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COMPETENCY BASED LEARNING
MATERIAL
ACCENT, CONVERSATION, GRAMMAR
Sector: INFORMATION AND
COMMUNICATION TECHNOLOGY
Unit of Competency: Provide Intensive English Proficiency
Module Title: Providing Intensive English
Proficiency
JEL LEARNING CENTER
16B Friendship St. Doa VicentaVill.Davao City
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DAILY TRAINING REQUIRED ELEMENTS
TASK FOR
THE DAY
PREPARE
TO SPEAK
LEARNING
GRAMMAR
FUNCTIONS
APPLY THE
SKILLS
ASSESSMENT
THE
OBJECTIVES
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COURSE TITLE : 2 MONTHS INTENSIVE COURSE FOR ENGLISH PROFIENCY (ICEP)NOMINAL DURATION : 264 Hours
QUALIFICATION LEVEL : NC II
COURSE DESCRIPTION :
This course is designed to enhance the knowledge and skills of a trainee/student on core
competencies in English Language such as; Receiving and giving information with grammar
and long conversation focus,making the conversation going with long-turn and question
analysis focus,offering learning outcome with long conversation focus,onversation warm-
up, long-turn, !udgment, and opinion making with grammar focus"
#t also includes $asic competencies such as; %naly&e communication process communicates
and Listen actively, use communication cues, carry on a conversation from $eginning to end
using appropriate e'pressions, identify and e'plain using appropriate communication tools to
get desired information" ommunicate electronically in (riting"promotingenvironmental
protection and gender and development awareness through proper communication"
COURSE OUTCOMES:
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)pon completion of the course, the trainees/students must $e a$le to*
%naly&e communication process
ommunicate and listen actively
)se communication cues
ommunicate electronically in writing
#dentify and e'plain the grammar rules
COURSE STRUCTUREUNIT OF
COMPETENCYMODULE TITLE LEARNING OUTCOME
NO OF
HOURS
!ASIC+" %naly&e
communicationprocess
+"+ %naly&ingommunicationrocess
+"+"+ $tain and conveyinformation effectively
+"+"+"+ )sage of Englishgrammar andvoca$ulary isdefined clearly tohave effectivecommunicationskills
+"+"+". ommunicationpathway availa$leis identified inaccordance withEnglish Languagestandards"
+"+"+" Elements ofcommunication ineach pathway areidentified"
+"+"+"0 1arriers tocommunication inappropriate
situation areidentified"
+"+"+"2 3trategies to reduce$arriers to theunderstanding of4rammar Rules,Englishcommunication andusage of the part of3peech are
+55
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adopted"+"+"+"6 7orms of
communication aredistinguished"
+"+"+"8 Role of
communication inproviding goodreadingcomprehension areprovided
+"+"+"9 :ariedcommunicationissues in learningEnglish Languageare identified andrecogni&ed"
+"+". omplete relevantwork /assessmentrelated to given task
+"+" articipate inworkplace meeting anddiscussion using learnedskills, in grammar,voca$ulary, speaking,reading and writing
. ommunicates andListen %ctively
."+ ommunicating and (orking in
a team discussion
."+"+ ommunicate andidentify team role and
responsi$ility in a teamdiscussion /activities
.0
)se communicationues
"+ )singommunicationcues in makingeffectivecommunicationdelivery
"+"+ ommunicateseffectively and deliversidea clearly .0
0 arry on a conversationfrom $eginning toend usingappropriatee'pressions
0"+ arryingconversation fromthe $eginning toend in any situationusing appropriatee'pressions
0"+"+ arries effectiveconversation in anyplace and situation .0
2" ommunicate
electronically in
(riting
2"+ eveloping Effectivecommunicationthrough writing
2"+"+ ommunicates effectively
through (riting.0
6" romoting
environmental
6"+ $serving workplacehygiene procedures
6"+"+ ractice personalgrooming and hygieneractice safe and
.0
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protection and
gender and
development
awareness through
proper
communication
hygienic handling,
storage and disposal of
food, $everage and
materials
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grammar andvoca$ulary
"ommunicate
written or
Electronically in
writing
"+ 3tandard (riting
rocedure
"+"+ )se 3tandard in writing
written ommunication.0
COURSE DELIVERY:
1. Trainee Entry Requirement
At least hih s!h""l #a$%ate
&' ( )) *ea#s "l$
Assesse$ at e+e Le,el - "# e.%i,ale/t
2. Methodoo!y
Le!t%#e0$is!%ssi"/
P#a!ti!al e1e#!ises
Si2%lati"/
". Re#our$e#:
E%UI&ME'T ahoo
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H%5 ( 67 3"#tB"/$ 3a3e#
Fa1 2a!hi/eV"i!e sa23li/
V"i!e #e!"#$e#
PC Vi$e" !a2e#a
8hite5"a#$
C"/ta!t !lea/e#
" QUALIFICATION OF INSTRUCTOR:
TRAINERS QUALIFICATION (TQ II)
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MODULE O( I'STRUCTIO'
MODULE TITLE 9 )nay*in! Communi$ation &ro$e##
MODULE DESCRIPTOR * This module covers the knowledge, skills, attitudes
and values needed to; analy&e communication process, communicate and listen
actively, )se communication cues and communicate electronically in writing"
NOMINAL DURATION * .0 hrs"
CERTIFICATE LEVEL * = ##
SUMMARY OF LEARNING OUTCOMES*
)pon completion of the module the trainees/students should $e a$le to*
LO&: A/al*;e !"22%/i!ati"/ 3#"!ess
LO6: C"22%/i!ate a/$ liste/ a!ti,el*
LO-: Use !"22%/i!ati"/ !%es
LO+: C"22%/i!ate ele!t#"/i!all* i/ 4#iti/:
LO# ANALY$E COMMUNICATION PROCESS
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%33E33
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MODULE CONTENT
MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitudes in Learning
American Accent focus on T and Th services. It details the requirements
for handling guest in daily communicative activities like during arrivals and
departures, handling non English speaker for their queries and responding
to request for hotel reservation and other legal documentation assistance
Nominal Duration: 24 hours
1. Scope:
Students at this point will be able to learn the American accent rules but
will heavily focus on T and Th sound. Throughout the course of Session 1,
the teacher will be highly sensitive to the application of these sounds. On
other areas, students will learn the proper way of introducing others as well
as be able to correctly use verbs. In addition, it is but proper that they learn
how to appropriately use expressions in conversation where they are
expected to last for 15 minutes using three different stages, namely: warm
up, long turn, and cross examination. At this stage, students will be able to
learn how to quickly analyze a sentence and answer it according to its
nature. They will learn how to predict, create opinion, judge or combine
these elements and come up as a good conversationalist.
