and it"

E'ample* # am going to the bank while he is going to the market.

." O5+0+ +rso.&' ro.ou.s" These pronouns act as the o$!ect of ver$s within

sentences" They are* me, you, him, her, us, themand it"

E'ample* The ball was going to hit me in the face.

"Poss+ss+ +rso.&' ro.ou.s" These pronouns are used to indicate

possession, and they are placed after the o$!ect in question ?as opposed to

possessive ad!ectives like myand your, which are placed $efore the o$!ect@" They

are* mine, yours, his, hers, ours, theirsand its"

E'ample of possessive ad!ective* This is my car.

E'ample of possessive pronoun* This car is mine.

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0" R+1'+9+ ro.ou.s" This special class of pronouns is used when the o$!ect is

the same as the su$!ect on the sentence" They are myself, yourself, himself, herself,

oursel%es, themsel%esand itself"

E'ample* # managed to cut myself in the kitchen.

2"I.0+rro/&0+ ro.ou.s" %s you pro$a$ly guessed these pronouns are used to

ask questions" They are what, which, who, whomand whose"

E'ample* 'hat are the odds(

6" D+%o.s0r&0+ ro.ou.s" These pronouns are used to indicate a noun and

distinguish it from other entities" =otice that demonstrative pronouns replace the

noun ?while demonstrative determiners modify them@" They are* this, that, these,

those"

E'ample of a demonstrative determiner* This house is ugly.

E'ample of a demonstrative pronoun* This is the right one.

8"I.-+1.0+ ro.ou.s" %s the name implies, indefinite pronouns do not refer to a

specific thing, place or person" There are many of them, including anyone,

anywhere, e%eryone, none, someoneand so on"

E'ample* )%eryone is going to the party.

Adjectives

%n ad!ective is a word that descri$es a noun" There are two kinds* &00ru0+and

r+-&0+"

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%n ad!ective is used &00ru0+';when it stands ne't to a noun and descri$es it"

7or e'ample* The blackcat climbed a tree.

=otice that the ver$ participle forms can $e used as ad!ectives*

The man felt aparalyzingfear.

Flavoredoatmeal tastes better than plain oatmeal.

The usual place of the ad!ective in English is in front of the noun" >ou can have a

whole string of ad!ectives if you like* The tall thin evil-lookingcowboy roped the

short fat inoffensivecalf.

3ometimes, for rhetorical or poetic effect, the ad!ective can come after the noun*

Sarah Plainand !all?$ook title@

This is the forestprimeval.

%n ad!ective is used r+-&0+';when a ver$ separates it from the noun or

pronoun it descri$es*

The umpire was "rong.

The crowd was furious.

She seems tiredtoday.

This soup tastes bad.

The dogs coat feels smooth.

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The ver$s that can $e completed $y r+-&0+ &-5+0+s are called +./ +rsor

ou'&0+ +rs" They include all the forms of to beand sensing ver$s like seem,

feel, and taste"

Adjective Classifications

=u&'0&0+* good, bad, happy, blue, *rench

oss+ss+* my, thy, his, her, its, our, your, their

r+'&0+ &.- .0+rro/&0+* which, what, whate%er, etc"

.u%+r&'* one, two, second, single, etc"

.-+1.0+* some, any, much, few, e%ery, etc"

-+%o.s0r&0+* this, that, the, a an!, such

The demonstrative ad!ectives 0*+and &?&.@ are so important in English that they

have a special name* &r0'+s" They are discussed separately $elow"

Articles

The words &, &., and 0*+are generally called &r0'+sand sometimes classed as a

separate part of speech" #n function, however, they can $e grouped with the

demonstrative ad!ectives that are used to point things out rather than descri$e them"

D+1.0+ Ar0'+

T*+is called the definite &r0'+$ecause it points out a particular o$!ect or class"

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This is the book # was talking about.

The dodo bird is e&tinct.

