Basic Structure of English Grammar Lessons Objectives

BASIC STRUCTURE OF ENGLISH GRAMMAR
LESSONS OBJECTIVES
LESSON 1: Basic Sentence • Determine the basic components of
Patterns sentence patterns in English.
LESSON 2: Nouns • Demonstrate knowledge about nouns,
its types and functions.
LESSON 3: Articles • Demonstrate knowledge about the use
of articles and its purposes.
LESSON 4: Pronouns • Identify the cases, types and
antecedent of pronouns used in
sentences.
LESSON 5: Verbs • Demonstrate knowledge about verbs,
its kinds, tenses and aspects.
LESSON 6: Subject- Verb • Demonstrate knowledge about the
Agreement subject- verb agreement rules through
writing sentences.
LESSON 7: Voice of the Verb • Demonstrate knowledge about the
voice of the verb.
LESSON 8: Phrasal Verbs • Use phrasal verbs in constructing
sentences.
LESSON 9: Adjectives • Demonstrate knowledge in using
adjective, its degree and its order.
LESSON 10: Conjunctions • Demonstrate knowledge in different
conjunctions and their uses.
LESSON 11: Adverbs • Demonstrate knowledge about
adverbs by using in sentences.
LESSON 12: Prepositions • Demonstrate knowledge about
prepositions and their uses.
1 | Structure of English
LESSON 1: BASIC SENTENCE PATTERNS
ACTIVATE
Direction: Identify what parts of speech do the underlined words belong.
1. He bought his girlfriend a ring.

2. She sings and dances.
3. She made the problem complicated.
4. She goes to school.
5. John and Marry are swimming.
6. He brought me a cup of tea.
7. The company has been very successful.
8. They are in class.
9. He is brave.
10. I called my dog Dodo.
ANTICIPATE
1. What are the components of the basic sentence patterns?
2. What are the basic sentence patterns in the English grammar?
ACQUIRE
Below are basic patterns around which most English sentences are built.
1. N be Adj
where the adjective is a SUBJECT COMPLEMENT, in particular a PREDICATE
ADJECTIVE. The adjective refers back to the subject. The copula verb be
means “may be described as.”
Example: Roses are sweet. (subject complement = predicate adjective)
2. N be UW (= uninflected word)
where the uninflected word is an ADVERBIAL such as here, there, up, down,
in, out, inside, upstairs, downstairs, on, off, now, then, yesterday, and
tomorrow. Be has the meaning of “be located” or “occur.”
Example: The meeting was yesterday. (adverbial)
3. N1 be N1
where the superscript means that the two nouns have the same referent. The
second noun following the be verb is also a SUBJECT COMPLEMENT, in
particular a PREDICATE NOUN or PREDICATE NOMINATIVE.
Example: Her neighbor is my cousin. (subject complement = predicate
nominative)
4. N InV (= intransitive verb)

where the INTRANSITIVE VERB does not require an object. The verb being self-
sufficient can stand alone with its subject.
Example: Glasses break.
5. N1 TrV (= transitive V) N2
where N2 does not have the same referent as N1. N2 is called the DIRECT
OBJECT of the verb, “the receiver of the action.”
Example: The girl buys yellow roses.
6. N1 TrV N2 N3
where the superscripts 1, 2, and 3 indicate that each noun has a different
referent.
Example: Mother gave a gift to the orphan.

(usually reads as Mother gave the orphan a gift.)
Two noun objects occur after the verb. Still N2 is the direct object and N3 is the
INDIRECT OBJECT. If we omit the last noun, the pattern is identical to that in item 5.
Note that the indirect object is preceded by the preposition to (sometimes for or of).
If the two objects are inverted, the preposition disappears.
Examples:
He made a toy house forher.
He made her a toy house.
The teacher asked a question of her.

The teacher asked her a question.
7. }N2
}Adj
}Pronoun
N TrV N
1 2 }Adv (of place), uninflected
}Verb, present participle
}Verb, past participle
There are choices of different forms in sentence final position. These are illustrated
as follows:
(object complement) The class voted Henry secretary.
(adjective) The principal found the gardener
efficient.
(pronoun) We considered the writer you.
(adverb of place) The teacher directed them outside.
(present participle) She saw them praying.
(past participle) I imagine my father overworked.
The most common illustration of this sentence pattern is one with the occurrence
of a final N2.
APPLY
Direction: Label the following sentences by identifying their sentence patterns and
underlining the words that make- up the patterns.
1. They are reading in the library.

2. He has fixed the computer.
3. I wrote my friend a letter.
4. He appointed John his assistant.
5. They are internal auditors.
6. He runs very quickly.
7. Close the window.
8. They made her upset.
9. She was frightened.
10. My brother is doing homework.
ASSESS
Direction: Rearrange the words in correct order to make complete sentences. Then,
identify the sentence patterns by labeling the components.
1. that thin girl / is drinking / milk now
2. the robbers yesterday / the police / caught
3. our teacher / like /we
4. my mother / my baby sister / is looking after
5. has just written / a letter / the tall man
6. the students / have solved / some Mathematics problems
7. her aunt tomorrow / will visit / Mary
8. newspapers every day / my boss / reads
9. enjoyed / the movie / the audience
10. the cook / some chocolate cakes / has made
LESSON 2: NOUNS
ACTIVATE
Direction: List down all the things that you see in your surroundings.
ANTICIPATE
1. What part of speech are those written words belong?
2. Are they common or proper nouns?
3. Are these nouns plural or singular?
4. How singularization and pluralization works?
5. What are the functions of nouns?
6. What are the kinds of nouns?
ACQUIRE
Nouns can be recognized by means of the following characteristics:
1. They are names of entities -- a person, place, thing, of idea.
2. They have two INFLECTIONS, the PLURAL{-es} and the POSSESSIVE (sometimes
called the GENITIVE) {-‘s}. Both inflections have various ALLOMORPHS
/əәz/ appears after morphs ending in sibilants or affricates / s, z, š, ž, č ǰ
/ /s/ appears after morphs ending in voiceless consonants / p, t, k, f, Ɵ
/, except the sibilants and affricate / s, š, č /
/z/ appears after morphs ending in vowels and voiced consonants / b, d, g,
v, ð, m, n, ŋ, l, r. y, w /, except the sibilants and the affricate / z, ž, ǰ /
3. They may be marked by noun-forming DERIVATIONAL SUFFIXES added to
bases or stems, usually belonging to other parts of speech, e.g.
• added to verbs
{-age} breakage
{-ee} employee
• added to adjectives
{-ity} facility
{-ness} happiness
• added to other nouns {-cy} advocacy
{-ian} librarian
{-ship} friendship
4. They fill certain characteristic positions in relation to other parts of speech in

phrases and sentences.
• just before a verb
Red rosesbloom in my garden.
• after determiners such as articles, demonstratives, and
possessive adjectives,
e.g., the examination, these reviewees, my handouts
5. Unlike other languages, gender is not an important feature of English

grammar. Gender is only marked in certain pairs of nouns, e.g.,
waiter/waitress, host/hostess
6. Certain SUPERFIXES/STRESS PATTERNS occasionally identify nouns from other

parts of speech as in: réc rd and rècórd. These two words are morphemically
alike; however, we identify the stress pattern / ˊ ˋ / as a noun.
7. Nouns can serve as HEADS in a noun phrase. As heads they may be

preceded by one or more single-word modifiers and followed by a phrasal
or clausal modifier or both address
The small study table in my room which my father bought
Functions of Nouns
• subject of verbs Several items have ambiguous stems.

• direct objects of verbs They administered the test.
• indirect objects of verbs The lecturer provided the participants handouts.
• subject noun predicates/ We are LET reviewers.

predicate nouns
• object noun predicates/ The reviewees chose him their representative.

object complements
• objects of prepositions in our review class
• appositives The LET, a professional examination, is
conducted every year.
• vocatives/nouns of Anne, how did you find the exam?
Noun Types
1. COMMON NOUNS refer to a kind of person, thing, or idea

• COUNT NOUNS which take the plural inflection
• MASS/NONCOUNT NOUNS which don’t take the plural inflection
2. PROPER NOUNS are names for unique individuals or places
3. COLLECTIVE NOUNS are able to take either singular or plural verbs forms,
depending on the interpretation given to the noun, i.e., whether it is seen as
a unit or as a collection of individuals The team has won all its games.
The team have won awards in their respective events.
APPLY
Direction: Pick out the nouns in the following sentences. There may be more than
one noun in each sentence.
e.g. Terry told his friends many secrets.
Nouns: Terry, friends, secrets
1. His success made his parents happy.
2. Cows give us milk.
3. The train has just left the station.
4. Paris is the capital of France.
5. Our family spent the holiday in London.
6. Do you drink coffee with milk and sugar?
7. Lead is softer than iron.
8. What’s more important, health or wealth?
9. A swarm of rabbits ran out of the forest.
10. My brother had a toothache last week.
ASSESS
A. Direction: From the picked out nouns in the following sentences. Identify the noun
types whether common, proper, collective or mass nouns.
1. His success made his parents happy.
2. Cows give us milk.
3. The train has just left the station.
4. Paris is the capital of France.
5. Our family spent the holiday in London.
6. Do you drink coffee with milk and sugar?
7. Lead is softer than iron.
8. What’s more important, health or wealth?
9. A swarm of rabbits ran out of the forest.
10. My brother had a toothache last week.
B. FUNCTIONS OF NOUN. Identify the functions of the underlined nouns in each

sentence. Write your answer on the space provided.
The jury found the defendant guilty.

1. jury:___________________________ 2. defendant: ____________________________
What is Joe doing on his birthday?

3. Joe:__________________________ 4. birthday: _________________________________
On the day after tomorrow, we will hand Jerry the keys to his new car.
5.day:_______________________6. we:_____________________7. car:__________________
The screen on my monitor seems dull.

8. monitor: ________________________ 9.dull: ____________________________________
The committee elected MacKenzie its new CEO.