2. Strategies and approaches for this session:
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2.1 Discussion
2.2 Audio-visual for listening and speaking
2.3 Dyad, Triad, group
2.4 Simulation
2.5. Assessment
2.6. Memorization
2.7 Research/Take home task
2.8 Demonstration/Reporting
3. Tasks
1.1. Speak using correct T and Th sounds
4. OBJECTIVES
1.To introduce the correct T and Th sounds
2.)se of English grammar and voca$ulary is defined clearly to have
effective communication skills
3.ommunication pathway availa$le is identified in accordance with
English Language standards"
4.Elements of communication in each pathway are identified"
5.1arriers to communication in appropriate situation are identified"
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6.3trategies to reduce $arriers to the understanding of 4rammar
Rules, English communication and usage of the part of 3peech are
adopted"
7.7orms of communication are distinguished"
8.Role of communication in providing good reading comprehension
are provided
9.:aried communication issues in learning English Language are
identified and recogni&ed"
10. omplete relevant work /assessment related to given task
11. articipate in workplace meeting and discussion using learned
skills, in grammar ,voca$ulary, speaking, reading and writing
4. PREPARE TO SPEAK
4.1 Accent: The Th
(Play CD cf. CD#6)
Target:
The Th
Title: The Thessalonians
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The Thessalonians believers thank the Lord for thousands of people
thriving in their amphitheatre every Thursday at three. This must be due to
thematic theme about theism and hypothetical theory of Gods theocratical
throne which was made through thunderous preaching which thrilled the
throng especially Thomas and Thutmose of Thurgau. For three months every
Thursday, through persistent thrusting of effort and thundering voice, the
Thessalonians believers of Thurgau thought of the unthinkable by even
throwing themselves on the
floor of ice thaw.
1.1 Practice Link
www.youtube.com/watch?v=LwGQy9q2cH8
1.2 Worksheets for Students Assessment Speaking Activity
4. 2. Introduce others correctly
4.2.1 Introduction
2.1 To introduce oneself and others using formal or informal expressions
2.2 To carry on a conversation from beginning to end using appropriate
Expressions
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It is your orientation day as newly enrollees /the trainer instructed
you tointroduce yourselves to each other for the first 1 hour. The trainer
divided you into groups. How would you introduce yourselves to each other?
-Now that you know each other,your task is to introduce your new
acquaintance to members of the other group
-How are you going to do it?
-How do you keep the conversation going?
-How do you end it?
C.Dialogue:
Introducing oneself/someone .Here pay attention to the speakers natural
way of communicating with each other
JIM:Excuse me, is anybody sitting here?
SHIELA:I dont think so. Have a seat.
JIM:Thank you. By the way, Im Jim. Im a CSR and I belong to Canadian
Immigration Consultancy
SHIELA:Im Sheila from ProdataNet account. Pleased to meet you.
JIM:Pleased to meet you, too.
SHIELA:Oh, thats my friend. Lucy over here!
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LUCY:Hi Sheila. How are you?
SHIELA:Im fine. Thank you, and you?
LUCY:Im fin too.
SHIELA:Why dont you sit here and meet a new friend. Lucy, this is Jim.
We all have different accounts because I represent CANU Intl English
Language for its IELTS. I just hope well all be in the same unit.
JIM &LUCY: Lets keep our fingers crossed.
SHIELA:Umm, the trainer is here. We better keep quiet now
4.2.2. Practice Link
444:*"%t%5e:!"204at!h?,@L4GQ*=.6!H'
4.2.3. Worksheets for Students Assessment Speaking Activity
Analysis:Recall your own dialogue in the introductions and the sample
dialogue above. Identify familiar expressions you used and the ones used in
this text. When are the expressions used? How are they used?
Expression used Function/s
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1.2. Use formal and informal expressions
Now look at the following expressions
Introducing of oneself
A.FORMAL
-Allow me to introduce myself. My
names___________________________________
-Im... (+ information)
-May I introduce myself? My names _______________________________________
-Im...(+ information)
B.INFORMAL
-Hello. Im ____________________________________________________________
-Hello. My names ______________________________________________________
Note: When introducing yourself to someone, you often need to give not only
your name, but also other relevant details about yourself or the situation
you presently are having. The same is true when introducing someone to
others
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Introducing Other
EXPRESSIONS ADDITIONAL INFORMATION
%"7ormal
Di" #Cd like you to meet """"
4ood morning"
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A. FORMAL
How do you do?