I.-+1.0+ Ar0'+

Ais called the .-+1.0+ &r0'+$ecause it points out an o$!ect, $ut not any

particular specimen"

a book, a dog, a lawn mower

The indefinite article has two forms*

Ais used $efore words $eginning with a consonant sound or an aspirated h*

a car, a lamb, a hope, a habit, a hotel

A.is used $efore words $eginning with a vowel sound*

an ape, an image, an untruth, an honorable man

#erbs

English has three kinds of :er$s* transitive, intransitive, and incomplete"

# Tr&.s0+ V+rs

% ver$ is 0r&.s0+when the action is carried &rossto a receiver*

The farmer grows potatoes. )l%is sang ballads.

The receiver is called the direct o$!ect" #t answers the question B(hatHF or B(homH

after the ver$" 4rows whatH +otatoes" 3ang whatH allads"

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2 I.0r&.s0+ V+rs

% ver$ is .0r&.s0+when the action stays with the ver$" #t is not carried across to a

receiver*

-orn grows. )l%is sang.

%dding a prepositional phrase to modify the ver$ does not change the fact that the

action remains with the su$!ect*

-orn grows in the fields. )l%is sang all o%er the world.

1oth transitive and intransitive ver$s are &0o. +rs"

" I.o%'+0+ V+rs

There are three types of incomplete ver$s*

i" +./ +rsJ also called linking or copulative ver$s

to be, seem, become, taste, smell, sound, feel

T* 3ome of these ver$s can also $e used transitively" #f in dou$t, su$stitute a form

of to $e for the ver$" #f the sentence still makes sense, the ver$ is $eing used as a

copulative ver$*

e feels depressed. e is depressed.

e feels the wall. e is the wall.

&u9'&r; +rsJ also called helping ver$s

be, ha%e, shall, will, do, and may"

e could ha%e gone earlier.

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s+%7&u9'&r; +rs

must, can, ought, dare, need"

You must not go. You dare not go.

#erbs #oice

English ver$s are said to have two voices* active and passive"

A0+ Vo+* the su$!ect of the sentence performs the action*

is son catches fly balls. -reati%e children often dream in class.

No0+* :er$s in the active voice may $e either transitive or intransitive"

P&ss+ Vo+* the su$!ect receives the action*

The ball was caught by the first baseman.

The duty is performed by the new recruits.

The dough was beaten by the mi&er.

The mailman was bitten by the dog.

nly transitive ver$s can $e used in the passive voice" (hat would $e the direct

o$!ect of the ver$ in the active voice $ecomes the su$!ect of the ver$ in the passive

voice*

%ctive voice* The dog bit the mailman" B$itF is a transitive ver$" The receiver/direct

o$!ect is Bmailman"F

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assive voice* The mailman was bitten by the dog" B$itF is now in the passive voice"

The BreceiverF has $ecome the su$!ect of the ver$"

% passive ver$ in either present or past tense will always have two parts* some form

of the ver$ to be?am, is, are, was, were@, and a past participle ?ver$ form ending in

-ed, -en, or any form used with have when forming a perfect tense@"

No0+* The mere presence of the ver$ to bedoes not indicate that a ver$ is in the

passive voice" The test of a ver$ in the passive voice is the two-part question*

#s the su$!ect performing the action of the ver$ or is the su$!ect receiving the action

of the ver$H

#f the su$!ect is receiving the action, then the ver$ is in passive voice"

3ometimes the passive voice is the $est way to e'press a thought" )sed carelessly,

however, passive voice can produce a ponderous, ine'act writing style"

#erbs $ood

English ver$s have four moods* indicative, imperative, su$!unctive, and infinitive"


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/ittle Rock is the capital of Arkansas.

0striches cannot fly.

a%e you finished your homework(

." I%+r&0+ Moo-* e'presses command, prohi$ition, entreaty, or advice*

1ont smoke in this building.

e careful2

1ont drown that puppy2

" Su5u.0+ Moo-* e'presses dou$t or something contrary to fact"


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#f # were you, # wouldnt keep dri%ing on those tires.

#f he were go%ernor, wed be in better fiscal shape.

