Republic of the Philippines

Aklan State University

ASU – CTE LET Review Center
Banga, Aklan

GENERAL EDUCATION – ENGLISH

PART I: CONTENT UPDATE

Grammar is the science that deals with words and their relationships. It is a system of principles that govern the
way a language works. It describes how words relate to each other, particularly how they function in sentences. The word
grammar, which is derived from a Greek word gramma (“letter”, “written symbol”), now refers to the basic structure of
an given language.

Grammar also conveys a sense of what is correct or acceptable in speaking and writing according to a set of
conventions or rules. When we speak of “correct grammar”, we mean the usage standards our culture has adopted from
the practice of educated speakers and writers. This meaning of grammar refers to matters of proper and acceptable usage.

Knowing how to use grammar accurately will give you confidence in both speaking and writing. Understanding
grammar will enable you to construct sentences that express your ideas accurately, clearly and effectively. It will also help
you understand the writing of others.

SENTENCE SENSE

A sentence is traditionally defined as a group of words that expresses a complete thought. It is an independent
construction; that is, it does not depend on any other word group to complete its meaning. Whenever you write a sentence,
you must answer two questions:

1. Who or what am I writing about?

2. What about that person, place, or thing?

Grammatically, a sentence also must contain a subject and a predicate to be complete. The thought a
sentence expresses involves a grammatical relationship established between a subject and a predicate. The subject
indicates what the sentence is about – its central topic. The predicate indicates something about the subject; it makes
a statement or asks a question about it.

Notice the subjects and the predicates in these sentences.

The woman in the gray pinstripe outfit looks like a successful executive.
S P

The rain fell heavily through the night.

S P

A pen or a pencil should be brought to each class.

S P

A simple subject gives a short answer to the question, who or what am I writing about? It uses a noun or noun
substitute to give this short answer.

e.g. Can the chair with the broken leg be repaired without too much expense?

Subjects can be compound. Compound subjects consist of two or more separate subjects, which share the same
verb and are linked by the words and, or, nor along with proper punctuation.

e.g. A bat’s wing and a dolphin’s fin are located in the same relative position.

A complete subject gives a full answer to the question, who or what am I writing about?

e.g. My two older cousins live in the province.

The simple predicate of a sentence is its verb. The complete predicate includes the verb plus its modifiers,
complements, and object. In the following example, the complete predicate appears in italics and the simple predicate is
labeled SP.
 SP
e.g. Scientist regard debates on fundamental issues as a sign of intellectual health.

Compound predicates include two or more verbs that have the same subject. The verbs may be joined by either a
coordinating conjunction ( and, but, or, nor, for ) or a correlative conjunction ( both…and, either…or, neither…nor, not
only…but also ).

e.g. The performers sang and danced enthusiastically, though with little effect on the audience.

The subject of a sentence is always a noun, a pronoun, or a verb or clause that functions like a noun or pronoun.
The predicate always contains a verb; often it also contains other words, such as prepositions, adjectives, adverbs, nouns
and pronouns.

The following chart outlines the parts of speech:

The Parts of Speech

Part of Speech Function Example

Verb Indicates action or state of being - spend, walk, see, care, be
Noun Names a person, place, thing, concept, - Pocahontas, home, history, hope
or quality
Pronoun Takes the place of a noun - I, you, him, ours, who, us, myself
Adjective Describes (modifies or qualifies) a - hungry, rich, desperate, solid
noun or pronoun
Adverb Describes a verb, adjective, or another - often, quietly, cheerfully
adverb
Proposition Indicates the relationship between a - into, from, to behind, by, at
noun or pronoun and another word in a
sentence
Conjunction Links or joins words, phrases, and - and, but, until, therefore
clauses
Interjection Expresses surprise or emotion - oh!, ah!, wow!, hey!

BASIC SENTENCE PATTERNS

All English sentences are built on a limited number of patterns. No matter how long or complex, all sentences can
be reduced to one of these patters:

Pattern 1: Subject + Verb (SV)

The woman arrived.

Whales swim.

The verb here is intransitive meaning, it is self-sufficient: it can stand alone with its subject.

Pattern 2: Subject + Verb + Direct Object (SVO)

Dogs eat bones.

Someone insulted him.

