LEGACY COLLEGE OF COMPOSTELA

(Formerly: Philippine Institute of Medical Science and Technology)

Dagohoy St. Poblacion, Compostela, Davao De Oro
Telephone No: (084) 400-9392 / Email Address: Legacycomp@yahoo.com

INFORMATION TECHNOLOGY EDUCATION DEPARTMENT

COURSEPACK FOR INST 1

COMMUNICATION ENHANCEMENT 1

Prepared by:

FERNANDO JR. I. CORTEZ, LPT

STEPHENE MARK H. CORESIS, LPT
PHILIP E. REDUCTO, MPM
 This course will go over some of the basic of grammar and punctuation such
as verb tenses and conjunctions, compound and complex sentences, punctuations,
parallel structure, and sentence variety that students need to develop their writing
skills.

To deliver Quality Education to our learners, this Course Work is equipped with two
modules as follows:

 Module 1 - Basic Grammar

 Module 2 – Sentence Structure

I encourage you to understand and to read carefully the sentences, and

completely go through each lesson to gain real learning. You should work on all
the activities as it will help you grasp the concept meaningfully.

So, to make this learning experience rewarding for you, study this Course
Work with your motivation to graduate in the near future and to be the best
version of yourself as an aftermath.

God Bless and Good Luck!

 TABLE OF CONTENTS
Page

Module 1 : Communication processes, principle and ethics

Lesson 1: Parts of Speech 2

Lesson 2: Pronoun Antecedents 7
Lesson 3: Proper Use of Pronouns 12

Module 2 : Communication and Globalization

Lesson 1: Subject Verb Agreement 23

Lesson 2: Kinds of Sentences 29
Lesson 3: Parallelism 35
Lesson 4: Punctuations 38
 Module 1
Basics of Sentence Structures

Welcome to Module 1!
This module reviews the basics of sentence structures. It is created to help the students to go back
and appreciate the fundamentals of sentence structures such as; parts of speech, proper use of pronouns,
pronoun antecedents, tenses of verbs and the like. It is our hope that reviewing and understanding the basic
concepts will enhance more the skills in English speaking and writing.
Course Objectives
 Construct an essay writing;
 Perform an extemporaneous speech; and
 Reflect on the interview by the instructors.

The following are the lessons of this module:

 Lesson 1: Parts of Speech
 Lesson 2 : Pronoun Antecedents
Lesson 3 : Proper Use of Pronouns
Name:_________________________________________________________Course:_________________

Lesson 1 – Parts of Speech

Introduction

Most of the students in college have a difficulty in English communication. It has been said that
students failed to communicate well because of negligence of some important details of fundamentals in
English grammar and lexical. Since, basic grammar and lexical are important, it is the hope to give an
emphasis to review the fundamentals of grammar and lexical, the parts of speech. Hence, following the basic
understanding of grammar and lexical, are our hope to provide.

Learning Outcomes

At the end of the lesson, the students should be able to:

 Identify the parts of speech; and

 Classify the parts of speech into content and functional (open or close) classes.

Activity

Guess for the hidden word below.

______
Analysis

1. What makes an interesting speech?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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 _________________________________________________________________________________
_________________________________________________________________________________
2. What do you think is the relevance of the hidden word in our topic?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Abstraction

THE EIGHT PARTS OF SPEECH

There are eight parts of speech in the English language: noun, pronoun, verb, adjective, adverb, preposition,
conjunction, and interjection. The part of speech indicates how the word functions in meaning as well as
grammatically within the sentence. An individual word can function as more than one part of speech when
used in different circumstances. Understanding parts of speech is essential for determining the correct
definition of a word when using the dictionary.

1. NOUN
 A noun is the name of a person, place, thing, or idea.
man... Butte College... house...  happiness

A noun is a word for a person, place, thing, or idea. Nouns are often used with an article (the, a, an), but not
always. Proper nouns always start with a capital letter; common nouns do not. Nouns can be singular or
plural, concrete or abstract. Nouns show possession by adding 's. Nouns can function in different roles
within a sentence; for example, a noun can be a subject, direct object, indirect object, subject complement,
or object of a preposition.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

2. PRONOUN
 A pronoun is a word used in place of a noun.
She... we... they...  it

A pronoun is a word used in place of a noun. A pronoun is usually substituted for a specific noun, which is
called its antecedent. In the sentence above, the antecedent for the pronoun she is the girl. Pronouns are
further defined by type: personal pronouns refer to specific persons or things; possessive pronouns indicate
ownership; reflexive pronouns are used to emphasize another noun or pronoun; relative pronouns introduce
a subordinate clause; and demonstrative pronouns identify, point to, or refer to nouns.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

3|Page
 3. VERB
 A verb expresses action or being.
jump...  is... write... become

The verb in a sentence expresses action or being. There is a main verb and sometimes one or more helping
verbs. ("She can sing." Sing is the main verb; can is the helping verb.) A verb must agree with its subject in
number (both are singular or both are plural). Verbs also take different forms to express tense.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

4. ADJECTIVE
 An adjective modifies or describes a noun or pronoun.
pretty...  old...  blue... smart

An adjective is a word used to modify or describe a noun or a pronoun. It usually answers the question of
which one, what kind, or how many. (Articles [a, an, the] are usually classified as adjectives.)

The young girl brought me a very long  letter from the teacher, and then she quickly disappeared. Oh my!