0" I.1.0+ Moo-* e'presses an action or state without reference to any su$!ect" #t

can $e the source of sentence fragments when the writer mistakenly thinks the

infinitive form is a fully-functioning ver$"

(hen we speak of the English infinitive, we usually mean the $asic form of the ver$

with BtoF in front of it* to go, to sing, to walk, to speak.

:er$s said to $e in the infinitive mood can include participle forms ending in -ed and

-ing" :er$s in the infinitive mood are not $eing used as ver$s, $ut as other parts of

speech*

To err is human3 to forgi%e, di%ine" Dere, to errand to forgi%eare used as nouns"

De is a man to be admired" Dere, to be admiredis an ad!ective, the equivalent of

admirable" #t descri$es the noun man"

e came to see you" Dere, to see youis used as an adver$ to tell why he came"

#erbs !ense


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resent tense of regular ?weak@ ver$s*

Today # walk. Today he walks.

Yesterday # walked.

Tomorrow # shall4will walk.

The dwindling class of irregular ?strong@ ver$s must $e learned individually"

Today # go. Today he goes.

Yesterday # went.

Tomorrow # shall4will go.

The other three tenses, +r1+0, 'u+r1+0, and 1u0ur+ +r1+0, are formed with the

helping ver$s ha%e, has, and had"

+r1+0* used to e'press an event that has !ust finished, and to descri$e an event

which, although in the past, has effects that continue into the present"

5ueen )li6abeth has reigned for 78 years"

'u+r1+0?past perfect@* used to e'press an event that took place $efore another

action, also in the past"

# had dri%en all the way to 0klahoma when # reali6ed my mistake.

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1u0ur+ +r1+0* used to e'press an event that will have taken place at some time in

the future"

As of *ebruary 98, # shall ha%e been in this :ob si& years.

7or complete con!ugation ta$les of weak and strong English ver$s, see the

(ikipedia article"

Adverbs

%dver$s are used to -+sr+or %o-1;a ver$, ad!ective, clause, or another

adver$" 1asically, they modify everything e'cept nouns and pronouns ?which are

modified $y ad!ectives@"

E'ample of an adver$ modifying a ver$* e was running fast" ?fastmodifies running@

E'ample of an adver$ modifying an ad!ective* She took a %ery small piece of the

cake.?%erymodifies small@

E'ample of an adver$ modifying a sentence* Strangely, the man left the room.

?strangelymodifies the whole sentence@

)sually adver$s answer to the questions B>*+.?F ?adver$s of time@, B>*+r+?F

?adver$s of place@, and BHo


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7or e'ample* #t was dark. Therefore, we needed the torch" ?thereforeconnects the

two sentences@

Prepositions

repositions are used to '.@ .ou.s &.- ro.ou.sto other words within a

sentence" The words linked to are called o5+0s"

)sually prepositions show a spatial or temporal relationship $etween the noun and

the o$!ect, like in the e'ample $elow*

The cat is under the table.

-atis the noun" $nderis the preposition" Tableis the o$!ect"

Dere is a list with the most common prepositions* about, abo%e, after, among,

around, along, at, before, behind, beneath, beside, between, by, down, from, in, into,

like, near, of, off, on, out, o%er, through, to, up, upon, under, and with"

=otice that you can also have a prepositional phrase, which is formed $y the

preposition and its o$!ect" % preposition phrase can function as adver$, ad!ective or

noun" 7or e'ample*

The dog was running under the rain.

The prepositional phrase Bunder the rainF acts as an adver$, specifying where the

dog was running"

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Conjunctions

% o.5u.0o.!oins words and groups of words"

There are two classes of con!unction* o7or-.&0+or oor-.&0./and

suor-.&0+or suor-.&0./"

Co7or-.&0+ o.5u.0o.s* and, but, eitheror, neithernor"

Suor-.&0+ o.5u.0o.s* that, as, after, before, since, when, where, unless, if"

"other and *ather are dri%ing me to ;ew 0rleans" ?&.-is a coordinate con!unction

!oining words of equal significance in the sentence"

# painted the walls but


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+@ they stand for a noun in the main clause

.@ they connect the clauses

@ they serve as a su$!ect or o$!ect word in the su$ordinate clause*

e is the man who in%ented the hula hoop.?