B.INFORMAL
Hello. Nice to meet you
Hi
How do you do? Im fine/Im doing well.
How do you do? I
m very pleased/delighted to meet you
Its very nice to meet you, too.
Good to meet you.
Its very nice to meet you.
Nice/Good to meet you.
Nice to have you with us.
Pleased to meet you.
Note: when you meet people for the first time on a personal or business
basis, its usual to shake hands. This is when the greeting How do you do?
is appropriate, but it is only used for the first time.Other rules in
introducing others.
Younger to older
introduce the younger person to older person.
Example: Father,this is my friend, Annie. Annie, this is my father.
Male to female
introduce man to woman or boy to a girl.
Example: Ella, meet my friend, John.
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Lower rank to superior
Example: Sir Sam Jin , this is our new student, Mitch.
Any order
same rank, gender, age. When you introduce people of the same rank,
gender, or age, it doesnt matter whose name comes first.
Pre-closing the conversation
A. FORMALThanks for your time.
Thanks a lot for the information.
I really should be leaving.
No problem.
Welcome. Its been nice talking to
you.Sure. No problem. I have to get
going too.
B.INFORMAL
I have to run...
I must be going...
I have to rush off...
OK. See you again.
OK. Great talking to you.
Same here.
Same here"
Closing Conversation
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EXPRESSION POSSIBLE RESPONSE
AFor%&'
Talk to you later
Thank you for your time.Youre welcome.
My pleasure.
B.INFORMAL
Informal
See you later.
Until next time...
Youre welcome.
My pleasure.
B.
Informal
See you later.
Until next time...
Bye.
Ok. Bye
Practice: Prepare a role play based on the following situations.
You want to introduce:
Your new acquaintance to your boss
A male friend to a female friend
For Accent Theory: Get your Training Kit for accent and try to know
the rules for
American/British accent
For Accent Practice: Get your Training Kit for accent and try to apply the
rules for American/British accent
1.3. Speak using warm- up, long-turn, and cross examination with
sentence analysis
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1.4.1. APPLY THE RULES IN YOUR SKILLS
A.Simulation/role play
After another orientation, the newly- hired agents and their
trainers held a welcome party for all departments. Introduce
yourselves to the others and introduce your new friends and trainers
to your new acquaintances. Practice using the appropriate strategy for
introducing yourselves and others, for keeping the conversation going.
Be conscious too of your vowel and consonant sounds.
Introducing oneself:Beginning-sustaining the conversation-pre-closing-
closing
Sample dialogue:
Listen to the conversation among the call center staff. Pay attention to
expressions
used and the spontaneous way of introducing oneself to another person.
Then practice the dialogue with a partner.
A:Hello.Im Anne. Im the new secretary.
B: Pleased to meet you, Anne. Im Jerry and work as a clerk at the
Accounting Office.
A: Small world. Ill work for Mr. Davis. Hes the Chief Accountant, right? By
the way, how long have you been working here?
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B: Not long enough. Ive been here for a month. So just like you. Im also a
Newcomer.
A: But not as a neophyte as I am. Oh, I think your workstation is next to
mine. Im glad you sit next to my place so youre within reach if I have
some questions
B: Yeah. Feel free to ask me anytime.
Role
-play presentation
Given the situation above, create your own situation in introducing
and greetings that are applicable and relevant to gatherings or interactions
in your unit.
Warm up: 5 Minutes
1.4. Role- play using a conversation
M*&+' ,or-&.
3ep +. .5+0
#ntro
(henever people think a$out professional $asket$all, one name likely comes to
mind*
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=ike decided to sell the shoe pu$licly, naming it the B%ir AordanF in honor of
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%ary" (eriously$
!afael" )h, yeah.
%ary" )h, wow.
!afael" Air Jordans or no Air Jordans, I can dun# in my sleep.
%ary" Im going to have to go buy a pair of Air Jordans and see if I can #eep upwith you
then.
!afael" I recommendit.
1.5. . Speak well nursing correct accent rules
Di#$u##ion
!afael and %ary are discussing *ichael Jordan, the greatest bas#etball player of all
time. %ary is ama+ed that he is still popular, even though he stopped playing bas#etball many
years ago. ven more ama+ing is the fact that the &i#e shoe, the Air Jordan, is still popular,
tooAir Jordans are supposed to help people be able to -ump higher and dun#, li#e *ichael
Jordan, so !afael as#s %ary if he can dun#. %ary cant, but !afael can. In order to #eep up
with his friend, %ary thin#s he should buy a pair of Air Jordans. If he wears them, maybe
hell be able to -ump high enough to dun# a bas#etball.Is *ichael Jordan still popular where
you live$ o you thin# Air Jordans can help people -ump higher$
/arm up 0minutes
1.6.Corr+0 us&/+ o1 0*+ &r0 o1 S++*
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http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2716671%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%278094%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%278094%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2717975%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2716671%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2716671%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%278094%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2717975%27,%20%27400%27,%20%27400%27);http://openpop%28%27/lesson_vocab/list/6701?context=portable%27,%2716671%27,%20%27400%27,%20%27400%27); -
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1.6.1. Sentence Pattern
There are fve basic patterns around which most English
sentences are built.* They are as ollows
S-V (ub-ect1Verb John sleeps.