5. ADVERB
 An adverb modifies or describes a verb, an adjective, or another adverb.
gently... extremely...  carefully... well

An adverb describes or modifies a verb, an adjective, or another adverb, but never a noun. It usually answers
the questions of when, where, how, why, under what conditions, or to what degree. Adverbs often end in -ly.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

6. PREPOSITION
 A preposition is a word placed before a noun or pronoun to form a phrase modifying another word
in the sentence.
by... with.... about...  until

(by the tree, with our friends, about the book, until tomorrow)

A preposition is a word placed before a noun or pronoun to form a phrase modifying another word in the
sentence. Therefore a preposition is always part of a prepositional phrase. The prepositional phrase almost
always functions as an adjective or as an adverb. The following list includes the most common prepositions:

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

7. CONJUNCTION

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 A conjunction joins words, phrases, or clauses.
and...  but...  or... while... because

A conjunction joins words, phrases, or clauses, and indicates the relationship between the elements
joined. Coordinating conjunctions connect grammatically equal elements: and, but, or, nor, for, so,
yet. Subordinating conjunctions connect clauses that are not equal: because, although, while, since,
etc. There are other types of conjunctions as well.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

8. INTERJECTION
 An interjection is a word used to express emotion.
Oh!... Wow!... Oops!

An interjection is a word used to express emotion. It is often followed by an exclamation point.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

Open Class

 Refers to the category of content words—that is, parts of speech (or word classes) that readily accept
new members, as contrasted with closed class, which do not.
 The open classes in English are nouns, lexical verbs, adjectives, and adverbs.

Closed Class

  Refers to the category of function words—that is, parts of speech (or word classes)—that don't
readily accept new members.
 The closed classes in English include pronouns, determiners, conjunctions, and prepositions.


Application

Direction: Identify each word in the sentence based on Parts of Speech.

Sentence:

Wow! The beautiful girl dances so well on the stage and I couldn’t stop looking at her.

NOUN
PRONOUN
ADJECTIVES
VERB
ADVERB
PREPOSITION
CONJUNCTION
INTERJECTION

5|Page
Classification: Determine which parts of speech belong to open and closed classes.

Open Closed

Congratulations! You have successfully finished the module 1. Keep it up!

REFERENCE

https://l.facebook.com/l.php?u=http%3A%2F%2Fwww.butte.edu%2Fdepartments%2Fcas
%2Ftipsheets%2Fgrammar%2Fparts_of_speech.html%3Ffbclid
%3DIwAR3sZa87TuGr7hGP0Z43PBlm8Uo-qc5uZsHT9zo7JkHIU2mvm-
1pWY6HSCo&h=AT0XfWatLt7S1qWPjnTNKGGOvJYINqISq47PhpH30CCM94jvyzK-
mNaZOlRT-7n4cO4kmyiVTxHDXBYYWT-
qiIHYf_7nz2DIM7zaT_8k9C4TjGwhLuzsprJYs7MLQvMTF_9PdA

6|Page
Name:______________________________________________________Course/Section:_____________

Lesson 2 – Pronoun Antecedents

Introduction
This lesson will help us to navigate to one of the neglected parts of speech which is the pronoun.
Basically, it will lead us to correct usage of grammar in a sentence. Be ready. Fasten your seat belt as we
move along to this lesson.

Learning Outcomes
At the end of the lesson, the students should be able to:
 Use pronoun properly in the sentences
 Apply rules in pronoun Antecedent in the sentence.

Activity
EXERCISE 1: Identifying Pronouns and Their Antecedents
Directions: Underline the pronouns that show in the sentence.

1) As a child, Aunt Livia often played with her dollhouse.

2) In the 1500s, dollhouse owners used the dollhouses to show off their wealth.
3) The dollhouses were made to imitate their owners’ homes.
4) In one place, a rich woman could show visitors how beautifully her whole house was decorated.
5) The man of the house could give guests an idea of treasures he kept in storage.

Analysis

1. What are the pronouns in the sentences?

No Pronoun
.
1
2
3
4
5

2. What these pronouns refer to?

No. Pronoun Refer to?
1
2
3
4
5

Abstraction

Usage - Pronoun-Antecedent Agreement

A pronoun is a word used to stand for (or take the place of) a noun.
A word can refer to an earlier noun or pronoun in the sentence.
        Example:

7|Page
                  
We do not talk or write this way.  Automatically, we replace the noun Lincoln's with a pronoun.  More
naturally, we say

                    
The pronoun his refers back to President Lincoln.  President Lincoln is the ANTECEDENT for the
pronoun his. 
An antecedent is a word for which a pronoun stands.  (ante = "before")
The pronoun must agree with its antecedent in number.
Rule: A singular pronoun must replace a singular noun; a plural pronoun must replace a plural noun.
Thus, the mechanics of the sentence above look like this:

                
        
Here are nine pronoun-antecedent agreement rules.  These rules are related to the rules found
in subject-verb agreement.
1.  A phrase or clause between the subject and verb does not change the number of the antecedent.
            Example:

                    

2.  Indefinite pronouns as antecedents

 Singular indefinite pronoun antecedents take singular pronoun referents.   

          
            Example:

                    
 Plural indefinite pronoun antecedents require plural referents.
                PLURAL:   several, few, both, many
            Example:

                    
 Some indefinite pronouns that are modified by a prepositional phrase may be either singular or
plural. 
          EITHER SINGULAR OR PLURAL:  some, any, none, all, most

              
8|Page
               Examples:

                        
                        Sugar is uncountable; therefore, the sentence has a singular referent pronoun.
                        

                        
                        Jewelry is uncountable; therefore, the sentence has a singular referent pronoun.
                

             
                Examples:

                          
                        Marbles are countable; therefore, the sentence has a plural referent pronoun.
                

                            
                        Jewels are countable; therefore, the sentence has a plural referent pronoun.