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%ll the impolite e'pressions that we call e'pletives are inter!ections"

3trictly speaking, an inter!ection is not a part of speech" #t serves no grammatical

function $ut is rather Ba noisy utterance like the cry of an animalF ?7"A" Raht&@"

#nter!ections e'press feeling or emotion, not thought and have $een called Bthe

misera$le refuge of the speechless"F

asic /rinciple4 ingular sub2ects need singular !erbs5 plural sub2ects need plural !erbs. *y

brot!er isa nutritionist. *y sisters aremathematicians.

(ee the section on Pluralsfor additional help with sub-ect1verb agreement.

The indefinite pronouns anyone, e!eryone, someone, no one, nobodyare always singular and,

therefore, re8uire singular verbs.

E,e#*"/e ha#$"/e his "# he# h"2e4"#:

S"2e5"$* ha# e,the# 3%#se:

(ome indefinite pronouns such as all, some are singular or plural depending on what

they4re referring to. >Is the thing referred to countable or not$@ Be careful choosing a verb to

accompany such pronouns.

S"2e " the 5ea$s are2issi/:

S"2e " the 4ate# i#"/e:

)n the other hand, there is one indefinite pronoun, none, that can be either singular or pluralF

it often doesn4t matter whether you use a singular or a plural verb unless something else in

the sentence determines its number. >/riters generally thin# of noneas meaning not anyand

will choose a plural verb, as in 9&one of the engines are wor#ing,9 but when something else

ma#es us regard noneas meaning not one, we want a singular verb, as in 9&one of the food is

fresh.9@

N"/e " *"% $aim##es3"/si5ilit* "# this i/!i$e/t?

N"/e " *"% $aim#es3"/si5ilit* "# this i/!i$e/t?

N"/e " the st%$e/ts ha/e donethei# h"2e4"#: I/ this last e1a23lethe 4"#$ thei# 3#e!l%$es the %se " the si/%la# ,e#5:

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(ome indefinite pronouns are particularly troublesome %veryoneand everybody

>listed above, also@ certainly$eelli#e more than one person and, therefore, students

are sometimes tempted to use a plural verb with them. They are always singular,

though. %ac!is often followed by a prepositional phrase ending in a plural word >ach of the

cars@, thus confusing the verb choice.Each,too, is always singular and re8uires a singular

verb.

E,e#*"/e ha#/ishe$ his "# he# h"2e4"#:

'ou would always say, 9verybody ishere.9 This means that the word is singular and nothing

will change that.

Ea!h " the st%$e/ts i##es3"/si5le "# $"i/ his "# he# 4"# i/ the li5#a#*:

on4t let the word 9students9 confuse youF the sub-ect is eachand eachis always singular

ach is responsible.

;hrases such as together with, as well as, and along withare not the same as and. The phrase

introduced by as well asor along withwill modify the earlier word >mayorin this case@, but it

does not compound the sub-ects >as the word andwould do@.

The 2a*"# as 4ell as his 5#"the#s i#"i/ t" 3#is"/:

The 2a*"# a/$ his 5#"the#s are"i/ t" ail:

The pronouns neitherand eitherare singular and re8uire singular verbs even though they

seem to be referring, in a sense, to two things.

Neithe# " the t4" t#a! lihts i#4"#i/:

8hi!h shi#t $" *"% 4a/t "# Ch#ist2as?Eithe# i#/e 4ith 2e:

In informal writing, neitherand eithersometimes ta#e a plural verb when these pronouns are

followed by a prepositional phrase beginning with o$.This is particularly true of interrogative

constructions" 93ave either of you two clowns read the assignment$9 9Are either of you

ta#ing this seriously$9 Burchfield calls this 9a clash between notional and actual

agreement.9as anddoes@" when noror oris used the sub-ect closer

to the verb determines the number of the verb. /hether the sub-ect comes before or after the

verb doesn4t matterF the pro2imity determines the number.