Jill is eating.
Jac# will arrive ne2t wee#.
S-V-O (ub-ect1Verb1)b-ect I li#e rice.
(he loves her -ob.
3e4s eating an orange.
S-V-Adj (ub-ect1Verb1Ad-ective 3e is funny.
The wor#ers are la+y.
5aren seems angry.
S-V-Adv (ub-ect1Verb1Adverb Jim is here.
6lowers are everywhere.
&o one was there.
S-V-N (ub-ect1Verb1&oun (he is my mom.
The men are doctors.
*r. Jones is the teacher.
At the heart of every nglish sentence is the (ub-ect1Verb relationship. )ther elements can be
added to ma#e a sentence more interesting, but they are not essential to its formation.
1.6.1.1. The ollowing sentences are e!amples o the S"
# pattern.
(he sleeps. 7ore sentence
(he sleeps soundly. An adverb is added to describe how she sleeps.
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(he sleeps on the sofa. A prepositional phrase is added to tell where she sleeps.
(he sleeps every afternoon. A time e2pression is added to tell when she sleeps.
(he is sleeping right now.
Verb tense is changed, but (1V relationship remains the
same.
*ary will sleep later. (ub-ect is named and another tense is used.
The dogs are sleeping in the garage. &ew sub-ect may re8uire a different form of the verb.
Note: Any action verb can be used with this sentence pattern.
1.6.1.$. The ollowing sentences are e!amples o the S"
#"% pattern.
They li#e rice. 7ore sentence
The people li#e rice. (pecific sub-ect
The friendly people li#e rice. (ub-ect modified with an ad-ective
The people in the restaurant li#e
rice.
(ub-ect modified with an ad-ective
The people li#e boiled rice. )b-ect modified with an ad-ective
The people li#e hot, white rice. )b-ect modified with more than one ad-ective
Note:)nly transitive action verbs can be used with this sentence pattern.
1.6.1.&. The ollowing sentences are e!amples o the S"
#"'d( pattern.
3e is fine. Basic sentence with 9be9 verb
3e seems happy. Basic sentence with another lin#ing verb
Jordan is tall, dar# and handsome. (eries of ad-ectives
3e appears very comfortable. Adverb or intensifier added
%eorge became sic# last night. ifferent tense and lin#ing verb
Note:)nly lin#ing verbs can be used with this sentence pattern.
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1.6.1.). The ollowing sentences are e!amples o the S"
#"'dv pattern.
The teacher is here. Basic sentence
The teacher is over there. :sing an adverb phrase
Teachers are everywhere. ;lural noun and verb used
The teachers are in the lobby. ;repositional phrase functioning as adverb
Note:)nly lin#ing verbs can be used with this sentence pattern.
1.6.1.. The ollowing sentences are e!amples o the S"
#"+ pattern.
The man is a doctor. Basic sentence
The women are doctors. :sing plural noun and verb
*y father is a nice guy. *odified sub-ect and complement
*y grandparents are senior citi+ens. *odified plural sub-ect and complement
Note:)nly lin#ing verbs can be used with this sentence pattern.
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There are nine +art# o, #+ee$h. They are arti$e#- noun#-
+ronoun#- ade$ti/e#- /er0#- ad/er0#- $onun$tion#-
+re+o#ition#- andintere$tion#. ) ord o, $aution-
hoe/er- a ord $an 0e more than one +art o, #+ee$h.
You $an nd out more in,ormation on the +art# o,
#+ee$h 0y $he$3in! the #our$e#i#ted at the 0ottom o,
thi# re/ie.
'oun#A noun is a word used to name something" a person=animal,
a place, a thing, or an idea. 6or e2ample, all of the following are nouns.
o Leah I/a!i" La/ Ma#e
o Ja3a/ Ve/e;%ela Atla/ta K#"e# the Ga3
o 3e/!il st"#e 2%si! ai#
o 5i"l"* the"#* " Relati,it* P*tha"#ea/ the"#*
4int:The* a#e s"2eti2es 3#e!e$e$ 5* /"%/ 2a#e#s: N"%/ 2a#e#s a#e als"
!alle$ $ete#2i/e#s a/$ .%a/tie#s: The* a#e 4"#$s lie a, an, the, this, that,
these, those, each, some, any, every, no, numbers (,2,!,etc.", severa#, many, a
#ot, $ew, %ossessive %ronouns (his, her, etc". See $ete#2i/e#s "# 2"#e
i/"#2ati"/:
INouns are classified in several ways
&: 'oun# $an 0e #in!uar or +ura.
Singular nounsname only one person, place, thing or idea.
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http://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#articlehttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#nounhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#pronounhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#adjectivehttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#verbhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#adverbhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#conjunctionhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#prepositionhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#interjectionhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#cautionhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#sourceshttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#articlehttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#nounhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#pronounhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#adjectivehttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#verbhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#adverbhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#conjunctionhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#prepositionhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#interjectionhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#cautionhttp://www.edb.utexas.edu/minliu/pbl/ESOL/help/libry/speech.htm#sources -
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One apple, a pencil, the book
Plural nounsname two or more persons, places, things or ideas. *ost singular nouns
>&ot A??@ are made plural by adding s. 6or e2ample, >pencilis a singular noun. The
wordpencilsis a plural noun.@
E5$e+tion 61" If a noun ends with the s, sh, ch, or 2 li#e the words, kiss,
church, ash or box, then they are made plural by adding es >kisses, churches, ashes,
and boxes).