3.  Compound subjects joined by and always take a plural referent.

                    Example:

                         

4.  With compound subjects joined by or/nor, the referent pronoun agrees with the antecedent closer to the
pronoun.
                    Example #1 (plural antecedent closer to pronoun):

                          
                    Example #2 (singular antecedent closer to pronoun):

                          

9|Page
    Note:  Example #1, with the plural antecedent closer to the pronoun, creates a smoother sentence
               than example #2, which forces the use of the singular "his or her."  

5.  Collective Nouns  (group, jury, crowd, team, etc.) may be singular or plural, depending on meaning.    

                          
                In this example, the jury is acting as one unit; therefore, the referent pronoun is singular.
                    

                          
                In this example, the jury members are acting as twelve individuals; therefore, the referent
                 pronoun is plural.
            

                             
                  In this example, the jury members are acting as twelve individuals; therefore, the referent
                  pronoun is plural.
      
              
6.  Titles of single entities. (books, organizations, countries, etc.) take a singular referent.
        EXAMPLES:

                              

                                

7.  Plural form subjects with a singular meaning take a singular referent.  (news, measles, mumps,
physics, etc)
        EXAMPLE:  

                            

8.  Every or Many a  before a noun or a series of nouns requires a singular referent.

            EXAMPLES:

10 | P a g e
                            

                            

9.  The number of   vs  A number of  before a subject:

 The number of is singular.  

                           
 A number of is plural.

                                

Application
Directions: In each sentence underline once the personal pronoun and underline twice its antecedent.

1) These houses were not small; some of them were six feet high.
2) Dutch merchants made their dollhouses much smaller.
3) The Utrecht Dollhouse, one of the most famous of its kind, consists of a cabinet with tiny furnished
rooms instead of drawers or shelves.
4) Craftspeople of the late 1600s gave their talents to creating the Utrecht Dollhouse.
5) Anyone thinking that dollhouses are only for children should revise his or her belief.
6) Dollhouses of the 1500s and 1600s, miniature copies of their wealthy owners’ homes, can help a
researcher improve his or her understanding of those times.
7) In the 1920s, a society woman created a dollhouse, and Carrie Stettheimer’s artist friends contributed
their talents to making it special.
8) Among those friends was the painter Marcel Duchamp, best known for his pioneering the artistic
movement called Dada.
9) Duchamp contributed to the Stettheimer dollhouse a tiny work painted by him.
10) Atty. Julius broke the law by choosing the girl who is married that he once met in the cabaret.

“Great power comes with great responsibility.”

- Spider Man

REFERENCE
Usage - Pronoun-Antecedent Agreement, https://webapps.towson.edu/ows/pro_antagree.htm?
fbclid=IwAR10V23Ocf2iS3J7eu77uL4Ni0xsGT1t8yd8aeGBCS78Az5Dhtu3rayNOZE. (Accessed October
2, 2020, 12:07PM)
11 | P a g e
 Name:______________________________________________________Course/Section:_____________

Lesson 3 – Proper Use of Pronoun

Introduction
This lesson will help us to navigate to one of the neglected parts of speech which is the pronoun.
Basically, it will lead us to correct usage of grammar in a sentence. Be ready. Fasten your seat belt as we
move along to this lesson.

Learning Outcomes
At the end of the lesson, the students should be able to:
 Use pronoun properly in the sentences; and
 Apply rules in pronoun Antecedent in the sentence.

Activity
EXERCISE 1: Identifying Pronouns
Directions: Encircle the incorrect pronouns in the sentence.

1. Him and I are going to see Titanic tonight.

2. Mary invited both he and I to her birthday party.
3. Me and her are going to eat out tonight.
4. Me and John and you should take Spanish lessons.
5. Who's going to the party tomorrow? Myself and her.

Analysis

1. How did you identify the incorrect pronoun in the sentence?

_______________________________________________________________________________________
______________________________________________________________________________________
_______________________________________________________________________________________
2. What do you think are the correct form of the incorrect pronouns?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Why is it important to properly use Proper Pronouns?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Abstraction
PERSON OR NOMINATIVE OBJECTIVE POSSESSIVE
NUMBER CASE CASE CASE

1st person singular I me my, mine

2nd person singular you you your, yours

3rd person singular, he him his

12 | P a g e
 male

3rd person singular,

she her her, hers
female

3rd person singular,

it it it, its
neuter

1st person plural we us our, ours

2nd person plural you you your, yours

3rd person plural they them their, theirs

Case of Pronouns: Rules and Examples

Subjective Pronouns
The subjective (or nominative) pronouns are I, you (singular), he/she/it, we, you (plural), they and who. A
subjective pronoun acts as a subject in a sentence. See the sentences below for illustration:
I have a big chocolate bar.
You have some ice cream.
He has a cake.
We could have a party.
They could come, too.
Who should be invited?
Objective Pronouns
The objective (or accusative) case pronouns are me, you (singular), him/her/it, us, you (plural),
them and whom. (Notice that form of you and it does not change.) The objective case is used when
something is being done to (or given to, etc.) someone. The sentences below show this use of the objective
case:
Give the chocolate to me , please.
Why should I give it to you ?
You could give it to him , instead.
Please share it with all of us .
Do we have to share it with them ?
Possessive Pronouns
There are two types of possessive pronouns. The first type is used with nouns my, your (singular), his, her,
your (plural), its, their, our. The other type of pronouns are sometimes called independent possessive
pronouns, because they can stand alone. They are mine, yours (singular), his, hers, ours, yours
(plural) and theirs. The possessive pronouns show that something (or someone) belongs to someone (or
something).
That’s my shirt.
That shirt is mine.
The house is theirs.
It’s their house.
The dog is scratching its ear.
Usage - Pronoun Case
13 | P a g e
  

The pronoun's function in a sentence determines which case to use.