9. MacKenzie: _______________________ 10. CEO:____________________________
LESSON 3: ARTICLES
ACTIVATE
Direction: Supply proper article to complete the sentences below.
When I drive to ________ work, usually ________ highways are really busy. If
there’s ________accident during ________ rush hour, it can be ________chaos on
the roads.
ANTICIPATE
1. When do we use articles a, an, the?
2. When we should not use articles?
3. What is the purpose of using articles?
ACQUIRE
ARTICLES are a subclass of DETERMINERS, which are noun-marking words. They

usually come before the nouns they modify.
a/an (indefinite the (definite article) no/zeroarticle

articles)
Only before singular Before uncountable/mass Identifies certain
(sg) countable nouns nouns (UNs) and indefinite meanings of
(CNs) countable plural (pl) nouns
nouns
1 Before an unidentified Backward reference to a Refers to all members
sg CN, one example of N already mentioned of a class
its class A dog . . . and here is the øDogs are domestic
a chair (furniture) dog now. animals.
2 Before an unidentified Forward reference to an Distinguishes one
sg CN that is identification soon to be class from another
representative of its made, often by modifiers øMen, not women,
class following a are protectors.
a dog (a domestic noun
animal) The history of his town
3 Before a predicate N Before superlatives and Refers to an indefinite
after a be verb if no before ordinal numbers, number but not
except ordinal necessarily
determiner is used . . . numbers used alone (first to all members of a
is a good neighbor in her batch) class. øSeedlings are
The best cake I have ever beginning to sprout.
seen The first person to fly (many)
in space
4 With UNs to mean Content know to both With plural nouns after
akind of, or withkind writer and reader be. His brothers are
of, or certain Thechapel in the village øengineers.
a smile an (only one chapel)
insight
5 Before few and little to Identification of a class, With institutions and
mean some but not especially in a practices felt to be
many generalization, followed unique øOffices open
afew friends by a noun, or an at 7 o’clock. øDinner is
alittle salt adjective usually late.
The youth is the hope of
the future.
the physically challenged
6 When using a proper Beginning of a phrase With set phrases,
noun to indicate the containing an appositive usually
characteristics of the Interpret this item, the one pairs
person named with an illustration øHeaven and hell
She is a Sister Teresa. (a
saintly person)
7 To name “a certain With prepositional
person whose name phrases At ørest, in
is.” AMr. Alba came to ødanger, on øtime
see you.
8 With nouns used in
headlines in
newspapers, captions
in books, signs,
labels and the like
øMURDERER ESCAPES
BEWARE OF øDOG
9 For a family name in the With common
plural nouns used as terms
TheBasas have arrived. of address and
therefore
capitalized.
We are ready to go,
øMother.
10 Distinguishes people who
have the same name
TheJessica Reyes who joined
the beauty pageant is notthe
Jessica Reyes who is my
cousin.
11 When the article is part of a
geographical name
ThePhilippines
TheUnited States
TheRed Sea
12 When the article is accepted
as part of any kind of proper
name
ThePhilippine Star
The Princess of Negros
The Hilton
TheUniversity of St. Tomas
The United Nations
APPLY
Direction: Supply the appropriate article such as a, an, the, and X (if there is no need
of article) in each blank.
1. I don’t watch ________TV. I get ________ information and ________ news, etc.,
from ________ Internet. I don’t often go to ________ cinema, either.
2. I’m interested in ________ finance. I heard ________ Euro is losing value,
compared to ________ US dollar.
3. I like Japan. Crime is infrequent there. When I fly to Japan, I usually fly
to ________ Narita Airport. The last time I was in Japan, I climbed ________
Mount Fuji. It was fun.
ASSESS
Direction: Supply the appropriate article such as a, an, the, and X (if there is no need
of article) in each blank.
1. We had ______ very nice meal. ______ cheese was exceptionally good.
2. Are you interested in ______ science or ______ music?
3. They got married but ______ marriage wasn’t very successful.
4. Do you know any of ______ people who live across ______ road?
5. After ______ work the boss usually invites his staff to ______ pub.
6. When mom was ill ______ lot of her friends came to ______ hospital to visit her.
7. Many people hate ______ violence, but they like to watch it in ______ movies.
8. Have you ever visited ______ Madame Tussaud’s in London?
9. ______ life would be difficult without ______ useful machines and gadgets we have
today.
10.I’m on ______ night duty this week.
11.I know someone who wrote ______ book about ______ American presidents.
12.______ World War II ended in 1945.
13.______ fumes of cars and factories are ______ primary reasons for ______ air
pollution.
14.He was ______ unsuccessful musician when he came to this town.
15.Don’t stay in that hotel. ______ beds there are very uncomfortable.
16.The car sped away at ______ hundred km ______ hour.
17.John doesn’t usually go to ______ church on ______ Sundays.
18.He was sent to ______ prison for ______ murder.
19.At ______ beginning of his speech he spoke about ______ tourism in general.
20.We usually go by ______ train, but today we’re taking ______ bus.
21.Every child was given an apple for ______ lunch.
22.______ British Prime Minister resides in ______ 10 Downing Street.
23.Hundreds of thousands of old people live in ______ solitude throughout the
country.
24.______ freedom and ______ independence are very valuable in ______ modern
life.
25.______ third of ______ Netherlands is in danger of being flooded.
LESSON 4: PRONOUNS
ACTIVATE
Direction: The teacher will administer a synchronous online games about pronoun.
The game is called “Who is who?”
ANTICIPATE
1. What is pronoun?
2. What are the cases of pronoun?
3. What are the types of pronouns?
4. Why do you need to learn pronouns?
ACQUIRE
Most pronouns stand for, refer to, or replaces a noun or a noun phrase within a text;
hence, they occupy the same position as a noun or noun phrase does. The word or
words that a pronoun stands for are its ANTECEDENT or REFERENCE.
My brother holds dual citizenship. He is not only a Filipino but also a Canadian
citizen.
I and me stand for the speaker or writer.
I am a Filipino, but I am living in Australia now.
Pronouns can also be a direct reference to an outside situation (e.g., “What is that?”
in response to a sound or noise).
Kinds of Pronouns
There are many different kinds of pronouns: SUBJECT, OBJECT, POSSESSIVE, REFLEXIVE,
DEMONSTRATIVE and others. The forms within each category are distinguished by
number (singular/plural), person (first/second/third) gender
(masculine/feminine/neuter), and in the case of demonstratives, by number and
proximity.
Personal and Related Pronouns
Person/ Personal Possessive

Number Reflexive/
Subject Object Noun Determiner/ Intensive
Singular Form Form replacement Adjective
+I I me mine my myself
+ II you you yours your yourself
+ III
Masculine he him his his himself
Feminine she her hers her herself
Neuter it it - its itself
Plural
+I we us ours our ourselves
+ II you you yours your yourselves
+ III they them theirs their themselves
Things to Remember:
1. Animals closely related to people can be referred to by he, him, and his or
she, her, and hers.
The dog loves his/her/its master.
2. Use it and its to refer to inanimate objects except ships, which are always
referred as she.
3. Countries and schools are sometimes referred to by she or her.
4. Traditionally, the pronouns he, him, and his have been used for mixed groups
or groups in which the sex is unknown. Many people now object to this use,
so they use both the masculine and feminine forms or the plural forms to
avoid the problem.
Everybody submitted his or her assignment. (awkward)
All the students submitted their assignments. (acceptable)
5. If I, me, my or mine or their plural counterparts are part of a pair or a series,

put them last.
The teacher confiscated his toy and mine, too.
Father helped Tony with his project, and he will help my sister and me
with ours tomorrow.
Reflexive Pronouns
1. Use the reflexive pronoun as the object of the verb form or preposition to refer
to the subject of the sentence.
The baby is able to feeditself.

Luis cut himselfwith a razor blade.
2. The phrase by + self or its emphatic form all by + self means alone or without
any help.
I crossed the river (all) by myself.
Intensive Pronouns
The intensive form occurs directly after the word it modifies or at the end of the
clause.
The mayorherselfdistributed the relief goods.

The mayordistributed the relief goods herself.
Reciprocal Pronouns
1. The reciprocal pronoun forms are each other and one another. They mean
that each part of the subject did the action and also received the action.
2. They must be objects of verb forms or objects of prepositions.
3. Some prefer to use each other for two people or things and one another for
more than two.
The two finalists congratulated each other for making it to the top.
The class members prepared surprise gifts for one another during the
Christmas party.
Demonstrative Pronouns
1. Demonstrative pronouns occur alone. They do not precede nouns.
Thisis my favorite movie.
2. Demonstrative pronouns can show distance or contrast not connected with

distance.
(distance) This is mine; thatis yours over there.

(contrast) Which ones do you prefer, these or those?
Indefinite Pronouns
Personal none another

anyone everyone no one someone other ones
anybody everybody nobody somebody others
Non- anything everything nothing something another
Personal every one none other ones
others
Use singular verbs with compound pronouns and use singular pronouns to refer to
them in formal writing.
Formal: Nobody brought his book today.

Informal: Nobody brought their books today.
Interrogative Pronouns
Who, whom, whose, which, and what can begin questions.
1. Use who, whom, whose and which to refer to persons..