The Direct Object is “that which is affected by the verb”, or is the receiver of the action

Pattern 3: Subject + Verb + Direct Object + Object Complement (SVIOOC)

They made the president angry.

The press called her a star.

The Object Complement describes or completes the direct object rather than the subject of the sentence

Pattern 4: Subject + Verb + Indirect Object + Direct Object (SVIOO)

The University awarded her a scholarship.

Millet got us tickets.

The Indirect Object is that which receives the action of the verb-plus-direct object.
Pattern 5: Subject + Linking Verb + Subject Complement
(Predicate Noun or Predicate Adjective) (SVC)

My friend remains an artist.

The traffic seemed heavy.

In addition to be (or one of its forms) the following may also serve as linking verbs: seem, appear, become, grow,
remain, taste, look, feel, smell, sound, get, and turn. The Subject Complement grammatically means “that which
identifies the subject”.

Pattern 6: Subject + Verb + Adverb (SVA)

The children are here.

The game was yesterday

The verb be in this pattern usually has the meaning of “be located” or occur. The words that fill the adverbial
position are typically unflected. Some of them are here, in, out, upstairs, on, tomorrow, over, etc.

The verb in this sentence is transitive and the adverbial is necessary.

A direct object is a noun or pronoun that receives the action of the verb in a sentence. It frequently answers the
question What? Or Whom? About the verb.

An indirect object of a transitive verb identifies the recipient to whom or for whom ( or for what ) the action of the
verb is done.

An object of a preposition is usually a noun or pronoun that follows the preposition and completes its meaning.
The object of a preposition is a part of the prepositional phrase of a sentence.

e.g. The president gave an inspiring motivational speech to her administrative staff.

A subject complement, which may be a noun or an adjective, follows the direct object and renames or describes
the subject of the sentence.

An object complement, which can be a noun or an adjective, follows the direct object and renames or describes it.

Other Sentence Patterns:

1. There (expletive or slot filler) + be + adverbial of place or time. This is a rearrangement of Subject + Verb +
Adverbial or SVA pattern

e.g. There are boxes under the table. (There + be + subject + adverbial)
from The boxes are under the table. (SVA)

2. There + be + subject + -ing participle + or remainder

e.g. There is a girl crying outside.

There are children shouting upstairs

3. Sentence Patterns that came from the passive of the given patterns below:
a. from SVO: The man found a key
Passive: A key was found by the man.
There + be: There was a key found by the man.

b. from SVOO: The president gave him a new position.

Passive: A new position was given him (by the president)
There + be There was a new position given to him (by the president)

c. from SVOOC: The class elected a newcomer chairman.

Passive: A newcomer was elected chairman (by the class).
There + be: There was a newcomer elected (by the class).

4. The expletive there should not be confused with the adverbial there which refers to a location (although
sometimes it does not really point to a location but is used metaphorically.)

e.g. There are students inside the classroom (expletive)

 There the body of the hero lies (adverbial)
There my heart is left (adverbial)

Moreover, the expletive there bears a week sentence stress while the adverbial there has primarily or secondary
stress.

USING DIFFERENT TYPES OF SENTENCES

Sentence can be classified in various ways. One way to classify them is by function; a sentence can, for example,
make a statement, pose a question, give a command, or convey a strong emotion. Another way to classify them is
grammatical construction, such as simple, compound, complex, or compound-complex.

Functional Sentence Types:

1. A declarative sentence makes a statement.

2. An interrogative sentence asks a question.
3. An imperative sentence gives a command or makes a request.
4. An exclamatory sentence expresses strong feeling.

Grammatical Sentence Types:

1. A simple sentence consists of a single independent clause without any dependent clauses.

e.g. You and your friends can see the mountain on your next trip.
You can see the mountain and climb to the top.

2. A compound sentence consists of two or more independent clauses without any dependent clauses.

e.g. He wanted to attend the meeting, but he had already promised to see the movie with friends.

3. A complex sentence consists of a single independent clause with one or more dependent clauses

e.g. Few of us are confident that would peace will occur any time soon.

4. A compound-complex sentence consists of two or more independent clauses and at least one dependent clause.

e.g. The book was long, but it provided enjoyable reading because it had surprising action and complex
characters.

VERBS

A verb is a word that expresses existence, action, or experience.

Verb is a part of the complete predicate that indicates an action, an occurrence, or a state of being. Different
forms of a verb are used to indicate person, number, tense, voice, and mood. The chart below outlines some important
characteristics conveyed by verbs.