RULE:  Use a subjective case pronoun

                   

                 1) Personal pronoun subject

                     

                2) Personal pronoun subjective complement ("completes" the subject)

                    

14 | P a g e
RULE:  Use an objective case pronoun

  

            1)  Personal pronoun direct object

                       

                2)  Personal pronoun indirect object

                        

                3)  Personal pronoun object of preposition

                                            

Additional pronoun case rules

    1.  When a pronoun is used along with a noun, choose the pronoun case that matches the noun's function.

15 | P a g e
             

     2.  When a pronoun is part of a compound element, choose the pronoun case that would be correct if the
pronoun were not part of a compound element.

         

                NOTE:  To make certain that pronoun case is correct in compound elements, omit one
                                half of the compound to check each pronoun.
 

                       
                   
16 | P a g e
     3.  When a personal pronoun is used in a comparison, choose the correct pronoun case by carrying the
sentence out to its logical conclusion.

                    

     4.  Choose who or whom depending upon the function of the pronoun in the sentence.

            Who is subjective case like the pronouns he, she, they, I, and we.

            Use who as the subject or subjective complement of a sentence.

17 | P a g e
             

             Helpful tip:  To see whether who is the correct choice, substitute he for who.

                                                If the sentence sounds correct, then   who is the correct choice.     

               

            Whom is objective case like the pronouns him, her, them, me, and us.

            Use whom as the direct object, indirect object, or object of a preposition in a sentence.

18 | P a g e
             

               Helpful tip:  To see whether whom is the correct choice, substitute him for whom.

                                                If the sentence sounds correct, then   whom is the correct choice.

                

                      
            NOTE:  In an adjectival subordinate clause, choose who or whom by determining the
                           pronoun's  function within the subordinate clause.
19 | P a g e
             

     5.  Use possessive case pronouns with gerunds.

         Reminder:  A gerund is a verb form ending in -ing, used as a noun. 

            

Application
Directions: Encircle the incorrect pronoun and rewrite the sentence with the correct pronoun.
1. Him is taller than me.
_________________________________________________________________________________
2. Bob and me travel the whole world.
_________________________________________________________________________________
3. He gave the flower to Jane and I.
_________________________________________________________________________________
4. Icoy and him boyfriend went to America.
_________________________________________________________________________________
5. Fernando and me love each other.
_________________________________________________________________________________
6. Mine bag is expensive.
_________________________________________________________________________________
7. That dog is my.
_________________________________________________________________________________
8. The boy cried in the middle of her speech.
_________________________________________________________________________________
20 | P a g e
 9. Philip and Jeza love each other so much that them wanted to be together.
_________________________________________________________________________________
10. Mrs. Jizie Escalera went to the market to buy food for his husband.
________________________________________________________________________________

“You will be different, sometimes you’ll feel like an outcast, but you’ll never be alone.”
- Superman

REFERENCE
Cases of Pronouns: Rules and Examples. https://www.grammarly.com/blog/pronoun-cases/?
fbclid=IwAR1o7kGVQgBE_2piRl5XwfvoPlXMsQeW9vS5MtFmdHhHUrvNGyc2k3f6eOU. (Accessed
October 2, 2020 4:08PM)
Usage - Pronoun Case. https://webapps.towson.edu/ows/procase.htm?
fbclid=IwAR0hBDWlG70rUF33PO41maA5Y2msR6XzpfU4le9yfSU_Bbf5R3miZcg9tzs. (Accessed
October 2, 2020 4:09PM)

21 | P a g e
 Module 2
Sentence Structure

Welcome to Module 2!
This module reviews the basics of sentence structures. It is created to help the students to go back
and appreciate the fundamentals of sentence structures such as; parts of speech, proper use of pronouns,
pronoun antecedents, tenses of verbs and the like. It is our hope that reviewing and understanding the
basic concepts will enhance more the skills in English speaking and writing.

Course Objectives
• Identify the rules in subject verb agreement in the sentences;
• Differentiate the kinds of sentences; and
• Create sentences by following the Parallelism.

The following are the lessons of this module:

• Lesson 1: Subject-Verb Agreement
• Lesson 2: Kind of Sentences
• Lesson 3: Parallelism
• Lesson 4: Punctuation

22 | P a g e
Name:______________________________________________________Course/Section:_____________

Lesson 1 – Subject Verb Agreement (SVA)

Introduction

This lesson will help us to understand well the sentence structure as we learn the basic
understanding of subject verb agreement. Understanding the subject verb agreement will help us to
muster the basic of grammar. Since, life is a complex situation agreement of something is very important.
So, as we continue on our journey of reviewing the basic of grammar, we may find an interesting
agreement of our mind and heart upon learning on this topic. Brace your self as we embark on this other
lesson. God speed!

Learning Outcomes
At the end of the lesson, the students should be able to:

• Identify the rules in subject verb agreement in the sentences; and

• Use the rules of SVA in making a sentence.

ACTIVITY 15 points

EXERCISE 1: Subject – Verb Agreement

Part 1. Underline the correct form of the verb.

(5 points) 1) There (is, are) a pine tree.

2) The teacher as well as the students (was, were) working on the problem.
3) The theme of the show (is, are) remarkable.
4) Here (is, are) your things.
5) The number of people (celebrate, celebrates) Fathers’ Day.

Part 2. Circle the correct form of the verb in the parentheses. (10 points)

1) The main highway (continue, continues) this way and then (narrow, narrows) into two lanes.
2) The President (arrive, arrives) at nine and (enter, enters) the convention hall a short time later.
3) Newspaper reporters (gather, gathers) information and (write, writes) articles.
4) Mom (boil, boils) the pasta and (cover, covers) it with sauce.
5) She (add, adds) cheese and (bake, bakes) the pasta.

