Professional Documents
Culture Documents
Lessons in this module will focus on two of the most basic but most needed language
skills – Subject-Verb Agreement and Reading Comprehension. These skills are prerequisite
for a better command of the higher language skills.
Pre-Assessment
1. Have your competence in using correct subject-verb agreement when speaking or
writing been appropriately honed during your years in basic education?
2. In a scale of 1-10, how would you rate your competence in using correct subject-
verb agreement?
Learning Outcomes:
Basic Rule. A singular subject (she, Bill, car) takes a singular verb (is, goes, shines), whereas
a plural subject takes a plural verb.
2. If a sentence begins with HERE or THERE, the verb agrees with the subject which follows
it.
Example: Here are the ways on how to preserve meat.
There is a huge gap between the rich and the poor.
3. If two subjects, one single and one plural, are connected by EITHER/OR or
NEITHER/NOR, the verb agrees with the nearer subject.
Example: Neither the players nor the coach is joining.
Either the conductor or the singers are attending the concert.
4. A singular subject followed by intervening words or phrases such as WITH, AS WELL AS,
IN ADDITION TO, ACCOMPANIED BY, TOGETHER WITH and NO LESS THAN, takes a
singular verb.
Examples: Jake, accompanied by his sisters, is enrolling in PCC.
Daddy, as well as my brothers, is enjoying the party.
5. Singular subjects joined by AND require a plural verb, except when they mean one thing.
Examples: Larry and Mercy are reading novels.
My teacher and friend is here.
My teacher and my friend are here.
7. If a singular subject is followed by a phrase containing a plural noun, the verb is singular.
Examples: One of the boys is yelling so loud.
One of the members is against the rule.
8. The indefinite pronouns SEVERAL, FEW, BOTH, MAN, OTHERS are always plural.
Examples: Both were asking to be freed.
Several are seeking justice.
9. The indefinite pronouns SOME, MOST, ALL, NONE are singular or plural according to the
meaning of the sentence.
Examples: Some of the girls were absent.
Some of the ice cream is left.
10. When any of the following indefinite pronoun is the subject, the verb is singular:
EVERYBODY, EACH, NO ONE, ANOTHER, ANYBODY, NOBODY, EVERY, NOTHING,
EVERYTHING, ANYONE, EITHER, NEITHER, EVERYONE, SOMEBODY, SOMEONE.
Example: Every man and woman in this hall is a member.
11. Expressions of time, money, weight, and distance are singular even if the form is plural.
Examples: Two years is a long time to wait.
One million dollars was given back to the owner.
12. When the amount of money refers to separate units, the verb is plural.
Examples: Five 25-centavo coins were found.
Sixty 100-peso bills were added to the budget.
13. The following words are always plural: PANTS, TROUSERS, PLIERS, SCISSORS, SHEARS,
and TONGS. However, if the word PAIR is used, the verb is singular.
Examples: The pants are torn into two.
The pair of scissors was placed on the table.
14. Certain nouns, though plural in form, are singular in meaning and therefore take
singular verbs.
Examples: Mathematics is my favorite subject.
The latest news is alarming to the public.
15. When the word is preceded by A, it takes a plural verb. When it is preceded by THE, it
takes a singular verb.
Examples: A number of students are waiting outside.
The number of students outside is not recorded yet.
16. When fractions are used, the verb agrees with the object of the OF PHRASE.
Examples: One half of the cake was consumed.
One fourth of the employees were attending the seminar.
17. These nouns may be singular or plural in meaning: ATHLETICS, GENETICS, POLITICS,
GYMNASTICS, STATISTICS. When the noun refers to an organized activity, it is singular;
when the noun refers to the activities of individuals within a group, or to varied activities, it
is plural.
Examples: Gymnastics is very popular among girls.
The gymnastics shown in the field today were outstanding.
22. Titles of books, plays, articles, movies, etc. are regarded as singular even though words
in the title may be plural.
Examples: “In Dreams Begin Responsibilities” is a story by D. Schwartz.
“Great Expectations” is a must-read novel.