Indicates who or what experiences or First person: I talk.

performs the action – the person
Person speaking, the person spoken to, or the
person or thing spoken about.
Specifies how many subjects
Number experience or perform the action
Second person: You talk.
Third person: He/She/It talks.
Singular: It talks.
Plural: They talk

Past: I looked out the window.

Tense Signals the time of the action. Present: I look out the window.
Future: I will look out the window.
Indicates whether the subject performs Active: The audience watched the
Voice or receives the verb’s action. performers.
Passive: The performers were watched
by the audience.
Denotes the attitude expressed toward Imperative: listen to me!
Mood the verb. Indicative: You are listening to me.
Subjunctive: I wish you would listen
to me.
 Usage Notes:

 The simple present tense designates action occurring at the time of the speaking or writing: She lives in Canada. It
is used to indicate habitual actions: She exercises every morning. It is also used to express general truths: (Time
flies) and scientific knowledge (Light travels faster than sound.) It can also refer to future events: The program
airs next Friday.

 The past tense indicates action that occurred in the past and that does not extend into the present: Kate worked on
her term paper for more than a month.

 The future tense indicates action that has not yet begun: Elaine will try to get us all free tickets for the play.

 The present perfect tense indicates that an action or its effects, begun in the past, either ended at some time in the
past or continues into the present: They have agreed to iron out their differences.

 The past perfect tense designates an action that has been completed prior to another past action. It indicates a
time further back in the past than the present perfect tense or the simple past tense: The choir had song their last
song when the lights went out.

 The future perfect tense indicates that an action will be completed at some future time: I will have finished
reading Romeo and Juliet by the time of the final exam.

 The present progressive tense conveys a sense of ongoing action: I am requesting financial aid for next year.

 The past progressive tense conveys a continuing past action: The old men were sitting on the porch when we
passed.

 The future progressive tense suggests continuing action in the future: They will be answering the phone while
she is gone.

 The present perfect progressive tense indicates an action that began in the past and continues into the present:
Christine has been running her own business for more than ten years.

 The past perfect progressive tense suggest a continuing action that ended before another action: They had been
studying French for years before they ever visited France.

 The future perfect progressive tense indicates a continuing action that will end at a future time: When we meet
next week, I will have been practicing gymnastics for a month.

TENSE SEQUENCE

Tense sequence refers to the relationship between the tense of a verb in an independent clause and the tense of a
verb in a dependent clause. These verb tenses must follow patters so that a passage is clear and makes sense. Consider the
following examples:

When I study, I often listen to music. ( Because the two actions occur simultaneously and because they are
habitual acts, the verbs are both in the simple present tense.)

If I get up now, I will have time for breakfast. ( The two acts occur in sequence, the first in the present and the
second in the future; the verbs, thus are in the present and future tenses, respectively )

Few people know what actually happened. ( This sentence refers to the knowledge of the present about an event
of the past. )

Few people knew what actually happened. ( This sentence refers to what people knew at the time the event
occurred rather than to what people know now. )

MOOD

The mood of a verb refers to the writer’s attitude toward what is being said or written.

The indicative mood states a fact, declare an opinion, or ask a question: Columbus is generally credited with
discovering America. ( state a fact )
 The imperative mood gives directions or express requests or commands: Study the first four chapters for the test.
( you is understood as the subject )

The subjunctive mood expresses wishes, stipulate demands or requirements, and makes statements contrary to
fact. They often appear in clauses introduced by that or if.

VOICE

Voice of the verb can be either ACTIVE or PASSIVE.

The voice of the verb is active, when the subject of the sentence is the doer or actor of the action expressed by the
verb.

e.g. Bert analyzed the data carefully.

In a sentence with a passive verb, the action is performed upon the subject and the performer may be mentioned
or not.

e.g. The data were analyzed carefully (by Bert)

A passive verb is formed by the form of Be plus the past participle of the main verb. The tense of BE determines
the tense of the passive verb; therefore, it can have as many tenses as an active verb.
MODALS

Modals are auxiliary verbs. They are used with main verbs (base form). The following are some of the modals
with some of the additional meanings they add to the main verb.