ANALYSIS 10 points

1. What is the relationship between Subject and the Verb?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

23 | P a g e
 _________________________________________________________________________________

2. How can you manage to understand the confusing subject-verb agreement?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________
_________________________________________________________________________________

ABSTRACTION

SUBJECT-VERB AGREEMENT
1. Verb with -s is singular. Verb without -s is plural.
: He loves the musical. They love the musical.

1.1. Make the linking/verb agree with the real subject.

Rona’s choices are final.

1.2.“I” takes plural verb & “am”.

I believe in you I am yours.

2. In most cases, collective noun subjects take singular verbs, but if the group is viewed as individual
members, use a plural verb. The orchestra plays a hit song.
The orchestra discuss the matter.

3. Non- count noun subject take singular verb.

Sugar is sweet. Her feedback is good.

3.1. Mass nouns can only be pluralized by quantifiers. Nouns such as sugar, rice, and hair,
information, and evidence. Three sacks of sugar are heavy.

4. Some proper noun subjects that end in -s such as names of courses, diseases, places, as well as book
and film titles and the word news, take singular verbs (news, politics, physics, mathematics, mumps,
measles).

Examples:
Digos is in Davao del Sur. The news was not fake.
Economics is my favorite subject.

24 | P a g e
5. Items that have two parts take a plural verb.

Slippers Eyeglasses Trousers Earrings

Scissors Sunglasses Pants Pliers

The scissors are cute.

5.1. Verb is singular when used with the world “pair”. My pair of scissors is lost.

6. Plural subject nouns such as a unit of measurement (distance, weight, time, or amount of money) that
signal one unit should take a singular verb.

Four kilometers costs P200 for a taxi ride.

Five years was not issue when I waited for

him. Fifty thousand pesos has less value
now.

7. Basic arithmetical operations (add, subtract, multiply, divide) take singular verbs. Four times five
equals twenty.

8. The indefinite pronoun in Table below are always singular: Indefinite Pronouns

-one words -body words -thing words Other

Anyone Anybody Anything Each

Everyone Everybody Everything Every

Someone Somebody Something

No one Nobody Nothing

One
Examples:
Anything is possible.

Nothing satisfies him.

9. Indefinite pronouns such as: None, All, Most, Any, Some, A lot of (NAMASA) can be a singular or
plural.

Some of the boys are my friends.

Some of the food tastes strange.

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 9.1. With none as subject, use a singular verb. None tastes good.
9.2. “Some” may modify a singular or plural noun. Some food looks delicious.

10. With fractions,percentages, and the quantifiers all (of), a lot of, verb agreement depends on the
noun coming after these phrases.
One-half of information is relevant.

11. In pairing subjects and verbs regardless of prepositional phrases or clauses that are sometimes placed in
between the subject and verb.

The color of his eyes is blue. (The subject is color and not eyes.)

12. The expression ‘The number’ used as subject takes a singular verb. The expression ‘a number’ used as
a subject takes a plural verb.
Examples: The number of students coming is
decreasing. A number of students are
taking the test.

13. With correlative subjects either…or or neither…nor, the verb agrees with the closest subject.
Examples:

Either Jake or my friends are cute.

Neither my friends nor Jake is eating there.

13.1. With either or neither as subject, use a singular verb.

Example:

Either/Neither of the boys was okay.

14. With there/here subjects, the verb is singular or plural depending on whether the noun phrase following
the verb is singular or plural. There and here are never used as subjects. When a sentence begins with
there and here, you must look thoroughly to find the real subject.
Here come my friends.

There is one person in my heart.

15. When the subjects joined by and refer to a single unit or is considered as one, it takes as singular verb.
Examples: Bread and butter is a common breakfast for Americans.
The secretary and treasurer is here.

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 5.1. Compound subjects joined by ‘and’ referring to separate entities, should take a plural verb.

Examples: Minda and Linda are my best friends.

The secretary and the treasurer are here.

16. Subjects followed by intervening expressions such as: in addition to, in company with, together with, as
well as, etc. Should take verbs that agree with real subjects.
Examples: The student, together with his classmates, studies the
lessons well. Froilan, together with Jen, has gone to
Palawan.

17. adjectives used as nouns are considered plural. Examples: The rich are popular.
The needy are to be given shelter.

Application 45 points
Directions: Read each sentence carefully. Encircle the word that makes the sentence incorrect, explain
based on the subject-verb agreement, and provide the correct word on the space provided.

_______________1) The girl run so fast.

Explanation:
____________________________________________________________________________
_______________2) My brother sketch almost everyday.

Explanation:
____________________________________________________________________________
_______________3) Both magazines and newspapers uses many writers.

Explanation:
____________________________________________________________________________
_______________4) The colors of the painting is stunning.

Explanation:
____________________________________________________________________________
_______________5) Farmers grows crops in the summer.

Explanation:
____________________________________________________________________________
_______________6) Crabs and lobsters crawls along the ocean floor.

Explanation:
____________________________________________________________________________
_______________7) Scientists performs research.

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 Explanation:
____________________________________________________________________________
_______________8) Workers picks mangoes.

Explanation:
____________________________________________________________________________
_______________9) Some of the students goes for a buy.

Explanation:
____________________________________________________________________________
______________10) The number of attendees who attend the webinar today are enlightened.

Explanation:
____________________________________________________________________________
______________11) Neither the faculty nor the staff go to Boracay.

Explanation:
____________________________________________________________________________
______________12) Two-third of population are below the poverty line.

Explanation:
____________________________________________________________________________
______________13) Most of the handsome faculty members is Julius and Mark.