2. Use what and which to refer to things and events.
3. In formal writing, use who for the subject of a clause and whom for the object
of the verb or preposition.
Relative Pronouns
1. RELATIVE PRONOUNS (sometimes called CLAUSE MARKERS) introduce

dependent clauses (also called RELATIVE CLAUSES).
2. Relative pronouns used in adjective clauses are who, whom, whose, which
and that.
3. Who, whom, and whose are used for persons while which is used for
nonpersons.
The guestwho came to dinner is the governor.
The bookwhich I bought is a best seller.
4. That is a neutral form. It can be marked +humanor–human. In other words, it

can be a substitute for both who (+human) or which (-human).
The guestwho/that came to dinner is the governor.
The bookwhich/that I bought is a best seller.
5. In informal writing, whom is optional; in formal writing, whom must be used
(informal)Nora is the girl you saw in the party last night.
(formal)Nora is the girl whom you saw in the party last night.
6. That, which and whom are the only relative pronouns that can be left out.
The instrumental music (that) I like to hear often is that of Zamfir.
The house pests (which) I hate to see are the rodents and the
cockroach.
7. Who, whom, and whose can be used in both essential/RESTRICTIVE and

nonessential/NON-RESTRICTIVE clauses.
The man, who came to dinner, is the mayor. (nonessential/non-
restrictive, bounded by commas)
The man who came to dinner is the mayor. (essential/restrictive,
without commas)
8. That instead of which is used only in essential or restrictive clauses, so do NOT

put commas around clauses beginning with that.
The poster that won first prize pleased both the judges and the
viewers.
*The poster, that won first prize, pleased both the judges and the
viewers.
(*means ungrammatical)
9. Use which in nonessential or nonrestrictive clauses. Separate nonessential

clauses from the rest of the sentence by commas.
Our car, which has been running for three days, should be brought to
the machine shop for check-up.
10. Relative pronouns used in noun clauses are that, what, whatever, whoever,
whomever, and whichever.
(noun clause as subject) Whatever you offer will be appreciated.
(noun clause as direct He will befriend whoever he gets
object) acquainted with.
11. Look at the antecedent of who, that or which when used as subject to
decide whether the verb following should be singular or plural.
The paintingwhichis exhibited is the painter’s masterpiece.
Thefarmerswhoown orchards earn much from their harvest.
APPLY
A. Identify the case of pronoun. Write the letter that corresponds to your answer.
A. Nominative
B. Objective
C. Possessive
ANSWERS
1. Because of all the other noise, no one heard us.
2. Grace describe her plan in details.
3. The best choice would be Dianne or you.
4. We had violated the schools policies.
5. Their project in Rizal course has the highest grade.
B. Read the following sentences comprehensively. Write appropriate pronoun that

agrees to its antecedent.
1. Mrs. Carrasco told the secretary that yet another candidate for the job had
forgotten _________ resume.
2. When even one student forgets _________ assignment, the entire class suffers
the consequences.
3. If anybody sells six hundred boxes, _________ will qualify for a free trip to South
Korea.
4. Each girl should bring _________ scout handbook and merit badge guide on
the field trip.
5. Neither the pilot nor the attendants gave _________ opinion about the mishap.
ASSESS
A. Identify whether the underlined pronoun is reflexive or intensive. Write your
answers in capital letters.
ANSWERS
1. Did you yourself make the cake?
2. Donna made her dinner herself.
3. Jack decided to reward himself with a dinner out.
4. Parents need to stake a break for themselves now
and again.
5. The author approved the book cover herself.
B. Supply the appropriate relative pronoun in each sentence.
1. The thief ________________ stole the bicycle has been caught.

2. Show me the road ________________ leads to the LRT station.
3. He ________________ does his best should be rewarded.
4. My grandfather, ________________ I loved, is dead.
5. Kalidasa, ________________ wrote some fine dramas in Sanskrit, is often called
Shakespeare of India.
6. He is rogue ________________ no one trusts.
7. That boy ________________ you see there sings well.
8. Coal ________________ is a very useful mineral is found in many parts of Persia.
9. John ________________ sings well is popular among the girls.
10. We bought some apples from ________________ we extracted the juice.
LESSON 5: VERBS
ACTIVATE
Video link: https://youtu.be/OfEm3iEgRDQ
80 irregular Verbs Rap: Speak Along
ANTICIPATE
1. What is verb?
2. What are the kinds of verb?
3. What are the tenses of verbs?
4. What are the rules in subject- verb agreement?
ACQUIRE
A verb can be recognized by means of the following characteristics:
• Denotes an action (e.g., read) or a state of being (e.g. know). ACTION VERBS
are dynamic. STATE OF BEING VERBS (or STATIVE VERBS) include the copula or
linking verbs, e.g. the be-verbs, remain, appear, and become.
• Has four inflections

{-s} of third person singular present tense verbs
{-ed} of simple past tense verbs
{-en} of the past participle
{-ing} of the present participle
The third person singular –s has the same allomorphs as the noun plural and
the noun possessive.
The –ed past tense inflection has three allomorphs:

/əәd/ after morphs which end in / t / or / d / as in planted, raided
/t/ after morphs that end in voiceless sounds except / t / as in
brushed, jumped, walked
/d/ after morphs which end in voiced sounds except / d / as in
cleaned, grabbed, agreed
• Follows a subject noun and may be followed in turn by adjectives
}______ eager [to enhance their knowledge].

The reviewees }______ seriously.
}______ their handouts.
• May fall under one more or more of these types o INTRANSITIVE VERBS which
does not take an object (direct)
Flowers bloom.
o TRANSITIVE VERBS which require an object (direct)
Flowers needwater and sunlight.
o DITRANSITIVE VERBS which take two objects (direct and indirect)
Alexgavehis girlfriend three red roses.
o LINKING/COPULA VERBS where what follows the verb relates back to the
subject (subject complement -- a predicate noun or a predicate adjective)
Roses are lovely Valentine’s Day gifts. Roses are sweet.
o COMPLEX TRANSITIVE VERBS where what follows the object (direct) relates to
the object
They chose Niña, muse of the team.
o PREPOSITIONAL VERBS which requires a prepositional phrase to be complete
We looked at the pictures taken during our graduation
• Have tense and aspect qualities. Tense and aspect have to do with form.
TENSE is “the grammatical marking on verbs that usually indicates time
reference relative to either the time of speaking or the time at which some
other situation was in force” (Jacobs 1995). Time reference has to do with
meaning. Events and situations are located in time, perhaps to our speaking
about them, perhaps while we are speaking about them, or perhaps at some
later time. English has three tenses – present, past, and future. The present
and the past tenses have inflectional markings, while the future is marked by
the inclusion of the modals will or shall. Simply put, tense is a set of verb forms
that indicate a particular point in time or period of time in the past, present,
or future.
ASPECT is a general name given to verb forms used to signify certain ways in
which an event is viewed or experienced. Aspect can view an event as
completed whole (simple), or whether or not it has occurred earlier (perfect
aspect) or is still in progress (progress).
Noel has attended the review classes. (perfect)

Now he is studying for the LET exam. (progressive)
The tenses in combination with aspects make up the following 12 tense-

aspect categories. These make up the traditional 12 tenses.
Tense-Aspect Combinations
Simple Perfect Progressive Perfect Progressive

ø have + -en be + -ing have + -enbe + -ing
Present dream/dreams has/have am/is/are has/have been

dreamed dreaming dreaming
eat/eats has/have eaten am/is/are eating has/have been eating
Past dreamed had dreamed was/were had been dreaming
dreaming
ate had eaten was/were eating had been eating
Future will/shall will/shall have will/shall be will/shall have been
dream dream dreaming dreaming
will/shall eat will/shall have will/shall be eating will/shall have been
eaten eating
Sometimes, if we want to draw attention to the time of the action, we use an

ADJUNCT OF TIME, which can be an adverb, a noun group, or a prepositional
phrase, e.g.:
(adverb) She’s coming tomorrow.

(noun group) Results of the examination were released last
week.
(prepositional phrase) He will feel relieved after the exam.
VERB TENSES: Their Meanings and Common Uses
SIMPLE ASPECT: complete wholes; unchanging
1. SIMPLE PRESENT: the present in general

• To talk about our thoughts and feelings at the present moment or about
our immediate reactions to something I’m terribly busy.
He looks excited.
• To talk about a settled state of affairs which includes the present

moment He lives in Sagada now.
Our teacher is very competent and considerate. We like her very
much.
• To say something is always or generally true There are 24 hours in a day.

The earth revolves around its axis.
• To talk about something that a particular person or thing does regularly

or habitually.
I get up early to take a bath.
Every Sunday, I attend church services.
• To discuss what happens in a book, play or film

In the movie, he plays the character of Juan Tamad.
In those early chapters, he keeps himself isolated to other people in
the village.
• To describe an event such as a sports match or a ceremony at the time

it is happening as radio and TV commentators do
Doods takes the ball, then passes it quickly to Alfie. Alfie turns, shoots,
and scores two points.
2. SIMPLE PAST: Stating a definite time in the past

An adjunct of time or other time expression is necessary to specify the
particular time in the past we are referring to.
• To say that an event occurred or that something was the case at a particular
time in the past.
The university officials flew into Jakartalast week to sign a
memorandum of agreement with a sister school.
• To say that a situation existed over a period of time in the past.

He lived in his ancestral home in the countryside during his last years.
• To talk about an activity that took place regularly or repeatedly in the past,
but which no longer occurs
We swam in the river a great deal in my childhood.
3.SIMPLE FUTURE: An expression of what we think might happen or what we

intendto happen
• To say that something is planned to happen, or that we think it is likely to
happen in the future
What do you think Ella will do to fix it?
• To talk about general truths and to say what can be expected to happen if
a particular situation arises
An attack of dengue fever can keep a man off work for a few days. He
will earn nothing and he have trouble paying his hospital bills.
PERFECT ASPECT: prior
1. PRESENT PERFECT: the past in relation to the present

We cannot use adjuncts or expressions which place the action at a definite
time in the past. But we can use adjuncts of duration, e.g. forever, always.
*I have watched it the other day.
I ate raw vegetables, which I always avoided, and there was no other
choice.
To mention something that happened in the past but we do not want to
state a specific time.
I have read the book several times.
2. PAST PERFECT: Events before a particular time in the past

To talk about a past event or situation that occurred before a particular time
in the past
By noon, students had gathered at the quadrangle with their placards.
3. FUTURE PERFECT
To refer to something that has not happened yet, but will happen before a
particular time in the future.
By the time he graduates, his parents will already have left for New
Zealand
PROGRESSIVE ASPECT: incomplete action; changing
1. PRESENT PROGRESSIVE: Accent on the present

• To talk about something that is happening at the moment we are
speaking I’m already feeling bored and hungry.
• To emphasize the present moment or to indicate that a situation is

temporary
She’s spending the summer in her hometown.
• To indicate changes, trends, developments, and progress

He’s performance in class is improving.
• To talk about a habitual action that takes place regularly,

especially one which is new or temporary
She’s spending a lot on clothes these days.
2. PAST PROGRESSIVE: accent on the past

• To talk about continued states or repeated actions which occurred in the
past His body was trembling; his fever was rising.
• To contrast a situation with an event which happened just after that situation
existed. We use the past continuous to describe the first event and the
simple past to describe the event which occurred after it.
We were standing at the main gate waiting to welcome the guest
speaker. He arrived 20 minutes later.
3. FUTURE PROGRESSIVE
• To say something will surely happen because
arrangements have been made They will be
sending their students regularly to the University for
English proficiency enhancement.
• To emphasize the duration of a recent event

She’s been crying bitterly.
PERFECT-PROGRESSIVE ASPECT
1. PRESENT PERFECT PROGRESSIVE