Can ability, permission, possibility, opportunity

Could ability in the past, possibility, permission
May probability, permission
Might past form of may, probability
Must necessity, logical conclusion
Ought to obligation, assumption
Shall future with emphases, obligation, promise
Should advice, obligation, prediction
Will future, willingness
Would past form of will, condition

The following are similar to a modal:

Used to expresses a custom or a habitual action in the past and no longer continued at present.
e.g. I used to visit my grandmother in summer.

Be-used to means to be accustomed to

e.g. I was used to going to the movies alone.
We were used to going to the movies quite frequently.

Had better although had appears to be a past from, had better expresses advice for the future
e.g. You had better take your remaining subject this summer.

Would rather Expresses preference in present and future time

e.g. She said that she would rather not attend the graduation ball.
Gary would rather have coffee than soda.

SUMMARY OF SUBJECT – VERB AGREEMENT:

General Rule: The subject and the verb agree in person and number.
e.g. Rocks endure; time passes.
 Present Tense
Singular Forms of the Forms of Do Forms of Lexical/
Subject HAVE Action Verbs
1st person I am do have base form
2nd person You are do have base form
3rd person He, She, It is does has V + s / es

Present Tense
Plural BE Verb Do HAVE “Action”
Subject Verbs
1st person We are do have base form
2nd person You are do have Base form
3rd person They are do have Base form

Consider the changes of the form of the verb especially when the subject is third person singular.

* Third person singular subject: The day downs.

The girl is here.
She has some problems in school.

* Intervening or parenthetical expressions usually introduced by the words together with or along with do not
affect the number of the subject.

e.g. The books with the missing pages lay in the gutter.
The book with the missing pages lays in the gutter.

* Compound subjects: Rocks and trees do the landscape.

e.g. A long or a short play is required every month.

Either Martha or her parents are coming.
Either the parents or Martha is coming.

* Singular indefinite pronouns (another, each, little, much, every, someone, etc.):

e.g. Everyone is expected to come.

Little remains to be done

* Plural indefinite pronouns (both, few, many, several, others, etc.)

e.g. Few have money to donate.

Several do not agree on the matter.

* Variable indefinite pronouns (all, most, more, some) can be singular or plural depending upon the “real” noun
they refer:

e.g. The task is all yours.

None is mine.

Those letters are all yours.

None are mine.

None of the work is accomplished.

None of the letters are burned.

* Collective noun subjects:

e.g. The class is quite (“class” is taken as a whole entity)

The class argue on the issue (the members of the class are considered)

* Inverted sentence (subject comes after the verb)

e.g. Under the trees, lies our lazy dog.

There are no plants in our yard.

* Plural form singular meaning subjects:

e.g. Mathematics is a challenging subject. (Mathematics” is a subject area)

 His mathematics are questionable. (used in some other sense)

* Titles and words used as subjects:

e.g. “Trees and Forests” is the standard text.

Oxen is the plural or Ox.

* Who, Which, That used as subordinator an subject or direct object in the relative clause

e.g. I am analyzing the numbers which are difficult for me.

The receptionist who always smiles pleases the customers.

(smiles agrees with who; pleases agrees with receptionist)

The receptionist who always smile please the customers.

(smile agrees with who; please agrees with receptionists)

* Fractions may be singular or plural.

e.g. Half of the cake was eaten.

Half of the bottles are missing.

* Amounts and measurements usually express singular units.

e.g. One hundred pesos is easier to collect than two hundred.

Ten yards of cloth is needed for the curtains.

* A number is considered plural, the number is singular

e.g. The number of students is still increasing.

A number of students do not have library cards.

SUMMARY OF PRONOUN – ANTECEDENT AGREEMENT:

 Normal pronoun – antecedent agreement: Tree shed its leaves

 Indefinite pronouns as antecedents: Each tree has its own distinct shape.
 Collective nouns as antecedents: The family cannot settle their differences.
 Compound antecedents: Neither my parents nor my brother has confirmed his reservation.

CASES OF PERSONAL PRONOUNS

Nominate / Subjective Objective Case Possessive Case

Case
1st person I we me us my, mine Our, ours
2nd person you you you you your, yours Your, yours
3rd person He, She, It they Her, him, it Them Her, hers, his, Their, their
his its

MISPALCED, INTERRUPTING AND DANGLING MODIFIERS

 A misplaced modifier is a modifier that is positioned in a sentence so that it is unclear which word, clause, or
phrase is modified. Often, a modifier is misplaced when it can modify more than one word, clause, or phrase in a
sentence.