Explanation:
____________________________________________________________________________
______________14) Fearful is the man who hear the words of God and walk with it.

Explanation:
____________________________________________________________________________
______________15) Johnny, together with his students, buy a book.

“Alone is another word for Splendid”

- Ling (MLBB)

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Name:____________________________________________________________________Course/Section:________

Lesson 2 – Kinds of Sentences

Introduction

In this lesson, you will learn to identify the kind of sentences. This will help you encounter
the difficulties in the near future in studying your lesson.

Learning Outcomes

At the end of the lesson, the students should be able to:

• Identify the kinds of sentences; and

• Differentiate the kinds of sentences

ACTIVITY 10 points

EXERCISE 1: Completion Test

Directions: Provide a word, a phrase, or a clause to complete the sentence.

1. She loves ____________________.

2. ____________________________________ and ____________________________.
3. ________________________________________ although ____________________________.
4. _________________________ yet __________________________ unless ________________________.

Analysis 10 points

1. What is the clause in the first sentence?

_______________________________________________________________________________________________

2. What are the clauses in the second sentence?

_______________________________________________________________________________________________

3. What conjunction on the second sentence used to connect the clauses?

_______________________________________________________________________________________________

4. What are the clauses in the third sentence?

_______________________________________________________________________________________________

5. What conjunction on the third sentence used to connect the clauses?

_______________________________________________________________________________________________

6. What are the clauses in the fourth sentence?

_______________________________________________________________________________________________

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7. What conjunction on the fourth sentence used to connect the clauses?
_______________________________________________________________________________________________

ABSTRACTION

English Composition 1
Sentences: Simple, Compound, and Complex

A common weakness in writing is the lack of varied sentences. Becoming aware of three general types of sentences--
simple, compound, and complex--can help you vary the sentences in your writing. The most effective writing uses a
variety of the sentence types explained below.

Simple Sentences
A simple sentence has the most basic elements that make it a sentence: a subject, a verb, and a completed thought.
It composed of one independent clause.

Examples of simple sentences include the following:

1. Joe waited for the train.

"Joe" = subject, "waited" = verb

2. The train was late.

"The train" = subject, "was" = verb

3. Mary and Samantha took the bus.

"Mary and Samantha" = compound subject, "took" = verb

4. I looked for Mary and Samantha at the bus station. "I" = subject, "looked" = verb

5. Mary and Samantha arrived at the bus station early but waited until noon for the bus.
"Mary and Samantha" = compound subject, "arrived" and "waited" = compound verb

Tip: If you use many simple sentences in an essay, you should consider revising some of the sentences into
compound or complex sentences (explained below).

The use of compound subjects, compound verbs, prepositional phrases (such as "at the bus station"), and other
elements help lengthen simple sentences, but simple sentences often are short. The use of too many simple
sentences can make writing "choppy" and can prevent the writing from flowing smoothly.

A simple sentence can also be referred to as an independent clause. It is referred to as "independent" because, while
it might be part of a compound or complex sentence, it can also stand by itself as a complete sentence.

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Compound Sentences
A compound sentence refers to a sentence made up of two independent clauses (or complete sentences) connected
to one another with a coordinating conjunction. Coordinating conjunctions are easy to remember if you think of the
words "FAN BOYS":

For

And

Nor

But

Or
Yet

So
Examples of compound sentences include the following:

1. Joe waited for the train, but the train was late.

2. I looked for Mary and Samantha at the bus station, but they arrived at the station before noon and left on
the bus before I arrived.

3. Mary and Samantha arrived at the bus station before noon, and they left on the bus before I arrived.

4. Mary and Samantha left on the bus before I arrived, so I did not see them at the bus station.

Tip: If you rely heavily on compound sentences in an essay, you should consider revising some of them into complex
sentences (explained below).

Coordinating conjunctions are useful for connecting sentences, but compound sentences often are overused. While
coordinating conjunctions can indicate some type of relationship between the two independent clauses in the
sentence, they sometimes do not indicate much of a relationship. The word "and," for example, only adds one
independent clause to another, without indicating how the two parts of a sentence are logically related. Too many
compound sentences that use "and" can weaken writing. Clearer and more specific relationships can be established
through the use of complex sentences.

Complex Sentences
A complex sentence is made up of an independent clause and one or more dependent clauses connected to it. A
dependent clause is similar to an independent clause, or complete sentence, but it lacks one of the elements that
would make it a complete sentence. It is made up of a simple sentence and a clause the begins with a subordinating
conjunction. Examples of dependent clauses include the following:

because Mary and Samantha arrived at the bus station before

noon while he waited at the train station after they left on the bus

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Dependent clauses such as those above cannot stand alone as a sentence, but they can be added to an independent
clause to form a complex sentence.

Dependent clauses begin with subordinating conjunctions. Below are some of the most common subordinating
conjunction

s: even though when after if whenever

although since whereas as though wherever because unless while

before until

A complex sentence joins an independent clause with one or more dependent clauses.

The dependent clauses can go first in the sentence, followed by the independent clause, as in the following:

Tip: When the dependent clause comes first, a comma should be used to separate the two clauses.

1. Because Mary and Samantha arrived at the bus station before noon, I did not see them at the station.
2. While he waited at the train station, Joe realized that the train was late.
3. After they left on the bus, Mary and Samantha realized that Joe was waiting at the train station.
Conversely, the independent clauses can go first in the sentence, followed by the dependent clause, as in the
following:

Tip: When the independent clause comes first, a comma should not be used to separate the two clauses.