• To talk about an activity or situation that started at some time in the past,
continued, and is still happening now.
The economy has been declining in many parts of the world.
2. PAST PERFECT PROGRESSIVE

• To emphasize the recentness and duration of a continuous activity which
took place before a particular time in the past.
The old woman had been living alone in that dilapidated house.
• To say that something was expected, wished for, or intended before a

particular time in the past.
I had been expecting a phenomenal rise in his political career.
3. FUTURE PERFECT PROGRESSIVE

• To emphasize the duration to an event at a specific time in the future
By January 2011, she will have been serving this university for 38
years.
AUXILIARY/HELPING VERBS
1. VERB PHRASE/VERB COMPLEX: consists of an auxiliary + a main verb, e.g.,

mustwork, have been reading, will be informed. The underlined word or words
are the auxiliary or helping verbs.
2. AUXILIARY/HELPING VERBS
A. MODAL AUXILIARIES and their related phrasal forms
True Modals Phrasal Modals

can, could be able to
will, shall be going to, be about to
must have* to, have got to
should, ought to be to, be supposed
would (= past habit) used to
may, might be allowed to, be permitted to
*The verb betakes several forms such as is, are, was, were, and will
be.Havetakes the forms has, have, and had
NON-MODAL AUXILIARIES : be, do, and have verbs

Of all the auxiliaries, only the non-modals can change form.
Distinguishing Characteristics Between True Modals and Phrasal

Modals
True Modals Phrasal Modals

1 Do not inflect, i.e., the Inflect like other ordinary verbs
forms remain am/is/are/was/were/will be
unchanged canpass able to pass
2 Lack tense and a resultant Subject-agreement rule
lack of applies except the form
subject-verb used to We are able to pass
agreement We can the LET.
pass the LET. He is able to pass the LET.
He can pass the LET.
3 Do not require an infinitive Requires an infinitive marker
marker toto
to precede the main verb precede the main verb
must study hard has/have/had to study hard
3. OPERATORS/OPERATOR VERBS
• The OPERATOR is a verb that has three main functions: 1) It precedes

the negative and combines with it when the negative is contracted
to n’t; 2) It is the verb that moves around the subject to the sentence
initial position in yes-no questions; and 3) It is also the verb that
appears in the tag phrases of interrogative sentences or tag
questions.
My father will not approve your marriage proposal.
My father won’t approve your marriage proposal.
Will your father approve my marriage proposal?
Willyour father not approve my marriage proposal?
Won’t your father approve my marriage proposal?
Your father will approve my marriage proposal, won’the?
When a clause contains no verb eligible to be an operator, do is introduced.

He attends the graduation ball tonight.
a. He doesattend the graduation ball tonight.
b. He doesnot attend the graduation ball tonight.
c. Does he attend the graduation ball tonight?
d. He attends the graduation ball tonight, doesn’t he?
If there are two or more auxiliary verbs present in the VERB PHRASE, the first auxiliary
serves as the operator.
He has been reading the Obama autobiography.
a. Hehas not been reading the Obama autobiography.
b. He has been not reading the Obama autobiography.
c. Has he been reading the Obama autobiography.
He has been reading the Obama autobiography, hasn’t he?
APPLY
A. Encircle the letter of the correct past tense from the given options.
1. If Hank __________ you were going to come, he would have made sure to be
there.
a. knew b. had known c. was knowing
2. They ___________ an argument when I arrived to celebrate Pete’s birthday.

a. had been b. were having c. have had
3. I was reading the letter when the wind ___________ it out of my hands.
a. was blowing b. blew c. had blown
4. I’m not sure where Jack was yesterday. He ___________ visiting Tom
a. might was b. might have been c. couldn’t have been
5. She told me she was flying to Chicago last week. She ___________ in her hotel
room last night.
a. must have been b. must be c. had to be
6. He said he ___________ yesterday.

a. would come b. had been coming c. were coming
7. I lit the fire at four and it ___________ brightly when Lisa arrived.
a. burned b. had burned c. was burning
8. I found this gold coin while I ___________ in the garden.
a. dug b. had been digging c. was digging
9. I ___________ the bags before we left on holiday.

a. checked b. was checking c. had been checking
10. There was no food left when I returned. They ___________ everything!
a. had eaten b. ate c. were eating
11. If I ___________ you, I would finish my homework.

a. had been b. were c. would be
12. When I arrived, they ___________.

a. stretching their legs b. were stretching their legs c. had been stretching
13. By the time the presentation began, they ___________ their own discussion.
a. completed b. had completed c. were completing
14. ___________ the dog before they left on vacation?

a. Had they fed b. Were they feeding c. Had they been
feeding
15. If he ___________ the window, he would repair it.

a. broke b. were broken c. were breaking
B. Supply proper modal to complete the sentences below.
1. There are plenty of tomatoes in the fridge. You ________________ buy any.
2. It's a hospital. You________________ smoke.
3. He had been working for more than 11 hours. He________________ be tired
after such hard work. He________________ prefer to get some rest.
4. If you want to learn to speak English fluently, you________________ to work
hard.
ASSESS
A. Encircle the letter of the appropriate tense of the verb from the given
options.
1. Now the sun ___________.

a. was shining b. is shining c. shines
2. The taxi ___________.

a. has not arrived yet b. has not arrive yet c. does not arrive yet
3. Do you agree with me? ‘Yes, ___________.’

a. I am b. I have c. I do
4. Sometimes, my father doesn’t ___________ money into the bank.

a. put b. puts c. be putting
5. He ___________ his hands before every meal.
a. wash b. is washing c. washes
6. He has ___________.
a. eats b. eat c. eaten
7. Tom ___________ travel a lot. These days doesn’t go away very often.
a. is used to b. used to c. uses
8. After her parents were killed, she was ___________ by her uncle.
a. brought b. was brought c. was
brought up
9. The American police ___________ on strike in 2000.

a. Got b. started c. went
10. I really ___________ the show that day.

a. enjoyed b. enjoys c. enjoy
11. Right now, I ___________ Marion Jones, the HR manager, in developing

an IT practice program.
a. is assisting b. am assisting c. assist
12. I think we ___________ the practice sessions next quarter.

a. are beginning b. are going to begin c. will begin
13. During tomorrow’s meeting, we ___________ implementation of the

practice.
a. are discussing b. are going to discuss c. discuss
14. We ___________ on the content of the practice sessions for over two
months now.
a. have focused b. will focus c. focused
15. I ___________ for this company since 1990.

a. have worked b. will work c. worked
B. Supply proper modal to complete the sentences below.
1. The teacher said we________________ read this book for our own pleasure
as it is optional. But we________________ read it if we don't want to.
2. ________________ you stand on your head for more than a minute? No,
I________________.
3. I________________ speak Arabic fluently when I was a child and we lived in
Morocco. But after we moved back to Canada, I had very little exposure
to the language and forgot almost everything I knew as a child. Now, I
________________ just say a few things in the language
4. Take an umbrella. It ________________ rain later.
5. You ________________ leave small objects lying around . Such objects
________________ be swallowed by children.
6. People ________________ walk on grass.
7. Drivers ________________ stop when the traffic lights are red.
8. ________________ I ask a question? Yes, of course.
9. You ________________ ake your umbrella. It is not raining.
10. ________________ you speak Italian? No, I ________________ .
LESSON 6: SUBJECT-VERB AGREEMENT/CONCORD RULES WHICH OFTEN CAUSE ERRORS
ACTIVATE
Video link: https://yputu.be/0l1PTl25Ml
S-V Agreement 10- item quiz
ANTICIPATE
1. What are the errors you committed during the quiz?
2. What are the rules of S-V Agreement you violated?
ACQUIRE
1. Collective nouns may take either a singular or plural verb inflection depending on
the meaning.
• Conceived of as one entity – takes a singular verb
Our school teamhas won its games.
• Conceived of as more than one entity or refers to
individual membership – takes plural verb
Our school teamhave won all their games.
2. Some common and proper nouns ending in –s, including –ics nouns and certain
diseases are always conceived as single entity – take a plural verb.
The recent newsisexciting.
Mathematicsis repelling to many students.
Measlesisa contagious disease.
The United Statesis still a powerful country.
3. Titles of works even when plural in form are conceived of as single entitles.
The Ten Commandmentsis a beautiful movie.
The Syntax Filesis good reading for those in linguistics.
The song Greenfieldsbringsnostalgia to people of my generation.
4. Nouns occurring in sets of two take the singular when the noun pair is present but
take the plural when pair is absent.
That pair of Lee jeans is expensive.
My glassesaremissing.
5. Fractions and percentages takes a singular verb inflection when modifying a

noncount noun and a plural verb when they modify a plural noun. Either a singular
or plural verb inflection may be used when they modify a collective noun,
depending on the speaker’s meaning.
More than half of the cakeis eaten.
Twenty percent of the studentsare not joining the field trip.
One-fourth of the audienceis/are teachers.
6. A number normally takes the plural. The number takes the singular. A
number of parents are coming for the meeting.
The number of signatories is substantial to merit approval of the motion.
7. When we use a number and a plural noun to talk about two or more things, we
usually use a plural verb. We use a singular verb with ‘one’.
Seven daysmake up a week.
One solid evidence is enough to prove his dishonesty.
8. When we are talking about an amount of money or time, or a distance, speed, or

weight, we usually use a number, a plural noun, and a singular verb.
Five hundred dollarsisa lot of money.
Three yearsisa long time to wait for a family member from abroad to
come home.
Eighty kilometers per hour of travelis quite risky on slippery roads.
Seventy-five poundsis all she weighs now.
9. Arithmetic operations take the singular because they are perceived as reflecting
a single numerical entity on both sides of the equation or equal sign.
Two plus twois/equalsfour.
10. The quantifiers a lot (of), lots of, and plenty of take a singular verb if the subject
noun is noncount by plural verb if the subject head noun is plural.
A lot of sound viewswere advanced during the discussion.
A lot of nonsenseis evident from uninterested participants.
11. Traditional grammar states that when used as a subject, none (meaning not
one) is always singular regardless of what follows in a prepositional phrase.
None of the boysjoinsthe mountaineering group.
None of the riceis eaten at all.
12. Traditional grammar maintains that the antecedent of the relative pronoun is
the noun before.
Alice is one of the graduate students who havefinished her master’s degree
in a short period of time.
13. For correlatives either . . . or and neither . . . nor, traditional grammar argues for
a proximity rule, i.e., subject-verb agreement should occur with the subject noun
nearest to the verb.
Either my friend or my classmatesareexpected to help me with my project.
Neither my classmates nor my friendvolunteers to lend support.
14. A singular noun or pronoun should take a singular verb inflection regardless of
what else occurs between the subject and the verb.
Jimmy, along with his co-teachers, conducts a cleanliness campaign in the
barangay.
15. In questions, subjects don’t always come before verbs. Identify accurately the
subject before deciding on the proper verb to use.
Does your father usually go jogging?
What are the pages our teacher wants us to read?
APPLY
Direction: For each sentence below, select the correct form of the verb.
1. One of my sisters __________ gone to Paris.