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Eithe# 2* athe# "# 2* 5#"the#s are"i/ t" sell the h"%se:

Neithe# 2* 5#"the#s /"# 2* athe# i#"i/ t" sell the h"%se:

)reeithe# 2* 5#"the#s "# 2* athe# #es3"/si5le?

I#eithe# 2* athe# "# 2* 5#"the#s #es3"/si5le?

Because a sentence li#e 9&either my brothers nor my father is going to sell the house9 sounds

peculiar, it is probably a good idea to put the plural sub-ect closer to the verb whenever that is

possible.

The words thereand hereare never sub-ects.

The#e aret4" #eas"/s 3l%#al s%5e!t "# this:

The#e i#/" #eas"/ "# this:

He#e aret4" a33les:

/ith these constructions >called e2pletive constructions@, the sub-ect follows the verb but still

determines the number of the verb.

Verbs in the present tense for third1person, singular sub-ects >he, she, itand anything those

words can stand for@ haves1endings. )ther verbs do not adds1endings.

He l",es a/$ she l",es a/$ the* l",e a/$ : : : :

(ometimes modifiers will get betwen a sub-ect and its verb, but these modifiers must not

confuse the agreement between the sub-ect and its verb.

The mayor 4h" has 5ee/ !"/,i!te$ al"/ 4ith his "%# 5#"the#s

"/ "%# !"%/ts " ,a#i"%s !#i2es 5%t 4h" als" see2s lie a !at

t" ha,e se,e#al 3"liti!al li,es i#/all* "i/ t" ail:

(ometimes nouns ta#e weird forms and can fool us into thin#ing they4re plural when they4re

really singular and vice1versa. 7onsult the section on the Plural $or"s of Nounsand thesection on 8ollective Nounsfor additional help. /ords such as glasses, pants, pliers, and

scissors are regarded as plural >and re8uire plural verbs@ unless they4re preceded the phrase

pair o$>in which case the wordpairbecomes the sub-ect@.

M* lasses ere"/ the 5e$:

M* 3a/ts eret"#/:

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A 3ai# " 3lai$ t#"%se#s i#i/ the !l"set:

(ome words end in sand appear to be plural but are really singular and re8uire singular

verbs.

The /e4s #"2 the #"/t i#5a$:

Measles i#a $a/e#"%s $isease "# 3#e/a/t 4"2e/:

)n the other hand, some words ending in srefer to a single thing but are nonetheless plural

and re8uire a plural verb.

M* assets ere4i3e$ "%t i/ the $e3#essi"/:

The a,e#ae 4"#e#s ea#/i/s ha/e"/e %3 $#a2ati!all*:

O%# tha/s !ot" the 4"#e#s 4h" s%33"#te$ the %/i"/:

The names of sports teams that do not end in 9s9 will ta#e a plural verb" the *iami 3eat have

been loo#ing C , The 7onnecticut (un are hoping that new talent C . (ee the section on

pluralsfor help with this problem.

6ractional e2pressions such as hal$ o$, a part o$, a percentage o$, a ma2ority o$are sometimes

singular and sometimes plural, depending on the meaning. >The same is true, of course, when

all, any, more, mostandsomeact as sub-ects.@ (ums and products of mathematical processes

are e2pressed as singular and re8uire singular verbs. The e2pression 9more than one9 >oddlyenough@ ta#es a singular verb" 9*ore than one student has tried this.9

S"2e " the ,"te#s arestill a/#*:

A la#e 3e#!e/tae " the "l$e# 3"3%lati"/ i#,"ti/ aai/st he#:

T4"ths " the t#""3s erel"st i/ the 5attle:

T4"ths " the ,i/e*a#$ a#$est#"*e$ 5* #e:

F"#t* 3e#!e/t " the st%$e/ts arei/ a,"# " !ha/i/ the 3"li!*:

F"#t* 3e#!e/t " the st%$e/t 5"$* i#i/ a,"# " !ha/i/ the 3"li!*:

T4" a/$ t4" i#"%#:

F"%# ti2es "%# $i,i$e$ 5* t4" i#eiht:

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If your sentence compounds a positive and a negative sub-ect and one is plural, the other

singular, the verb should agree with the positive sub-ect.