Confusing: Sixty doctors play golf in the hospital.

Revised: Sixty doctors in the hospital play golf.

 A squinting modifier is a type of misplaced modifier that confuses the meaning of a sentence because it appears
to modify the words that come both before and after it.

Squinting: the woman who spoke quickly ran out of breath.

Revised: The woman who quickly spoke ran out of breath.
Revised: The woman who spoke ran quickly out of breath.
  An interrupting modifier is a modifier whose placement causes confusion in sentences. Unlike other types of
misplaced modifiers, however, interrupting modifiers disrupt the continuity of thought in a sentence and can make
it difficult to understand the meaning of a sentence.

Awkward: The concert, because it rained heavily all day, was cancelled.
Revised: Because it rained heavily all day, the concert was cancelled.

 A dangling modifier is a word. Phrase, or clause that does not modify any element in a sentence. A dangling
modifier often seems to refer to something that is implied in the sentence.

Dangling: After a long run, a cold shower is enjoyable and refreshing.

Revised: after a long run, I enjoy a refreshing cold shower.

Dangling: While brewing, Ana can determine how fresh the coffee is.
Revised: While the coffee is brewing, Ana can determine how fresh it is.

PARALLELISM

A parallel sentence is one in which elements of equal or “parallel” weight are expressed in equal or “parallel”
grammatical forms. Take note of the underlined words in the following sentences.

1. Cynthia collected, presented, and analyzed all the data. (Verbs in simple past form)
2. To see is to believe. (infinitive)
3. Swimming and gardening are my hobbies. (gerunds)

Faulty: This assignment is long, difficult, and makes me very tired.

Revised: This assignment is long, difficult, and tiring.

PART II: ANALYZING TEST ITEMS

Directions: Complete each sentence by choosing the answer that will make it correct.

1. He found the book I had lent him ______ on the table.

a. lain b. lay c. laid d. lying

2. Her father was one of the businessmen who _____ by the depression.
a. are ruined b. is ruined c. were ruined d. ruined

3. Either French dressing or mayonnaise _____ well either tomatoes.

a. goes b. go c. are going d. is going

4. Lea Salonga sings very well, doesn’t she? _____

a. Yes, she does. b. No, she does c. Yes, she doesn’t d. No, she doesn’t

5. _____ every rule, there is an exception.

a. In b. To c. For d. Under

6. Anybody _____ it is to his advantage to have a college degree.

a. know b. will know c. knows d. knew

7. He hopes you _____ attend his graduation.

a. could b. would c. might
will

8. I could wear my black or brown pair of shoes. Which do you think is _____?
a. good
b. better
c. well
d. best

9. The dog bit Linda _____ hard _____ she cried in pain.
a. such – as
b. too – that
c. so – that
d. such – that
10. When the battle was over, the victories troops _____ their flag over the city.
a. raised
b. rose
c. rise
d. risen

11. The man was _____ conniving with the hold-up men.
a. accused to
b. accused for
c. accused of
d. accused by

12. “When is Mrs. Chavez planning to retire”? “Soon, I think. She _____ here for a long time. She’ll probably retire either
next year or the year after that.”
a. worked
b. had been working
c. has been working
d. is working

13. “Why did you buy all this sugar and chocolate?”
“I _____ a delicious dessert for dinner tonight.”
a. make
b. am going to make
c. will be made
d. will have made

14. Next week when there _____ a full moon, the ocean tides will be higher.
a. is being
b. is
c. will be made
d. will have been

15. On July 20, 1969, Astronaut Neil Armstrong _____ down into the moon, the first person to set foot on another
celestial body.
a. was stepping
b. stepped
c. has stepped
d. was step

16. many years of intensive language study are required for non-native speakers to be able to qualify as interpreters. By
the end of the year, Kim _____ English for three years, but he will still need more training and experience before he
masters the language.
a. will be studying
b. has studied
c. will have been studying
d. has been studying

17. After ten unhappy years, Marissa finally quit the job. She _____ along with her boss for a long time before she finally
decided to look for a new position.
a. hadn’t been getting
b. isn’t getting
c. didn’t get
d. hasn’t been getting