o has
o have
2. The boy in the class __________ given a gift.
o was
o were
3. Neither of the competitors __________ able to win a decisive victory.
o was
o were
4. Oil and water __________ not mix.
o does
o do
5. John and Mark __________ at Wesleyan University together.
o was
o were
6. Either the challengers or Carlo __________ the race.
o wins
o win
Neither Patrick nor Joshua __________ any right to the inheritance.
o has
o have
7. No prize __________ given to the Cindy, though she stood first in the final
examination.
o was
o were
8. Politics __________ responsible for the growing number of corrupt government
officials.
o is
o are
9. The colleagues of the Minister __________ given an explanation for this
matter.
o has
o have
ASSESS
Direction: For each sentence below, select the correct form of the verb.
1. Both candidates __________ the war in Syria.

o opposes
o oppose
2. Not one of these wallets belongs __________ to Maria.
o belongs
o belong
3. Most of the Grade 11 students take all of their classes in the morning. Nobody
__________ classes after 2:00.
o takes
o take
4. One of my hobbies is collecting shopping bags and receipts. My hobbies
__________ unusual.
o is
o are
5. Lino and Jade want a trial separation. Neither one __________ to move out of
the apartment.
o wants
o want
6. Neither of the athletes admits that he made an error. Both athletes
__________ that somebody made a fault.
o admits
o admit
7. Both the manager and her assistant __________ been fired.
o has
o have
8. Where is your little sister? Several pages from my journal __________ missing.
o is
o are
9. Professor Alfonso often __________ for long walks in the garden.
o goes
o go
10. The students in the back of the room __________ poker during breaks.
o plays
o play
LESSON 7: VOICE
ACTIVATE
Direction: The teacher will administer an oral games online called “Convo Relay.”
The students will be tasked to turn active voice into passive voice sentences.
ANTICIPATE
1. What is active and passive voice?
2. What are the uses of active and passive voice?
ACQUIRE
VOICE pertains to who or what serves as the subject in a clause. In the ACTIVE VOICE,
the subject of a clause is most often the agent, or doer, of some action. In the
PASSIVE VOICE, the subject of a clause is the receiver or undergoer of the action.
The passive “defocuses” the agent. (Shibitani 1985 in Celce-Murcia and Larsen-
Freeman 2001)
The lifeguard savedthe child. (active)

The child was saved [by the lifeguard]. (passive)
The passive voice is more limited than the active in that it requires only the transitive
verbs – verbs that take direct objects.
The passive morphology is be . . . –en, i.e., a form of the be verb + the past participle.
Usually in passive sentences the agent is not mentioned at all, referred to as the
AGENTLESS PASSIVE. If the agent is mentioned (= AGENTED PASSIVE), it appears in a
prepositional phrase marked by the preposition by.
Some passive sentences have no active counterparts.
Justin was born in Canada.
Advantages of the Active Voice
1. An active clause can give more information in fewer words.

2. An active verb makes writing livelier and more vivid.
Uses of the Passive Voice
1. A passive construction emphasizes the result in an impersonal style. This use is

sometimes desirable in scientific and technical writing. A new strain of
malaria was discovered.
2. A passive verb emphasizes a victim or the result of a disaster.
Active: The child broke the antique vase.
Passive: The antique vase was broken.
3. Use the passive when the agent or the actor is so unimportant or is obvious
that you do not need to mention it.
Rica was born in Seychelles.
4. Use a passive verb if you want to hide the name of the person who is
responsible for an unpleasant decision or result.
An increase in tuition fees was proposed.
Forms of the English Passive
We usually form simple passives like these:
Paper is produced from trees. (simple present)

Paper was produced from trees. (simple past)
Here are other possible forms:

1. With modals
Paper can be produced from trees.
2. With present perfect

Paper has been produced from trees.
3. With present progressive

Paper is being produced from trees.
4. With past progressive

Paper were being produced from trees.
5. With be going to for future

Paper is going to be produced from trees.
APPLY
Direction: Identify whether the sentence is in the active or passive voice. Write
ACTIVE VOICE or PASSIVE VOICE on the space provided.
_______________________________1. I ate a piece of chocolate cake.
_______________________________2. The librarian read the book to the students.
_______________________________3. The money was stolen.
_______________________________4. They are paid on Fridays.
_______________________________5. The movie is being made in Hollywood.
_______________________________7. His hair was cut by a professional.
_______________________________8. I will introduce you to my boss this week.
_______________________________9. It would have been fixed at the weekend.
_______________________________10. The national anthem is being sung by Jason this
time.
ASSESS
Direction: Identify if the sentences are in the active or passive voice. Write ACTIVE
or PASSIVE on the space provided after each sentence. Then, if the sentence is in
the active voice, choose the correct passive form of the sentence among the
choices given and vise versa. Encircle the letter that corresponds to your answer.
1. I did not beat her. ___________________

a. She is not beaten by me.
b. She has not beaten by me.
c. She was not beaten by me.
2. I will never forget this experience. ____________________

a. This experience is not forgotten by me.
b. This experience would never be forgotten by me.
c. This experience will never be forgotten by me.
3. Mother made a cake yesterday. ____________________

a. A cake made by mother yesterday.
b. A cake is made by mother yesterday.
c. A cake was made by mother yesterday.
4. The boy teased the girl. ____________________

a. The girl was teased by the boy.
b. The girl had teased by the boy.
c. The girl had been teasing the boy.
5. Did she do her duty? ____________________

a. Was she done her duty?
b. Was her duty done by her?
c. Had her duty done by her?
6. The tiger was chasing the deer. ____________________

a. The deer was chased by the tiger.
b. The deer was being chased by the tiger.
c. The deer had chased by the tiger.
7. She has written a novel. ____________________
a. A novel has written by her.
b. A novel has been written by her.
c. A novel had written by her.
8. She has learned her lessons. ____________________

a. Her lessons has learned by her.
b. Her lessons have been learned by her.
c. Her lessons had been learned by her.
9. Have you finished the report? ____________________

a. Has the report finished by you?
b. Has the report been finished by you?
c. Had the report been finished by you?
10. The police have caught the thief. ____________________

The thief has been caught by the police.
The thief was caught by the police.
The thief had been caught by the police.
LESSON 8: PHRASAL VERBS
ACTIVATE
Direction: Supply an object as part of the verb phrase.
Object
back it/the car up
blow out
up
break down
off
bring about
up
burn down
up
clear away
up
close down
draw up
fill in/out
up
find out
give way
up
out
hand in/out
keep down
on
leave out
let in/out
lock up
look up
make out
up
mix up
up
pass on
pay back
back
pick out
point out
ANTICIPATE
1. What is a verb phrase?
2. What are the elements of a verb phrase?
3. Why do we need to use verb phrase in English speaking and writing?
ACQUIRE
These are verbs which consist of two or three words. They consist of:
1. a verb followed by an adverb; go up, spill

over, and push through
2. a verb followed by a preposition;
come upon, reckon with, and bank on
3. a verb followed by an adverb and a preposition
break out of, look forward to, and go along
with
Just like ordinary verbs, phrasal verbs may be used:
1. intransitively
Why don’t you speak up?
2. transitively
Let’s cut down pollution to conserve our environment./ Let’s
cut pollution down to conserve our environment.
Note that some phrasal verb may be separable. This is further explained below.
3. both intransitively and transitively

A plane took off.
She took off her coat because it was warm./
She took her coat off because it was warm.
Meaning of Some Phrasal Verbs
A two-word verb often has a one-word synonym, which is generally more formal.
Here are some examples:
Phrasal Verb Synonym Phrasal Verb Synonym

call up telephone give in/up surrender
keep on continue leave out omit
pick out choose put off postpone
Separable and Inseparable Verbs
• Parts of inseparable phrasal verbs cannot be separated. If there is a direct

object, it follows the phrasal verb.
Look after your baby brother.

*Look your baby brother after.
Look after him
• On the other hand, the object of separable phrasal verbs is movable. A

pronoun object comes between the first and second part. A short noun
object can come between the two parts or can follow the second part.
Donna turned it on.