23. Names of organizations take a singular verb when the whole organization is referred to,
and a plural verb when the members are referred to.
Examples: Lopez and Sons is a successful organization.
Lopez and Sons are holding a two-day annual meeting.
24. If a sentence begins with the expletive IT, the verb is always singular even if the subject
that follows the verb is plural.
Examples: It is the schools which must assume the responsibility.
It is us who must take care of the environment.
Self-Assessment
Note: This activity is only for practice. You do not need to submit this to your professor.
DIRECTIONS: Underline the correct verb for the subject of each sentence.
Pre-Assessment
1. How often do you read? When you read, what purpose do you have? Is it merely for
course compliance or is it for personal knowledge development?
2. Is there a significant relationship between reading comprehension and competence
in other areas like Science or Mathematics?
Learning Outcomes:
At the end of the lesson, students should be able to:
1. Exercise effective reading skills for better comprehension of text read.
2. Determine word meaning, main ideas, details, and interpretations through proper
reading.
Core Content
Levels of Comprehension
The three levels of comprehension, or sophistication of thinking, are presented in
the following hierarchy from the least to the most sophisticated level of reading.
IMPORTANT NOTE: For the sake of brevity, we will only be focusing on some of the most
important and most widely used comprehension skills. This would include Skimming and
Scanning for Details, Developing Vocabulary through Context Clues, Drawing Conclusions,
and Making Inferences.
Skimming
Skimming - To read quickly to get the general idea of a passage
When Skimming:
o Don’t read everything but try to skip the text.
o Read the first and last sentences of paragraphs.
o Read the introduction and the summary.
o Read a few examples until you understand the concepts they are meant to
illustrate.
How to Skim:
o Read the title.
o Read the subtitle or introduction.
o Read the first sentences of each paragraph.
o Notice any picture, charts, or graphics.
o Read the summary or last paragraph if there is one.
Let’s skim the first and last sentences from the passage.
In recent years, evidence has been collected which suggests that the proportion of
British children and teenagers who are unhappy is higher than in many other developed
countries around the world. For example, a recently published report set out to measure ‘well-
being’ among young people in nineteen European countries found that the United Kingdom
came bottom. The report was based on statistics and surveys in which young people answered
questions on a wide range of subject. The United Kingdom is a relatively unequal country with
a relatively high proportion of young people living in households with less than half the
national average income. This seems to have a negative effect on how they feel about
themselves.
Choose the heading that best matches the previous paragraph.
Scanning
Scanning – searching for specific information (key words)
Specific information may range from name, number, date, program, etc.
Scanning is rapidly running your eyes over the text in order to locate specific
details.
Three Steps to Scanning:
o search for key words
o move quickly over the page
o Less reading and more searching
Now let’s scan for the info we selected.
In recent years, evidence has been collected which suggests that the proportion of
British children and teenagers who are unhappy is higher than in many other developed
countries around the world. For example, a recently published report set out to measure ‘well-
being’ among young people in nineteen European countries found that the United Kingdom
came bottom. The report was based on statistics and surveys in which young people answered
questions on a wide range of subject. The United Kingdom is a relatively unequal country with
a relatively high proportion of young people living in households with less than half the
national average income. This seems to have a negative effect on how they feel about
themselves.
Context Clues
Context - The use of words surrounding the unknown word to help determine the
unknown word’s meaning.
Why are context clues important?
o They help us define unfamiliar, difficult words in texts.
o They help us to become better, perceptive readers.
o They come in handy during tests when a dictionary or the internet is not
available to us.
Where are context clues found?
o In the same sentence as the difficult, unfamiliar word.
o In the same paragraph or passage as the unknown word. Context clues can
be in the sentences following the word, for example.
o They are called context clues because they are found in the “context” of the
sentence or passage.
Context Clue No. 1: Definition
o The unfamiliar word is directly defined in the sentence in which it
appears.
o Definitions are usually set off by commas or dashes, and may include the
use of the words, as, or, that is, and in other words.
o Example: Apples, red fruits that grow on trees, are my teacher’s favorite.