18. A minor earthquake occurred at 2 : 07 AM on January 3. Most of the people in the village _____ at that time and
didn’t even know it had occurred until the next morning.
a. slept
b. had slept
c. were sleeping
d. sleep

19. Gina’s eyes burned and her shoulder ached. She _____ at the computer for 5 straight hours. Finally, she took a break.
a. is sitting
b. has been sitting
c. was sitting
d. had been sitting

20. Ineng and Jojani were mischievous children. They _____ tricks on their teachers which always got them into a lot of
trouble.
a. could play
b. used to play
c. could have played
d. may have played

21. You have to pay extra if you take too _____ with you.
a. much luggage
b. many luggages
c. much luggages
d. many luggage

22. at the news conference, several reporters didn’t get clear answers to _____ questions.
a. theirs
b. their
c. his and hers
d. his and her

23. Two-thirds of my _____ from the province.

a. classmate is
classmate are
c. classmate is
d. classmates are

24. If I could speak French, I _____ next year studying in France.

a. would spend
b. would have spent
c. has spent
d. will spend

25. If I _____ the same problems you had as a child, I might not have succeeded in life as well as you have.
a. have
b. would have
c. had had
d. should have

26. By measuring changing conditions in the atmosphere, _____ general weather patterns.
a. meteorologists who are predicting
b. meteorologists were predicted
c. predicting meteorologist
d. meteorologists can predict

27. Not until the end of the nineteenth century, _____ become a scientific discipline.
a. plant breeding had
b. did plant breeding
c. plant breeding have
d. have plant breeding

28. The cerebral cortex is _____ where the process of remembering faces takes place.
a. the area is brained
b. the area of the brain
c. and a brain area
d. brain area

29. By the end of the nineteenth century, Thomas Edison had invented the first practical light bulb, _____.
a. a source of cheap electrical light
b. the light of electricity cheap source
c. a source light cheap electricity
d. light with cheap electricity source

30. _____ about babies’ feelings transferred from their facial expressions.
a. What we know
b. To be known by us
c. Knowing
d. Known

31. _____, communities are formed in a variety of ways.

a. Created a division of labor
b. To create a division of labor
c. Create a division of labor
d. Creation of division of labor

32. The condition necessary _____ this project have not been met.
a. for the complete of
b. of complete of
c. for the completion of
d. of complete

33. _____ are found in virtually every country in the world.

a. Fruit files and mosquitoes
b. Now that fruit flies and mosquitoes
c. When fruit flies and mosquitoes
d. Fruit flies and mosquitoes which

34. Successful salespeople _____ and understand the needs of the market.
a. products are thoroughly known
b. know their products thoroughly
c. thoroughly know their products are
d. their products are thoroughly known

35. The number of members of the executive board in a big corporation is fixed by the bylaws _____ by the president.
a. nevertheless
b. instead
c. despite
d. not

PART III: ENHANCING TEST TAKING SKILLS

Directions: Write the number that corresponds to the word or phrase which makes the sentence incorrect. Write number 5
if the sentence has no error.

_____ 1. You are the very person who I saw.

1 2 3 4
_____ 2. She spoke clear and made a good impression on the audience
1 2 3 4

_____ 3. We do our shopping in Makati because of their big stories there.

1 2 3 4

_____ 4. I think a hundred pesos are too much for that toy.
1 2 3 4

_____ 5. Exploding firecrackers during the New Year are a time-honored tradition in our country.
1 2 3 4

_____ 6. If I was you I would think twice before resigning.

1 2 3 4

_____ 7. If he had only knew that the U.S. would invade Panama he would have been on alert.
1 2 3 4
_____ 8. Since its establishment in 1982 the company is very progressive.
1 2 3 4

_____ 9. Benjie, together with Mon and Robert, have been chosen to play for the national team.
1 2 3 4

_____ 10. Rachele’s mother scolded her when she break the imported vase.
1 2 3 4

_____ 11. My teacher and friend, Mr. Torres are with my group mates.
1 2 3 4

_____ 12. The security guard assured us that everything will be taken cared of.
1 2 3 4

_____ 13. We should not allow aliens to exploit our natural resources.
1 2 3 4

_____ 14. One of the puppies looks different from it’s parents.
1 2 3 4

_____ 15. “You shouldn’t meddled in the controversy”, aunt Sophia said.
1 2 3 4