Donna turned the light on.
Donna turned on the light.
• Some phrasal verbs can be either separable or inseparable according to

their meanings in a certain context.
She passed out. (fainted)

She passedthe brochuresout. (distributed)
The car broke down. (stopped running)

The polite broke the door down. (opened by force)
Separable Phrasal Verbs with Their Objects
Object
back it/the car up
blow it/the candle out
it/the balloon up
break them/the statistics down down
them/the negotiations off
bring it/the change about
it/the subject up
burn it/the building down
them/the papers up
clear them/the dishes away
it/the misunderstanding up
close it/the business down
draw it/the agreement up
fill it/a form in/out
it/the cup up
find it/the answer out
give it/this old bag way
it/eating candy up
it/the news out
hand it/the work in/out
keep them/expenses down
it/the radio on
leave it/the question out
let them/our friends in/out
lock them/the prisoners up
look them/our relatives in Manila up
make it/the handwriting out
it/a story up
mix it/food being prepared up
them/people up
pass it/the responsibility on
pay it/the money back
them/my enemies back
pick it/a new shirt out
point it/the problem out
APPLY
Direction: Encircle the appropriate phrasal verb to complete each sentence
below.
1. Would you _______ my dog for me this weekend?

a. look
b. look after
c. look up
2. My neighbor _______ eggs yesterday.
a. ran
b. ran out off
c. ran to
3. John _______ his leg at the baseball game.
a. broke
b. broke down
c. broke off
4. Our boss _______ our meeting until next week.
a. put
b. put off
c. put down
5. Could you _______ the music while I'm on the phone?
a. turn
b. turn off
c. turn around
ASSESS
Direction: Encircle the appropriate phrasal verb to complete each sentence
below.
1. I don't _______ my new science teacher.

a. get up
b. get over
c. get on with
1. We both _______ meeting your new girlfriend.
a. look
b. look up
c. look forward to
2. My car _______ on the highway today.
a. broke down
b. broke off
c. broke away
3. It will be easier to read if you _______ the lights.
a. switch
b. switch on
c. switch over
4. I have to _______ to the finish line and back.
a. run away
b. run out of
c. run
LESSON 9: ADJECTIVES
ACTIVATE
Direction: Describe anyone in your family members with at least 20 words.
ANTICIPATE
1. What are those words that described?
2. What is the importance of using adjectives in a sentence while speaking or
writing?
3. Are these words have orders to follow when using more than one?
ACQUIRE
An adjective –
1. Is a word which describes or denotes the qualities of something

2. Commonly occurs between a determiner and a noun, or after be or other
linking verbs or immediately following the intensifier very the _____ baby
seems (very) _____
the hungrybaby seems (very) hungry
3. Is associated with certain derivational morphemes

{-y} healthy, leafy
{-al} racial, normal
{-able} understandable, visible
{-ed} aged, learned
{-ful/-less} hopeful, hopeless
{-ish} childish, boyish
{-ive} active, native
{-ous} famous, marvellous
4. Has inflectional morphemes for comparative and superlative forms pretty

prettier prettiest
5. Modifies or complements nouns the honest man (modifier) The man is

honest. (complement)
6. Has various types in terms of characteristic positions: ATTRIBUTIVE which

precede nouns, and PREDICATIVE which follow linking verbs
The diligentstudents pass the toughexam. (attributive)
They arehappywith their high scores. (predicative)
Other Related Concepts
1. Restrictive/Nonrestrictive adjectives
RESTRICTIVEadjectives are necessary for defining which noun is being referred
to while NON-RESTRICTIVE adjectives merely add information without being
essential for identification.
A concrete house. (restrictive)
My uncle owns a house, built of concrete materials. (non-restrictive)
2. Polarity
POLARITY refers to positive and negative contrasts in a language.
Positive polarity Negative polarity
big small, little old young long short
good bad fast slow
Adjectives with positive polarity are UNMARKED FORMS because they are
used more frequently in a given language, learned earlier by children, and
used in neutral contexts. Adjectives of negative polarity are MARKED. They
are less frequently used.
3. GRADABILITY
• Adjectives can be placed in continuum of intensity, with the intensity

increasing or decreasing depending on the intensifier chosen.
[Less intense] [More intense]

Somewhat rare, rare, quite rare, very rare, extremely rare
• Adjectives that can be compared are also called gradable adjectives.

Comparative forms (adjectives marked by -er, more, or less) show
differences/contrasts between two things or groups. Superlative forms
(marked by –est, most, or least) show differences in three or more things or
groups.
• Comparison do nor apply to absolutes such as unique, possible, impossible,

horizontal, round, square, and fatal. They can co-occur with words like nearly
and almost.
The accident was fatal.
The accident was nearly fatal.
The accident was almost fatal.
• The as . . . as construction is used to show that two things or groups are similar.
Ella is as tall as her mother.
Order of Adjectives in Noun Groups
When two or more adjectives are used in a structure, they usually occur in a
particular order or sequence as follows:
DET opinion size shape condition age color origin NOUN

many pretty small round chipped antique blue Chinese vases
APPLY
Direction: Look at your classmates in the video camera. Describe them by using the
adjective’s degree of comparison.
ASSESS
Direction: Choose the best answer for each sentence.
1. Which sentence uses the correct order of adjectives?
a. We took a ride on a blue, old Chinese bus.
b. We took a ride on a Chinese, old, blue bus.
c. We took a ride on an old, blue Chinese bus.

a. I’d like three good reasons why you don’t like spinach.
b. I’d like a good three reasons why you don’t like spinach.
c. I’d like good reasons three why you don’t like spinach.

a. I like that really big red old antique tractor in the museum.
b. I like that really big old red antique tractor in the museum.
c. I like that old, red, really big antique tractor in the museum.

a. My brother rode a beautiful big black Friesian horse in the parade.
b. My brother rode a beautiful Friesian big black horse in the parade.
c. My brother rode a big, black, beautiful Friesian horse in the parade.
5- 13. For each of the following sentences, choose the correct order of adjectives to
fill in the blank.
5. My grandmother lives in the ________________house on the corner.

a. little blue, green and white
b. little blue and green and white
c. little, blue, green, and white
6. The store carries an assortment of _____________________ objects.

a. interesting new, old and antique
b. new, old, interesting and antique
c. interesting, old and new and antique
7. We went for a two-week cruise on a __________________________ ocean liner.
a. incredible brand-new, huge Italian
b. incredible, huge, brand-new Italian
c. Italian incredible, brand-new, huge
8. I bought a pair of _________________ boots.
a. new, nice, red rain b. nice new red rain c. red nice new rain
9. My dad was thrilled with his gift of ______________________ bowties for his clown
act.
a. three squirting new nice big polka-dotted
b. three polka-dotted nice new squirting
c. three nice big new polka-dotted squirting
10. Please put the marbles into that ______________________ box.

a. round little old red
b. little old round red
c. little old red round
11. I was surprised to receive a __________________ puppy for my birthday.

a. little, cute, eight-week-old golden retriever
b. cute eight-week-old little golden retriever
c. cute little eight-week-old golden retriever
12. Our work uniform consists of black pants, black shoes, and a ________________
shirt.
a. yellow baggy big polo
b. big baggy yellow polo
c. baggy yellow big polo
13. I’ve been spending a lot of time in antique shops looking for the perfect
_______________ clock.
a. little silver Italian cuckoo
b. little Italian silver cuckoo
c. silver little Italian cuckoo

a. Our grandparents drive a motorhome with black and white stripes.
b. Our grandparents drive a motorhome with black with white stripes.
c. Our grandparents drive a motorhome with black, white stripes.

a. During my college years, I wore a red, white and black big hat to sporting
events.
b. During my college years, I wore a big red, white and black hat to sporting
events.
c. During my college years, I wore a big red white and black, hat to sporting
events.
LESSON 10: ADVERBS
ACTIVATE
“NO LY WORDS ALLOWED”
Break the students up into groups and ask them to come up with a list of adverbs.
However, they can't include an adverbs with "ly" at the end. Give them a couple of
examples, and remind them what adverbs are. Give each group five minutes, and
the group with the most wins a prize!
ANTICIPATE
1. What is adverb?
2. What are the purposes of using adverb in a sentence?
3. How adverb does help/support the verb?
ACQUIRE
ADVERBS modify or change the meaning of other words such as verbs, adjectives,
another adverb, or even a whole sentence.
(verb modifier) The athlete can run fast.

(adjective modifier) Sailboats are really beautiful to watch.
(adverb modifier). The athlete can run very fast.
(sentence modifier) Perhaps, Nena’s family will give a party
Adverbs or adverbials vary in form as follows:
Adverbial clause: The child cried because he was hungry.

Adverbial phrase: Diane sang very sweetly.
Prepositional phrase: She sang during our class reunion.
Word: We eagerly look forward to your
graduation.
Adverbs can be readily recognized through certain affixes. For example:
1. Suffix –ly hopefully, popularly

2. Prefix a- aloud, adrift, anew
3. Suffix –wise lengthwise, clockwise
4. Suffix –wards backward(s), forward(s)
Kinds of Adverbs
1. Adverbs of frequency: answer the question how often?

(always, never, usually, rarely)
2. Adverbs of relative time can be used with all tenses as meaning permits
(just, still, already, lately)
3. Adverbs of manner answer the question how? orhow well?
(carefully, eagerly, clearly, quickly)
4. Adverbs of place answer the question where?
(here, in the city)
5. Adverbs of time answer the question when?
(today, on April 15)
7. adverbs that emphasize only and even
Where we put only makes a big change in the meaning of a clause. To illustrate:
(no one else) 1. Onlyhe invited Alex to join the team this year.
(not ordered) 2. He onlyinvited Alex to join the team this year this year.
(no one but Alex) 3. He invited only Alex to join the team this year.
(to join, not to do4. He invited Alex only to join the team this year.
anything else)
(recently as or 5. He invited Alex to join the team only this year.
at no other time)
Positions of Adverbials
While some adverbials are fixed in their positions in the sentence, others are
movable. They can occur sentence initially, medially, or finally.
Sentence-initial: Doubtlessly, we must conclude that the findings are correct.

Sentence-medial: We, doubtlessly, must conclude that the findings are correct.
Sentence-final: We must conclude that the findings are correct, doubtlessly.
Order of Adverbials
When two or more adverbials co-occur in final position in the same sentence,
ordering should be observed.
{direction} + position↔ manner + time ↔ frequency + {purpose}

{goal } {reason}
He walks homeleisurely at 5:30 PMevery daybecause he wants to feel

relaxed.
He walks homeleisurelyevery dayat 5:30 PM because he wants to feel

relaxed.
APPLY
Direction: Pick out the adverbs in the following sentences and state their kind.
1. I went to the market in the morning.