The $e3a#t2e/t 2e25e#s 5%t /"t the !hai# ha/e de$ided/"t t"tea!h "/ Vale/ti/es Da*:

It is /"t the a!%lt* 2e25e#s 5%t the 3#esi$e/t 4h" de$ide#this iss%e:

It 4as the s3eae# /"t his i$eas that ha# +ro/o3edthe st%$e/ts t" #i"t:

1.8. Us+ orr+0 +r70%+'.+

Sim+e Ten#e#:

(imple tenses are used whenever we are tal#ing about a point in time.

&a#t Sim+e

Use "# a/ a!ti"/ that ha33e/e$ at

a 3"i/t i/ ti2e i/ the 3ast:

e:: I ate5#eaast this 2"#/i/:

&re#ent Sim+e

Use 4he/ 2ai/ a e/e#al

state2e/t " t#%th at the 3#ese/t

3"i/t i/ ti2e:

e:: I eat5#eaast e,e#* $a*:

(uture Sim+e

Use "# a/ a!ti"

at a 3"i/t i/ ti2

e:: I

Continuou# Ten#e#:7ontinuous tenses are used whenever we are tal#ing about a length o$ time.

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&a#t Continuou#

Use "# a/ a!ti"/ that 4as

ha33e/i/ "# a le/th " ti2e i/

the 3ast 4he/ a/"the# a!ti"/

ha33e/e$ i/ the 2i$$le " it:

e:: I a#eatin!5#eaast 4he/

2* 5#"the# a##i,e$:

&re#ent Continuou#

Use "# a/ a!ti"/ that is ha33e/i/

/"4:

e:: Riht /"4 I ameatin!

5#eaast:

(uture Continu

Use "# a/ a!ti"/

ha33e/i/ "# a l

the %t%#e:

e:: I

#"2 =9>> t" =9-

&er,e$t Ten#e#:

;erfect tenses are used whenever we are tal#ing about apoint in time be$ore another point in

time.

&a#t &er,e$t

Use "# a/ a!ti"/ that ha33e/e$ i/

the 3ast 5e"#e a/"the# a!ti"/:

e:: I hadal#ea$* eaten

5#eaast 4he/ 2* 5#"the# a##i,e$:

&re#ent &er,e$t

Use "# a/ a!ti"/ that ha33e/e$ i/

the 3ast 5e"#e the 3#ese/t

2"2e/t:

e:: I ha/eal#ea$* eaten5#eaast:

(uture &er,e$t

Use "# a/ a!ti"

i/ the %t%#e 5e

e:: I

5#eaast 5* thea##i,es:

&er,e$t Continuou# Ten#e#:

;erfect continuous tenses are used whenever we are tal#ing about a length o$ time up to a

point in time.

&a#t &er,e$t Continuou#


ha33e/i/ "# a le/th " ti2e i/

the 3ast %3 t" the 2"2e/t 4he/

a/"the# a!ti"/ ha33e/e$:

&re#ent &er,e$t Continuou#


ha33e/i/ "# a le/th " ti2e %3

t" the 3#ese/t 2"2e/t:

(uture &er,e$t

Use "# a/ a!ti"/

ha33e/i/ i/ the

" ti2e %3 t" the

a/"the# a!ti"/ 4

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e:: I had 0eeneatin!5#eaast

"# -> 2i/%tes 4he/ 2* 5#"the#

a##i,e$:

e:: I ha/e 0eeneatin!2*

5#eaast "# -> 2i/%tes:

e:: I

5#eaast "# ->

ti2e *"% a##i,e:

()ample* !he student attends to his subject

VERB FORM PAST 'O> /T/0E

Simple 'ttended attends ill attend

Continuous/progressive as

attending

is attending ill be

attending

Perfect had attended 2as attending ill have

attended

Perfect

continuous/

Progressive

had been

attending

2as been

attending

ill have

been

attending

Sentence:

Below are verbs for you. Translate the following verbs using the table above:

1. ate

2.sing

3. gave

4. swim

5. write

6. participate

7. report

8. speak

9. come

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Competency Based Learning Final

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