1. I did not see them at the station because Mary and Samantha arrived at the bus station before noon.
2. Joe realized that the train was late while he waited at the train station.
3. Mary and Samantha realized that Joe was waiting at the train station after they left on the bus.
Complex sentences are often more effective than compound sentences because a complex sentence indicates
clearer and more specific relationships between the main parts of the sentence. The word "before," for instance,
tells readers that one thing occurs before another. A word such as "although" conveys a more complex relationship
than a word such as "and" conveys.

The term periodic sentence is used to refer to a complex sentence beginning with a dependent clause and ending
with an independent clause, as in "While he waited at the train station, Joe realized that the train was late."

Periodic sentences can be especially effective because the completed thought occurs at the end of it, so the first part
of the sentence can build up to the meaning that comes at the end.

Beginning Sentences with "And" or "Because"

Should you begin a sentence with "and" or "but" (or one of the other coordinating conjunctions)?

The short answer is "no." You should avoid beginning a sentence with "and," "or," "but," or the other coordinating
conjunctions. These words generally are used to join together parts of a sentence, not to begin a new sentence.

However, such sentences can be used effectively. Because sentences beginning with these words stand out, they are
sometimes used for emphasis. If you use sentences beginning with one of the coordinating conjunctions, you should
use these sentences sparingly and carefully.

Should you begin a sentence with "because"?

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There is nothing wrong with beginning a sentence with "because."

Perhaps some students are told not to begin a sentence with "because" to avoid sentence fragments (something like
"Because Mary and Samantha arrived at the bus station before noon" is a sentence fragment), but it is perfectly
acceptable to begin a sentence with "because" as long as the sentence is complete (as in "Because Mary and
Samantha arrived at the bus station before noon, I did not see them at the station."

Compound-Complex Sentence
Sentence types can also be combined. A compound-complex sentence contains at least two independent clauses and
at least one dependent clause.

Independent clause = yellow, bold; comma or semicolon = pink, regular font; coordinating conjunction = green,
underlined; dependent clause = blue, italics

• She completed her literature review, but she still needs to work on her methods section even though she
finished her methods course last semester.
• Although he organized his sources by theme, he decided to arrange them chronologically, and he carefully
followed the MEAL plan for organization.
• With pizza and soda at hand, they studied APA rules for many hours, and they decided that writing in APA
made sense because it was clear, concise, and objective.
• Using some complex-compound sentences in writing allows for more sentence variety.
• Pay close attention to comma usage in complex-compound sentences so that the reader is easily able to
follow the intended meaning.

APPLICATION 40 points
Directions: Underlined once the dependent clause, underlined twice the independent clauses, and encircle the
conjunction in the following sentences. Then, identify what kind of sentence it is and write your answer on the
space provided.

___________________________1. I fell in love twice.

___________________________2. Neng is intelligent so she strategically scams the bank.

___________________________3. I changed my life because I needed change.

___________________________4. I will get to watch television, but I have to clean up the dishes after we finish
eating.

___________________________5. Linda and Minda were members of the Avengers.

___________________________6. When the friendship was tested, Catriona moved on in her life, and Kim found
peace.

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___________________________7. They studied APA rules for many hours as they so interested.

___________________________8. She completed her literature review and she created her reference list.

___________________________9. He organized his sources by theme.

___________________________10. Because he organized his sources by theme, it was easier for his readers to
follow.

“Little knowledge is very dangerous”

- Unknown

REFERENCE

Facultyweb.ivcc.edu/rrambo/eng1001/sentences.htm

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Name:______________________________________________________________Course/Section:_____________

Lesson 3 – Parallelism

Learning Outcomes
At the end of the lesson, the students should be able to:
• Identify parallelism; and
• Create sentences by following the Parallelism.

ACTIVITY 10 points
Direction: Identify which of the following phrases below belongs to parallel and unparallel.

Jump, Dance, Run, and Walk Brushing, Eating, and Paid

Fly, Hoop, Sing, and Jumping To watch, to view, and to see

To draw, to speak, and to write Laughing, Joking, and

Guffawing

Dancing, Singing, and Loved Julius, Handsome, and Joke

Eating, Drinking, and Waiting Cheating, Gambling, and To

risk

PARALLEL UNPARALLEL

ANALYSIS 10 points

1. What are the difference between the two columns?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

2. What are the similarities if there are, between the two columns?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

35 | P a g e
ABSTRACTION

PARALLELISM

Definition of parallelism

The balance between two or more similar words, phrases or clauses is called parallelism in grammar. Parallelism is
also called parallel structure or parallel construction. Parallel construction prevents awkwardness, promotes clarity
and improves writing style and readability.

Examples:

Wrong: Nancy likes playing the piano, the trumpet and play the guitar.

Correct: Nancy likes playing the piano, the trumpet and the guitar.

Rules of parallelism

Parallelism is used to balance nouns with nouns, prepositional phrases with prepositional phrases, participles with
participles, infinitives with infinitives, clauses with clauses.

1. Parallelism is used with elements joined by coordinating conjunctions.

Wrong: My mother likes cooking and to read.

Correct: My mother likes cooking and reading.

2. Parallelism is used with elements in lists or in a series.

Wrong: This task can be done individually, in pairs, or can be done in groups of four.

Correct: This task can be done individually, in pairs, or in groups of four.

3. Parallelism is used with elements being compared.

Wrong: She is mad about watching TV more than to read a book.

Correct: She is mad about watching TV more than reading a book.

4. Parallelism is used with elements joined by a linking verb or a form of be.

Wrong: To learn is understanding the world.

Correct: To learn is to understand the world.

5. Parallelism is used with elements joined by linking words.

Wrong: The teacher not only wants his students to keep quiet but also to do the task.

Correct: The teacher wants his students not only to keep quiet but also to do the task.

APPLICATION 10 points
Direction: Encircle that makes the sentence unparallel then rewrite the sentence with parallel.