2. The dog sat lazily in the shade of the tree.
3. The man grumbled loudly while cleaning the table.
4. I often visit my grandparents.
5. It is extremely hot today.
6. Please wait patiently.
7. The technician fixed the problem easily.
8. They serve hot pancakes there.
9. I am waiting here for my daughter.
10. He laughed merrily.
ASSESS
Direction: Match the verb to its appropriate adverb.
VERBS ADVERBS
1. Guess A. Correctly
2. Behave B. Perfectly
3. Value C. Highly
4. Pay D. Extra
5. Mean E. Well
6. Work F. Properly
ADVERBS ADJECTIVES
1. Long Overdue
2. Fully Furnished
3. Sadly Lacking
4. Perfectly Confident
5. Blissfully Ignorant
6. Supremely Honest
LESSON 11: CONJUNCTIONS
ACTIVATE
The Memory Circle ESL Game
I like this simple, fun memory game for working on conjunctions with kids.
The way it works is that students have to say something they like and something
they don’t like, or two things they like, or two things they don’t like. For example,
“I like cats but I don’t like dogs.” Make sure that students make full sentences
for this game in order to practice conjunctions.
Then the next student has to say, “He likes cats but he doesn’t like dogs,”
and then they add their own, “I like cats and fish.” The game continues until
everyone has had a chance to play, but if someone can’t remember, they ar e
out. It’s one of the best, simple conjunction games you can play at school. It’s
a fun, interactive and challenging game that lends itself to a ton of grammatical
points and topics, not just conjunctions.
ANTICIPATE
1. What is the importance of using conjunctions?
2. What is conjunction?
3. What is the difference between the coordinating and subordinating
conjunctions?
4. How to determine coordinating conjunctions and subordinating
conjunctions?
ACQUIRE
Coordination
COORDINATION is the process of combining ideas. Two constituents of the same
type can be put together to produce another larger constituent of the same type.
Traditional grammar calls this process COMPOUNDING.
Compound sentence: The boys sangandthe girls danced last night.

Compound subject: The teacher andher students will join the parade.
Compound verb: The children playandeat during recess.
Compound object: We boiled cornandcassava.
Conjoining like constituents as shown above is referred to as SIMPLE COORDINATION.

Here are other ways of coordinating ideas:
1. ELLIPSIS: Omission or elision of the first verb phrase in the second and adding
the word too or either (for UNINVERTED FORMS), and so or neither (for
INVERTED FORMS).
Affirmative forms
My friends like to read storybooks and I, too. (uninverted)
A horse runs fast, and so does an ostrich. (inverted)
Negative forms
Donna can’t climb a tree, and his little brother can’t, either.
(uninverted)
Ducks can’t fly high, andneither can chickens. (inverted)
2. Use ofPRO-FORM, i.e., the substitution of pronoun for a repeated noun. Luis
plays the guitar andhe plays the harp, too.
3. COMPLEX orCORRELATIVE CONJUNCTIONS like both . . . and..

My father is both kind andsincere.
Forms of Coordinating Conjunctions

Other than and, simple coordinating conjunctions include: for, nor, but, or, yet, and
so.
Note the following examples:
milk or chocolate
small but/yet
terrible
He came late, so he missed the fun. (clausal)
They accepted the verdict, for they failed to counter the charges against
them. (clausal)
Other forms of correlative conjunctions are either . . . or, not only . . . but also,
and neither . . . nor. These pairs are used together Either Tony orNico will top
the test.
Anna is neither friendly nor generous.
Our teacher is not only competent but also very understanding.
Use of Coordinating Conjunctions
Below is a straightforward account of the simple conjunctions:
Conjunction Meaning Conjunction Meaning

for because or one or the other of two
alternatives is true
and plus yet but at the same time
nor conjoins two negative so therefore
sentences, both of which
are true
but shows contrast
A deeper and thorough study of each conjunction, however, reveals certain
properties beyond the given straightforward account. To illustrate, here are the other
meaning and uses of and.
1. As LOGICAL OPERATOR (the truth-conditional meaning)

The entire conjoined statement is true so long as each conjunct that makes
it up is true. If one conjunct is false, then the statement is false.
2. As MARKERof many meanings

Celce-Murcia and Larsen-Freeman (2001) citing Posner (1980) provides these
illustrations:
• (and there . . .)
Annie is in the kitchen, and she is making doughnuts.
• (and during this time . . .)
Annie fell into a deep sleep, and her facial color returned.
• (and coming from it . . .)
The window was open, and there was a draft.
• (and after that . . .)
Peter married Annie, and she had a baby.
• (and thereby . . .)
Paul pounded on the stone, and he shattered it.
• (If you give me your picture, I’ll give you mine.) Give me your picture,
andI’ll give you mine.
3. As INFERENTIAL CONNECTIVE
A reader/listener can draw an inferential connection from sentences like

Susan jumped and hurt her ankle. The use of and invites the listener/reader
to seek some other implicit relevant connection between stated conjuncts.
4. As MARKER OF SPEAKER CONTINUATION

In conversational discourse, sometimes a speaker uses and to signal that the
utterance to follow is in some way connected with what has come before.
This particular use of and goes beyond the usual content conjunctive use;
rather it places and into the category of discourse markers like oh and well.
Subordination
SUBORDINATION means putting less important ideas in less important grammatical
structures like dependent clauses. One means of subordination is SENTENCE
COMBININGorREDUCING.
Sentence combining
Melissa topped the test.
Melissa was late by twenty minutes.
Although late by twenty minutes, Melissa topped the test.
dependent clause independent clause
Reducing
Although late, Melissa topped the test
dependent clause independent clause
Subordinating Conjunctions
Subordinating conjunctions do the job of connecting dependent clauses to

independent clauses. Shown below are different types.
Type Conjunction Type Conjunction

time when, before, conditional if, unless
after,
since, while, until,
as
purpose in order to, so that reason because, since, as
result so that concessive although, though,
while, despite
place where, wherever manner as, like
Time Her father died when she was young.

Conditional If I could afford it, I would buy a car.
Purpose They had to extend the session in order to discuss all concerns
raised.
Reason I couldn’t ignore him because he was my childhood playmate
Result She reviewed very hard so that she would pass the LET.
Concessive While I did well in class, I was a poor performer at club activities.
Place Wherever I stayed, I found troublesome neighbors.
Manner Is she often rude and cross like she’s been this past week?
Relative Clauses
Another form of subordination involves the EMBEDDING of one clause within another.
For example:
The lady came into the room.

The lady was small and slender.
The lady [the lady came into the room] was small and slender.
The lady who came into the room was small and slender.
The most common relative pronouns which mark relative clauses are: that, which,
who, whom, and whose. Their uses are presented earlier in the section on pronouns
APPLY
Direction: Choose the correct coordinating conjunction.

1. I did my best to pass my English exam yet / so I failed.
2. I will get my car serviced and / for there is something wrong with the brakes.
3. The suspect went to the airport and / yet tried to use a license that had his brother's
identification on it or / but he got caught.
4. Nobody expected Sam to get the job nor / so did I.
5. We can go to a Chinese restaurant or / and a Mexican, I don’t really mind.
6. It was raining heavily and / so we decided to stay at home.
7. Everybody was eager to participate the charity walk or / but the manager.
8. I got a seat in the front row for / yet I was really interested in the lecture topic.
9. My brother and / nor I will retire soon and go sailing around the world.
10. He can speak English so / and Spanish fluently, but / or his French is not so good.
Direction: Use these seven subordinate conjunctions to combine sentences in each

question.
(after, although, because, before, since, unless, while)
1. The truck driver ate a big meal. Later, he went to work.

2. The newspaper reporter refused to say who gave her the secret information. She
was arrested by the police.
3. I have no money. I can’t go to the play.
4. Polar bears are cute. The mothers are dangerous if they think you are threatening
their cubs.
5. Some university classes are challenging. Others classes are boring.
6. The typhoon ended on Wednesday. Everybody went to the beach to inspect the
damage.
7. My pet has fleas. It needs a bath.
8. We drove to the mountains in the afternoon. We packed the car in the morning.
9. The government banned cell phones in cars. The plan won’t work without an
enforcement program.
10. Some bananas are green. Other bananas are yellow.
ASSESS
Direction: Choose the correct conjunctions to complete the sentences below.
1. We ate a pizza __________ a kebab. (BUT / AND / SO)

2. We had some cake __________ we didn’t have any coffee. (UNLESS / UNTIL /
BUT)
3. I had a headache __________ I didn’t go to the party. (WHEN / SO / WHEREAS)
4. You can have a coffee __________ a tea but not both. (OR / TILL / BUT)
5. I can’t come to school __________ I have an important appointment. (SO /
BECAUSE / UNLESS)
6. I will call you __________ I get home. (AS / AND / WHEN)
7. __________ you do your homework, you will pass the course. (UNLESS / UNTIL / AS
LONG AS)
8. I wanted to eat Japanese food __________ my wife wanted to eat Chinese food.
(SO / WHEN / WHEREAS)
9. You cannot go into that bar __________ you are 18 or older. (PROVIDED THAT /
UNLESS / AS)
10. She still went to work __________ she was sick. (EVEN THOUGH / UNTIL / IF)
11. Don’t call me __________ you have finished your work. (UNTIL / WHILE / AS LONG
AS)
12. __________ the bad weather, they decided to have a picnic. (BECAUSE / DESPITE
/ WHEREAS)
13. Wash your hands __________ you eat your dinner. (TILL / WHEN / BEFORE)
14. I did not have the correct visa. __________, I could not enter the country.
(BECAUSE / AS / CONSEQUENTLY)
15. I like milk, butter, cream and yoghurt. __________, I don’t like cheese. (SO /
HOWEVER / AND)
16. He did not pass the exam because he had not studied or done his homework.
__________, he did not go to school on the exam day. (OR / UNTIL / IN ADDITION)
17. You can have an ice-cream __________ you have finished you homework.
(SO/PROVIDED THAT/OR)
18. __________ john was fixing the car, his wife was making sandwiches. (WHILE /
UNTIL / DESPITE)
19. He could not get the job __________ his excellent qualifications. (BECAUSE /
WHILE / IN SPITE OF)
20. I will love you __________ I die. (AFTER / UNLESS / TILL)
21. I had a shower __________ I got home. (BUT / AS SOON AS / UNTIL)
22. __________ you don’t work hard you won’t get a promotion. (IF / SO / AS LONG
AS)
23. You won’t get a promotion __________ you work hard. (WHILE / UNLESS /
BECAUSE)
24. __________ we had no money, we still had a good time. (FINALLY / HOWEVER /
ALTHOUGH)
LESSON 12: PREPOSITIONS
ACTIVATE
The list: prepositions of time and place
Here is another engaging team game to bring a bit of competition to the classroom.
Assign students into small teams, at a maximum of four per team. Tell students you
will give them a list of ten prepositions. Each team must discuss how many accurate
sentences they can create using the ten prepositions. Write the prepositions to be
practised on the board, such as: in, under, on, into, above, below, behind, at, in front
of, between.
Then, ask the teams how many sentences they think they can produce.
For example:
Team A: We think we can write eight.