E5$e+tion 62"There are also irregular nouns that do not follow any rules. 6or
e2ample, the plural form of the word childis children.
o 'oun# $an 0e &ro+er 'oun# or Common 'oun#
). &ro+er noun##ee# t" s3e!i! 3e"3le 3la!es thi/s a/$ i$eas: A3e#s"/s /a2e Leah G#aha2 is a 3#"3e# /"%/ "# e1a23le: Othe#e1a23les a#e /a2es " 3la!es Atla/ta Ge"#ia a/$ /a2es " thi/s theNa,*: They are aay# $a+itai*ed7
o Pe"3les /a2es a/$ titles Ki/ He/#* M#s: S2ith
o Na2es "# $eit* #elii"/s #elii"%s "ll"4e#s a/$sa!#e$ 5""s G"$ Allah B%$$ha Isla2 Cath"li!is2Ch#istia/s
o Ra!es /ati"/alities t#i5es a/$ la/%aes&$rican&merican, 'o#ish&merican, )#ac*, +hinese, ussian
o S3e!i! Pla!es lie !"%/t#ies !ities 5"$ies " 4ate#
st#eets 5%il$i/s a/$ 3a#s
o S3e!i! "#a/i;ati"/s Ce/t#al I/tellie/!e Ae/!*CIA :
o Da*s " the 4ee 2"/ths a/$ h"li$a*s
o B#a/$ /a2es " 3#"$%!ts
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o Hist"#i!al 3e#i"$s 4ell/"4/ e,e/ts a/$ $"!%2e/ts-i#e aes, )oston 0ea 'arty, -ana +arta
o Titles " 3%5li!ati"/s a/$ 4#itte/ $"!%2e/ts
0. Common noun#a#e all "the# /"%/s: F"# e1a23le9 cat, %enci#, %a%er, etc.The* a#e /"t !a3itali;e$ %/less the* a#e the #st 4"#$ i/ the se/te/!e:
'oun# $an a#o 0e $oe$ti/e.
C"lle!ti,e /"%/s a#e /"%/s that a#e #a22ati!all* !"/si$e#e$ si/%la#
5%t i/!l%$e 2"#e tha/ "/e 3e#s"/ 3la!e thi/ "# i$ea i/ its 2ea/i/:
8"#$s lie team, rou%, 1ury, committee, auience, crow, c#ass, troo%,
$ami#y, team, cou%#e, ban, her, quartet, an society.
%enerally, collective nouns are treated as singular because they emphasi+e the group
as one unit.
The coittee isgoing to make a decision.
'oun# $an a#o 0e either $ount or non8$ount.
N"%/s that a#e /"/!"%/t !a//"t 5e !"%/te$: (or e5am+e
one cannot go outside to have two fresh airs. )ne goes outside for fresh air.
5. Nouns can be Abstract or concrete
C"/!#ete /"%/s a#e /"%/s that *"% !a/ t"%!h: The* a#e 3e"3le 3la!esa/$ s"2e thi/s: 8"#$s lie%erson, court, Georia%enci#, han, %a%er,car, an oora#e all e1a23les " !"/!#ete /"%/s:
A5st#a!t /"%/s a#e /"%/s that !a//"t 5e 3h*si!all* hel$: F"# e1a23lethi/s lie air, 1ustice, sa$ety, emocracy, $aith, re#iion et!:
9. 'oun# $an 0e erund#
A gerund is the ing form of the verb and is used as a noun. 6or e2ample,
Runnin!isgood for you.
Runningis the noun=gerund and isis the verb.
ycr"in!upset !i".
Cryingis the sub-ect and upsetis the verb
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Note#A noun can fit into more than one of these categories. 6or e2ample, the noun
Angelais a singular, concrete, count, proper noun.
PronounsA pronoun is a word that replaces a noun. They eliminate the need for repetition.
$or %&a"'le#
Instead ofE#t#$%ed toE#&sc'i$d, you might sayE#t#$%ed to 'erc'i$d.
(eris the pronoun. It renames the antecedent,Emma.
3)!ere are several ty'es of 'ronouns.
Personal Pronounsrefer to s'ecific 'ersons or t!ings. ;ersonal pronouns can act as
sub-ects, ob-ects, or possessives.
Singular#I, me, you, she, her, he, him, it
Plural#we, us, you, they, them
I, you, she, he, it, we, and theyare used as sub-ects of sentences.
$or e&a"'le, heknew the grammar rules !ery well.
The personal pronouns that can be used asobjects are"
e* you* !i"* !er* it* t!e"
$or %&a"'le#
The tea$her !a/e a o, them!ood !rade#.
Tommy !a/e hi# +oetry 0oo3 to her.
Then- )*ra !a/e it to me.
0hem, hera/$ mea#e 3e#s"/al 3#"/"%/s %se$ as "5e!ts: The* a#e 'EVERthe
s%5e!ts " the se/te/!es:
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&o##e##i/e &ronoun# i/$i!ate "4/e#shi3 "# 3"ssessi"/:
Sin!uar: my- mine- your- your#- her#- hi#- it#
Plural# yours* ours* t!eirs*
6or 2ample" S!e returned my'encil to "e because it was mine.
+. Refle&ive Pronouns name a receiver of an action who is identical to the doer of the action.