1. The prostrated customer wanted to exchange the article, to obtain a refund, or she wanted to speak to the
manager.

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2. To succeed is opening a new opportunity.

3. The author not only wants fame but also money.

4. I like swimming better than to dive.

5. I took my girlfriend out to swim and dancing.

Reference

Myenglishpages.com

Grammar.yourdictionary.com

37 | P a g e
Name:_______________________________________________________________Course/Section:____________

Lesson 4 – Punctuation
Learning Outcomes
At the end of the lesson, the students should be able to:
• Identify the different punctuation; and
• Use punctuation in making sentences

ACTIVITY 10 points
Direction: Observe the two sentences and state their meaning.

A woman, without her man, is nothing.

A woman: without her, man is nothing.

Meaning:

1.

___________________________________________________________________________________________

2. ___________________________________________________________________________________________

ANALYSIS 10 points

1. What is the difference between the two sentences?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

2. What symbols that makes the two sentences differ the meaning to each other?

_________________________________________________________________________________________

_________________________________________________________________________________________

3. In grammar, where do those symbols belong?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

38 | P a g e
ABSTRACTION

Punctuation marks are symbols that are used to aid the clarity and comprehension of written language. There are
14 punctuation marks that are commonly used in English grammar. They are the period, question mark, exclamation
point, comma, semicolon, colon, dash, hyphen, parentheses, brackets, braces, apostrophe, quotation marks, and
ellipsis. Following their correct usage will make your writing easier to read and more appealing.

Three of the fourteen punctuation marks are appropriate for use as sentence endings. They are the period, question
mark, and exclamation point.

1. The period (.) is placed at the end of declarative sentences, statements thought to be complete and after many
abbreviations.

As a sentence ender: Jane and Jack went to the market.

After an abbreviation: Her son, John Jones Jr., was born on Dec. 6, 2008.

2. Use a question mark (?) to indicate a direct question when placed at the end of a sentence.

When did Jane leave for the market?

3. The exclamation point (!) is used when a person wants to express a sudden outcry or add emphasis.

Within dialogue: "Holy cow!" screamed Jane.

To emphasize a point: My mother-in-law's rants make me furious!

Comma, Semicolon, and Colon

The comma, semicolon, and colon are often misused because they all can indicate a pause in a series.

4.1. The comma is used to show a separation of ideas or elements within the structure of a sentence. Additionally, it
is used in numbers, dates, and letter writing after the salutation and closing.

Direct address: Thanks for all your help, John.

Separation of two complete sentences: We went to the movies, and then we went out to lunch.

Separating lists or elements within sentences: Suzi wanted the black, green, and blue dress.

Whether to add a final comma before the conjunction in a list is a matter of debate. This final comma, known as an
Oxford or serial comma, is useful in a complex series of elements or phrases but is often considered unnecessary in a
simple series such as in the example above. It usually comes down to a style choice by the writer.

4.2. The semicolon (;) is used to connect independent clauses. It shows a closer relationship between the clauses
than a period would show.

John was hurt; he knew she only said it to upset him.

4.3. A colon (:) has three main uses. The first is after a word introducing a quotation, an explanation, an example, or
a series.

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He was planning to study four subjects: politics, philosophy, sociology, and economics.

The second is between independent clauses when the second explains the first, similar to a semicolon:

I didn't have time to get changed: I was already late.

The third use of a colon is for emphasis:

There was one thing she loved more than any other: her dog.

A colon also has non-grammatical uses in time, ratio, business correspondence and references.

Dash and the Hyphen

Two other common punctuation marks are the dash and hyphen. These marks are often confused with each other
due to their appearance but they are very different.

5.1. A dash is used to separate words into statements. There are two common types of dashes: en dash and em
dash.

En dash: Twice as long as a hyphen, the en dash is a symbol (–) that is used in writing or printing to indicate a range,
connections or differentiations, such as 1880-1945 or Princeton-New York trains.

Em dash: Longer than the en dash, the em dash can be used in place of a comma, parenthesis, or colon to enhance
readability or emphasize the conclusion of a sentence. For example, She gave him her answer — No!

Whether you put spaces around the em dash or not is a style choice. Just be consistent.

5.2. A hyphen is used to join two or more words together into a compound term and is not separated by spaces. For
example, parttime, back-to-back, well-known.

Brackets, Braces, and Parentheses

Brackets, braces, and parentheses are symbols used to contain words that are a further explanation or are
considered a group.

6.1. Brackets are the squared off notations ([]) used for technical explanations or to clarify meaning. If you remove
the information in the brackets, the sentence will still make sense.

He [Mr. Jones] was the last person seen at the house.

6.2. Braces ({}) are used to contain two or more lines of text or listed items to show that they are considered as a
unit. They are not commonplace in most writing but can be seen in computer programming to show what should be
contained within the same lines. They can also be used in mathematical expressions. For example, 2{1+[23-3]}=x.

6.3. Parentheses ( () ) are curved notations used to contain further thoughts or qualifying remarks. However,
parentheses can be replaced by commas without changing the meaning in most cases.

John and Jane (who were actually half brother and sister) both have red hair.

APPLICATION 15 points

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Direction: Using the punctuations change the meaning of the following sentences.

1. The girl said the teacher was naughty.

2. Teachers watching the students are emotional and feel lonesome.

3. Let’s eat Grandpa.

ESSAY: 20 points

Direction: Using a punctuation make an essay with not more than 2 paragraphs about the theme: “Sana all”
Criteria

Content - 40%

Grammar - 35%

Cleanliness - 25%

Total - 100%

Congratulations for successfully doing this lesson! You are finally done. Good Job!

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