Team B: We can do ten.
Both teams now work closely together to write eight and ten accurate sentences. If
both teams accurately produce the number of sentences they said they could, they
are awarded that number of points: Team A gets eight points and Team B gets ten
points. If a team gets even one sentence wrong, and does not get the number they
said they would, they get zero points.
If Team A is confident that Team B will not be able to write ten accurate sentences,
they can challenge them to list them. If Team B then gets even one sentence wrong,
Team A steals their points.
ANTICIPATE
1. What is preposition?
2. What are the different meanings and uses of prepositions?
ACQUIRE
Prepositions are notoriously difficult for ESL learners for several reasons.
1. Several English prepositions are realized as a single form in the learner’s first
language.
Pumunta kami sapalengke. (We went to the market).

Lumangoy kami sailog. (We swam in the river.)
Sakalyeanggulo. (The commotion occurred on the
street.)
Antayinmoakosakanto. (Meet me at the street corner.)
2. The English preposition is not necessarily realized by a single word. There are
complex forms like because of and in spite of or coalesced forms like into
and onto.
3. Certain prepositions co-occur with verbs, adjectives, and nouns to form

clusters.
to substitute for to be afraid of
infavorof awareness of
4. English prepositions are polysemous. They bear varied meanings.

(space) Throw the at the wall.
(time) It rains at night.
(degree) Water freezes at 00 C.
(idiomatic) She’s good at dancing.
Meanings of Prepositions
1. Many prepositions prototypically deal with locating objects in space

involving two or more entities. One entity is for foregrounding, while the other
serves as background. The former is the figure and the latter is the landmark.
In
Throw the ballat the wall.

figure landmark
2. Note the following figure

by through
with about
under over
at on in
↕ ↕ ↕
from off out of

Adapted - Dirven 1993
• At, on, and in are the basic and most general place prepositions. At
denotes place as a point of reference, on denotes physical contact
between the figure and landmark, and in denotes the enclosure of the
trajector in the landmark.
They met at the main gate.

Put the box on the table.
The ball is in the box.
• From, off, and out of are source prepositions involving the notion of
separation from place.From denotes separation from a point of
orientation, off denotes separation from contact with line or surface, and
out of, separation from inside a landmark.
We walked from the gate to the waiting shed.

The box fell off the table.
Take the ball out of the box.
• By and with are proximity prepositions, which locate the figure in relation
to a point of orientation marked by the preposition at. By denotes the
idea of “connection” while with denotes both a point of orientation and
the idea of connection. In its spatial sense, with can occur only with
animate nouns as landmark.
He stood by me in all throughout the campaign.

He rides withme to our place of work.
• Through and about require the landmark to the seen as a surface or a

volume and are positioned in the diagram above next to in. Through
structures space as a tunnel or channel. About denotes spatial
movement in any direction.
Move the other side of the mountain through the tunnel.

He walked briskly about the yard for his morning exercise.
• Under and over are vertical space preposition. Under denotes a figure at
a lower point than the landmark. Over denotes a figure that is at a higher
point than the landmark.
Don’t keep your shoes under the table.

We watched the game over the fence.
Selected Meanings and Uses of Common Prepositions
1. at (exact) We left at2:00 pm.

2. about (approximate) We left about 2:00 pm.
3. against (contact) to lean against the wall
4. around (approximate) around 2:00
5. by (nearness) bed by the window
(no later than) by 2:00
6. from (source) paper is made from wood
7. of (before) a quarterof ten
8. on (contact) on the wall
(day, date) on Sunday, on November 8th
(communication) onradio, TV
(concerning) a round-table discussion on language policy
9. over (spanning time) over the weekend
(communication) over the radio, TV
10. through (penetrate) through the forest
(endurance) through thick and thin
11. to (until) work from 8 to 5
(before) a quarter to 11:00
(degree) He is honest tosuch extent.
12. under (less than) in under an hour (condition)
under stress
13. with (together) He grew smarter with the years.
(equal standing
or ability) rank with the best
(manner) delivered his speech with ease
Variations in Use of Prepositions
1. spatial proximity a house near/by the lake

2. time/degree approximation cost about/around Php1,500.00
3. telling time a quarter of/to ten
a quarter after/past ten
4. location along something the houses on/along the river linear
5. in a time period It occurred in/during 1901.
6. temporal termination studied from 8 until/till/to 5
7. location lower than something below/beneath/under/underneath the
bed
8. location higher than something above/over the piano
9. location in/at the rear of behind/in back of the cabinet something
10. location adjacent next to/beside the cave
APPLY
Direction: Fill in the blanks with the prepositions in the box.
At In At Of
With for On About
1. Betty asked Barney for help, but it turned out he was even worse ___________ math
than her.
2. Luckily, my husband is not very keen ___________ playing football.
3. Most men are not very fond___________ going to wedding parties.
4. This brand of cream is better ___________preventing wrinkles on your face.
5. Like many other children, my daughter is mad ___________chocolate.
6. Students are sometimes taught things that they are not interested ___________at all.
7. When Tom was a schoolboy, he was crazy ___________cars and he kept drawing
them in his drawing book.
8. Why should I be scared ___________ghosts? They don't exist.
9. Norman was dying ___________a cigarette but he was determined to give it up.
10. Walter is not mean; he is just very careful ___________money.
ASSESS
Direction: Fill in the correct prepositions from the list below.
BY – FOR - FROM - IN – INTO - ON - OUT OF - UNDER
1. Those trousers went ______________ fashion many years ago.
2. We heard about the natural disaster ______________ the news.
3. I was ______________ the impression that we didn't want to offend him .
4. Unemployment is _________________ the increase in many European countries.
5. I don't know ______________ certain , but I think she's on leave at the moment.
6. There was nothing there anymore , so we had to start ______________ scratch.
7. I ran ______________ my old teacher the other day. It was nice to meet him
again.
8. The unexpected success of the company took us ______________ surprise.
9. All trains leaving from platform 4 are ______________ time.
10.______________ my opinion, she must be the greatest athlete of all times.
11.There is a big ceremony being held ______________ honour of the killed soldiers.
12.I'm sorry. I must have done it ______________ mistake.
13.She waved me good-bye until our car was ______________ sight.
14.I am not allowed to give them any alcohol. They are all ______________ age.
15.He told us ______________ brief what he wanted to do , but didn't go into much
detail.
16.Jack has gone to New York ______________ business.
17.You must be tired . Why don't you take a break ______________ a change.
18.We have to be there ______________ ten at the latest. Otherwise, they won't let
us in.
19.My mother is suffering ______________ cancer and there is not much hope for
her.
20.They had to translate the document from English ______________ Spanish.
REFERENCES
https://www.edb.gov.hk/attachment/en/edu-system/primary-
secondary/applicable-to-secondary/moi/support-and-resources-for-moi-
policy/lsplmfs-sch/d-sch/ow/es/content.pdf
https://www.english-practice.at/b1/grammar/article/art006-definite-and-indefinite-
articles.pdf
https://www.myenglishpages.com/site_php_files/grammar-exercise-modals.php
https://www.eslactivity.org/conjunction-games-transition-activities/
http://horarioscentros.uned.es/archivos_publicos/qdocente_planes/391041/conjun
ctions2.pdf
https://www.grammarbank.com/support-files/coordinating-conjunctions-
exercise.pdf
https://www.grammarbank.com/esl-prepositions-worksheet.html
https://www.english-practice.at/b2/grammar/prepositions/prep001-
prepositions.pdf

Basic Structure of English Grammar Lessons Objectives

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Basic Structure of English Grammar Lessons Objectives

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BASIC STRUCTURE OF ENGLISH GRAMMAR

1. He bought his girlfriend a ring.

Example: Roses are sweet. (subject complement = predicate adjective)

Example: The meeting was yesterday. (adverbial)

4. N InV (= intransitive verb)

Example: Glasses break.

Example: The girl buys yellow roses.

Example: Mother gave a gift to the orphan.

The teacher asked a question of her.

(object complement) The class voted Henry secretary.

1. They are reading in the library.

Nouns can be recognized by means of the following characteristics:

1. They are names of entities -- a person, place, thing, of idea.

4. They fill certain characteristic positions in relation to other parts of speech in

Red rosesbloom in my garden.

5. Unlike other languages, gender is not an important feature of English

6. Certain SUPERFIXES/STRESS PATTERNS occasionally identify nouns from other

7. Nouns can serve as HEADS in a noun phrase. As heads they may be

The small study table in my room which my father bought

• subject of verbs Several items have ambiguous stems.

• indirect objects of verbs The lecturer provided the participants handouts.

• subject noun predicates/ We are LET reviewers.

• object noun predicates/ The reviewees chose him their representative.

1. COMMON NOUNS refer to a kind of person, thing, or idea

1. His success made his parents happy.

2. Cows give us milk.

3. The train has just left the station.

4. Paris is the capital of France.

5. Our family spent the holiday in London.

6. Do you drink coffee with milk and sugar?

7. Lead is softer than iron.

8. What’s more important, health or wealth?

9. A swarm of rabbits ran out of the forest.

10. My brother had a toothache last week.

1. His success made his parents happy.

2. Cows give us milk.

3. The train has just left the station.

4. Paris is the capital of France.

5. Our family spent the holiday in London.

6. Do you drink coffee with milk and sugar?

7. Lead is softer than iron.

8. What’s more important, health or wealth?

10. My brother had a toothache last week.

B. FUNCTIONS OF NOUN. Identify the functions of the underlined nouns in each

The jury found the defendant guilty.

What is Joe doing on his birthday?

The screen on my monitor seems dull.

The committee elected MacKenzie its new CEO.

ARTICLES are a subclass of DETERMINERS, which are noun-marking words. They

a/an (indefinite the (definite article) no/zeroarticle

I and me stand for the speaker or writer.

I am a Filipino, but I am living in Australia now.

Person/ Personal Possessive

The dog loves his/her/its master.

3. Countries and schools are sometimes referred to by she or her.

5. If I, me, my or mine or their plural counterparts are part of a pair or a series,

The baby is able to feeditself.

I crossed the river (all) by myself.

The mayorherselfdistributed the relief goods.

2. They must be objects of verb forms or objects of prepositions.

2. Demonstrative pronouns can show distance or contrast not connected with

(distance) This is mine; thatis yours over there.

Personal none another