(ingular" myself, yourself, himself, herself, itself
;lural" ourselves, yourselves, themselves
6or e2ample" anuela congratulated 'erse$( on !er good grades.
3ere,"anuelais both the doer and the receiver of the action.
,# So* w!o did anuela congratulate A# (erself.
. /ntensive Pronounsemphasi+e a noun or another pronoun.
Si/%la#9 2*sel *"%#sel hi2sel he#sel itsel
Pl%#al9 "%#sel,es *"%#sel,es the2sel,es
(or E5am+e: I #a ;rad &itt himselat the ma.
He#e himse#$ e23hasi;es the a/te!e$e/t B#a$$ Pitt:
5. Reci'rocal Pronounse2press shared actions or feelings. They are"
Ea$h other One another
(or E5am+e:
0an 1o and )ai !el' e#c' ot'erwit! t!eir !o"ewor2.
3eon and !is girlfriend dance wit! one #not'erw!en t!ey go clubbing.
4. /ndefinite Pronouns refer to non1specific persons and things.
All a/"the# a/* a/*5"$* a/*"/e a/*thi/ 5"th ea!h eithe#
e,e#*5"$* e,e#*"/e e,e#*thi/ e4 2a/* /eithe# /"5"$* /"/e /"
"/e /"thi/ "/e se,e#al s"2e s"2e5"$* s"2e"/e s"2ethi/
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(or E5am+e:
"any)e$ie*e t'#t +FO,s exist- )ut nobodycan pro!e it.
#o onec#n )e sure i( #$iens re#$$" exist- )ut on$"$ewwonder i$ El!is is still ali!e.
The underlined indefinite pronouns do not refer to any one person. They are referring to
people in general.
. 6e"onstrative Pronounsare also considered noun mar#ers. They 9point9 towards nouns.
thi#- that- the#e tho#e
$or %&a"'le#
Thato#n #ttends #ines*i$$e 0o$$e!e.
Thatpoints out which woman.
)!e wo"an attends 7ainesville 8ollege.
,# 9!ic! wo"an A# T'#two"an.
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Note#Ad-ectives clauses modify nouns or pronouns, and usually answer one of the
following 8uestions" %hich one& %hat kind o$& They begin with a relative pronoun or a
relative adverb >when or where@.
Adjectives
An ad-ective modifies >describes@ a noun or pronoun.
&ormally in nglish, the ad-ective comes before the noun. $or e&a"'le#
)!e s#rtstudent earned an
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4atsu is the most intelligent%erson in the wor#5
>)R'I'8 'e/er u#e 0oth an ,erendin! and the ord moreor
an
3estending and t!e word ost.
6or e2ample*I am the ost '#ppiestwhen my students learn.Instead, it should be"I
am the '#ppiestwhen my students learn.
There are some irregular ad-ective and adverb forms. 6or e2ample"
)de$ti/e )d/er0 Com+arin! to Com+arin! three or
more
Ba$ 5a$l* 8"#se 4"#st
G""$ 8ell Bette# Best
Little Less Least
M%!h Ma/* M"#e M"st
Punctuation Note" Ad-ectives are not usually capitali+ed unless they are the first word in
a sentence. =>)*nationalities are also ad-ectives and should be capitali+ed. 6or e2ample"
'icky "artin isPuerto Ric#nand "ichelle (eoh is 0'inese.
These are called proper ad-ectives. And, li#e proper nouns, 'ro'er adjectivesare always
capitali+ed in nglish. They are derived from proper nouns and are words li#e"A$ricanAmerican, *ietnamese, +atino, Italian, apanese, -orean, etc. They can also include
ad-ectives li#e Catholic, ewish, 'epublican, emocrat, etc.
/hen they are used together, they are arranged in a certain order.
Determin O+inion Si*e )!e Coor Ori!in Materi 'oun
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er? a
0he, 0his
ome
'retty
Tall
)i
Thin
6ew
Old
)#ue
/urple
'uerto
ican
Leather
%ood
7o$a
-y %ensive
7ma## &ncient )#ac* +hines
e
7i#* 7car$
$or %&a"'le#
/ sawt'#t t#$$- t'in- o$d- )$ue- si$% scarf at t!e store and / boug!t it.
3eon drives an expensi*e o$d It#$i#ncar.
0ou wouldn?t ordinarily use so "any adjectives in just one sentence.
@Note#eterminers include articles, demonstrative pronouns, indefinite pronouns and
possessive pronouns.
AdverbsA/ a$,e#5 is a 4"#$ that 2"$ies a/ a!ti"/ ,e#5 a/ a$e!ti,e "# a/"the#
a$,e#5:
The tea!he# $are,uy #a$e$ the h"2e4"#:
+are$u##y is a/ a$,e#5 that 2"$ies the a!ti"/ ,e#5 to rae:
T"22* 4as e5tremey e/th%siasti! a5"%t $"i/ his h"2e4"#:
treme#yis a/ a$,e#5 that 2"$ies the a$e!ti,e enthusiastic:
Ya/ K" #a/ "%t " the !lass#""2 /ery .%i!l*:
:eryis a/ a$,e#5 that 2"$ies the a$,e#5 quic*#y:
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>arnin!:Y"% /ee$ a/ a$e!ti,e ate# li/i/ ,e#5s'EVER a/ a$,e#5
6or e2ample, Tai $eels )#d4!ui$t"5when he has to lea!e class.