Context Clue No. 2: Antonym or Contrast
o The unfamiliar word is defined by using the word’s opposite or
contrasting meaning.
o This type of context clue usually includes the words: whereas, unlike, as
opposed to, however, in contrast to, but, on the other
o Example: Unlike Jen, who was easygoing, Jackie was fastidious.
Context Clue No. 3: Synonym or Restatement
o Words with similar meanings are used within the same sentence, or
around the unfamiliar word.
o Example: Santa Clause was so portly that his doctor declared
him overweight.
Context Clue No. 4: Inference
o Word meanings are not directly stated in the text, but definitions of
unfamiliar words can be assumed by both prior knowledge and the context in
which the word sits.
o Example: She was so famished that people felt sorry for her, and gave her
food to eat.
Use the acronym SAID to remember the four types of context clues:
Synonym
Antonym
Inference
Definition
Making Inferences
Inference - a decision reached on the basis of evidence in the reading and your own
background knowledge.
-an inference IS an educated guess about the text.
-an inference IS “reading between the lines.”
-an inference is NOT directly stated in the text you’re reading.
The author/character implies, but you the reader infer when you make an educated guess.
How do you know when you’re being asked to make an inference? One of these verbs will
be used:
o suggest (Which answer does the text suggest is …)
o imply (Which answer does the author imply is …)
o infer (What can you infer from the text as the reason….)
o reasonably infer (What can you reasonably infer is…)
o suggested that (The author suggested that who…)
o with which would the author agree (With which answer would the author
agree as to…)
o which sentence would the author most likely use…(Which sentence would
the author most likely use to explain…)
What Inferring Can do for You
o Define unknown words using context clues
o Learn about a character
o Picture the setting
o Determine the author’s/character’s feelings and bias
o Draw conclusions and make predictions based on facts
o Use your prior knowledge to better understand the reading
Example 1:
“His previous album was one of the year’s bestsellers, but it paled in comparison with
his 1982 follow-up Thriller.”
Question: Who can you reasonably infer is the singer of this album? Pull from your
previous knowledge.
Answer: Michael Jackson
Example 2:
“A woman walks into a hospital clutching her abdomen and cursing at her husband,
who trails behind her carrying a large bag.”
Drawing Conclusions
Drawing Conclusions - You are making a judgment based on the information provided and
what you know in your head.
When you are asked to draw a conclusion, you might have to:
o Find an example
o Note a contrast
o Generalize
o Identify a cause and effect relationship
o Detect a mood
o Recognize an analogy
o Identify a time-and-place relationship
o Make a comparison
o Anticipate an outcome
When selecting a choice the correct answer is either highly likely or certain.
Example 1:
“Martin Scorsese is a director of astonishing power, and Gangs of New York is a
movie of astonishing imagination, ambition, and scope. The first fifteen minutes are as
dazzling as any images ever put on screen. The rest of the movie veers from brilliant to
flawed, but it is unfailingly arresting, provocative, and powerful.”
Self-Assessment
Note: This activity only serves as your practice exercise. You do not need to submit this to
your professor.
DIRECTIONS: Read the following sentences/paragraphs carefully. Answer the questions
that follow.
1. What is the main idea?a. what Mount Rushmore isb. where Mount Rushmore isc. the names
of the presidents
2. What is a detail that tells about the main idea?a. how the four presidents were chosenb.
which presidents are at Mount Rushmorec. why Mount Rushmore is in South Dakota
3. The best title for this paragraph would be?a. the face of Washingtonb. visiting South
Dakotac. Mount Rushmore carvings
For Questions 4-6:
Crows are the robbers of the bird world. Crows especially like to steal food from other
birds. Sometimes they are very bold about taking things. They might chase another bird,
cackle at it, or even bump into it. At other times crows are sneaky. They get close and then
snatch food away when another bird isn’t looking.
4. The main idea of the paragraph is -
a. why crows like to take food
b. the kind of food that crows eat
c. how crows act like thieves
5. A detail that tells about the main idea is -
a. how crows can be sneaky
b. how other birds fight crows
c. where crows make their nests
6. The best title for this paragraph would be -