3ere, badis an ad-ective that modifies the proper noun Tai. It is an ad-ective because it
follows the lin#ing verb to $eel.
(O9%V%R*verbs li#e look, sound, smell, $eel, and tastecan function as either an action
verb or a lin#ing verb.
Tai $eels )#d$" 4to t'e touc') a$ter swimming in a chlorinated pool. 0is skin is really dry.
3ere, badis used in its adverbial form since it follows an action verb, to $eel.
)y'es of Adverbs#
Reati/e )d/er0#i/t#"$%!e .%esti"/s a/$ $e3e/$e/t a$,e#5ial !la%ses:The* a/s4e# the .%esti"/s ;hen?a/$ ;here?The* a#e9
8he/ 8he#e
$or %&a"'le#
%henI #s "oun!- I $i%ed to p$#" outside.
,#/hen did I li#e to play outside$ A# /hen I was young.
)d/er0# o, (requen$yi/$i!ate a/s4e# the .%esti"/ how o$ten? The*a#e9
Al4a*s %s%all* "te/ s"2eti2es #a#el* /e,e#
)!e students in %SO3 B #$#"sstudy very !ard.
)!ey r#re$"forget to do t!eir !o"ewor2.
NO)%# 7enerally* t!ese adverbs co"e before t!e verbC !owever t!ere is an
e&ce'tion. /n t!e case of t!e verb to be* t!e adverb of freDuency co"es after t!e verb.
$or e&a"'le#AEra is #$#"son ti"e for class.
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8onjunctionsare the scotch tape of the grammatical world. They -oin togetherwords and phrases. There are three #inds of con-unctions" coordinating con-unctions,
correlative con-unctions, and subordinating con-unctions.
:. 8oordinating 8onjunctions
There are seven coordinating con-unctions in nglish. 'ou can use the mnemonic device
$anboys to remember them.
$or
And
Nor
=ut
Or
0et
So
They can be used with commas to create compound sentences. $or e&a"'le#
/gnacio loves to dance* )utRocFo !as no r!yt!".
1yong ee wor2s !ard*"ets!e still earns low grades.
Note#A compound sentence is a sentence made up of two independent clauses. That is, a
compound sentence is simply two complete sentences -oined by a comma and a coordinating
con-unction >i.e. a fanboys@.
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6: Correati/e Conun$tion#als" "i/ i$eas 5%t the* 4"# i/ 3ai#s: The*a#e9
B"tha/$
neitherCnor
whetherCor
eitherCor
not onlyCbut also
$or %&a"'le#
#ot only# I '#pp" #)out t'e !r#des- butI # #$so excited t'#t "ou #re $e#rnin!6
1. ubordinating Con2unctions-oin an independent clause to a subordinate clause. That is,
they -oin a clause that can stand alone with a clause that cannot stand alone. (ome fre8uently
used subordinating con-unctions are"
after, although, as, as if, because, before, even if, even though, if, since, so that, though,
unless, until, when, whenever, where, wherever, whether, while.
$or %&a"'le#
Althought'e students ere tired- t'e" sti$$ c#e to c$#ss.
/nterjectionsInter-ections are words used to e2press emotional states. They can usually be found in
narrative writing, interviews, and in spo#en nglish. They can stand alone. 6or e2ample"
Oh3, wow3, Ouch3 Oops3 0ey3
Punctuation Note#They are punctuated with either commas or e2clamation mar#s. *ild
inter-ections are followed by a comma, but stronger inter-ections are punctuated with an
e2clamation mar# >@ .
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Oh,e,re $#te (or t'e o*ie.
%enerally, the movies is not an important destination. Therefore, the person ma#ing this
statement will sound less urgent than the ne2t e2ample.
Oh3I, $#te (or or%.
/or#, unli#e the movies, is generally considered a very important destination. If one doesnt
arrive on time, there is the possibility of being fired or of losing face. 3ere, the spea#er will
have a greater sense of urgency.
7enerally * you do not find interjections in acade"ic writing.
Pre'ositions;repositions are words that, li#e con-unctions, connect a noun or pronoun to another word in
a sentence. (ome common prepositions"
A5"%t Be"#e D"4/ I/t" Th#"%h
A5",e Behi/$ D%#i/ Lie T"
A!#"ss Bel"4 E1!e3t O T"4a#$
Ate# Be/eath F"# O U/$e#
A2"/ Besi$e F#"2 O/ U3
A#"%/$ Bet4ee/ I/ O,e# 8ith
At B* I/stea$ " Si/!e 8ith"%t
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A prepositional phrase is a group of words that begins with a preposition and ends with a
noun or pronoun. They can act as ad-ectives or as adverbs.
*anuela, the student fro" 7er"any, wrote an e2cellent paper on t!e co"'uter.
VerbsVerbs generally e2press action or a state of being. There are several classifications for verbs1
action verbs,=lin#ing verbs, main verbs=au2iliary verbs, transitive=intransitive and phrasal
verbs.
:. Action verbsshow action.
3e runs. 3ep$#"s. They stud".
G. 3in2ing Verbslin# the sub-ect to an ad-ective.
!ic#y *artin isbeautiful.
The lin#ing verb islin#s the ad-ective beauti$ulwith the sub-ect'icky "artin.
:. ain verbscan stand alone.
G. Au&iliary verbs, also called helping verbs, serve as support to the main verb.
The most common au2iliary verbs are"
3ave, has, had
o, does, did
Be, am, is, are, was, were, being, been
(hould, could, will, would, might, can, may, must, shall, ought >to@
$or e&a"'le#
)ai '#s runeveryday.
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'un is an action verb. The sub-ect can actually 9do9 it.
0asis the helping verb. It helps the main verb runto be present perfect tense.
Verbs can be transitive or intransitive.
Tran#iti/e Ver0# #e.%i#e a $i#e!t "5e!t i/ "#$e# t" 2ae se/se:
(or E5am+e:
0olanda ta2es as'irinfor !er !eadac!es.
3ere, takes is a transitive verb since the sentence (olanda takeshas no meaning
without its direct ob-ect aspirin.
Intran#iti/e Ver0# do not need dire$t o0e$t# to ma3e themmeanin!,u. (or E5am+e:
@uio swims.
The ,e#5swim has 2ea/i/ "# the #ea$e# 4ith"%t a/ "5e!t:
Caution" A verb can be either transitive or intransitive depending on its conte2t. $or
%&a"'le#
)!e cars r#ce. 3ere, raceis intransitive. It does not need an ob-ect.
y fat!er r#ces'orses. 3ere, races is transitive. It re8uires the ob-ecthorses in order to
ma#e sense.
Verbs can be '!rasal.
&: Ph#asal ,e#5s a#e 2a$e %3 " a ,e#5 a/$ a 3#e3"siti"/: The 3#e3"siti"/i,es the ,e#5 a $ie#e/t 2ea/i/ tha/ it 4"%l$ ha,e 5* itsel: F"#e1a23le the ,e#5 loo-has a $ie#e/t 2ea/i/ #"2 the 3h#asal ,e#5loo- upi/ the $i!ti"/a#*:
Some more e5am+e#:
call up, find out, hand in, ma#e up, put off, turn on, write up
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3. the context or situation maes the noun's identit( clear:
o lease don$t slam thedoor when you leave.
o 0ob warned me that thedog playing in his yard is very affectionate and 1umps on
every person it meets.
,4. 0o notuse thewith plural or non&count nouns meaning 2all2or 2in general2(i.e. generic
reference nouns". 3o notuse thewith most singular proper nouns.
4hefountains are an expensive element of landscape design.
+n some parts of the world, therice is preferred to all other grains.
V: D" not%se a#ti!les 4ith "the# noun mar*ers or eterminers i:e:%ossessive
nounsHele/s a/$ some %ronounshis he# its "%#s thei# 4h"se this thatthese th"se all a/* ea!h eithe# e,e#* e4 2a/* 2"#e 2"st 2%!h /eithe#
se,e#al s"2e:
Exceptions4
All the5
A few5
The most5
2amples"
The4eenA# 0oo3 i# on the Boor.
'thi# 0oo3 0eon!# to Trun!.
) na $aution8A word can be more than one part of
speech. $or e&a"'le#
I sat on theso$a.
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Above,so$ais used as a noun >ob-ect of the preposition@.
/ sle't on t!eso(#bed.
But, hereso$a is used as an ad-ective to modify the noun bed.
And, native spea#ers often ta#e poetic license with words in conversation. 6or e2ample"
/t?sSo(#city for youH
3ere, sofa acts as an ad-ective to describe the noun city. The meaning of the sentence is that
the person will have to sleep on the sofa, not a bed.
1.7.Gr&%%&r Ru'+s
Sentences
3entences are made of two parts* the su5+0and ther+-&0+"
The su$!ect is the person or thing that acts or is descri$ed in the sentence" The
predicate, on the other hand, is that action or description"
omplete sentences need o0*the su$!ect and the predicate"
Clauses
3entences can $e $roken down into clauses"
7or e'ample* The boy is going to the school, and he is going to eat there.
This is a complete sentence composed of two clauses" There are mainly two types of
clauses* independent clauses and su$ordinate clauses"
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Runis a noun, direct o$!ect of hit"
You mustnt run near the swimming pool.
Runis a ver$, part of the ver$ phrase must not! run"
Traditional grammar classifies words $ased on eight parts of speech* the .ou., the
ro.ou., the &-5+0+, the +r, the &-+r, the r+os0o., the o.5u.0o.,
and the .0+r5+0o." (e are going to cover them individually $elow"
Nouns
% .ou.is a word used to descri$e a person, place, thing, event, idea, and so on"
=ouns represent one of the main elements of sentences, along with ver$s,
ad!ectives, prepositions and articles"
=ouns usually function as su5+0sor o5+0swithin sentences, although they can
also act as ad!ectives and adver$s"
Dere is a list with the different types of nouns*
+" Pro+r .ou.s
)sed to descri$e a unique person or thing, proper nouns always start with a capital
letter" E'amples include "ary, #ndia, and "anchester $nited"
." Co%%o. .ou.s
ommon nouns are used to descri$e persons or things in general" E'amples include
girl, country, and team
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Plural Form of Nouns
The English language has $oth r+/u'&rand rr+/u'&rplural forms of nouns" The
most common case is when you need to add -s to the noun" 7or e'ample one car
and two cars"
The other two cases of the regular plural form are*
+" nouns that end with s8 98 *or s*, where you add 7+s?e"g", one $o', two $o'es@
." nouns that end with o.so.&.0 ;, where you change the ;
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#t might appear overwhelming, $ut after using these nouns a couple of times you will
$e a$le to memori&e their plural form easily"
Pronouns
Pro.ou.sare used to r+'&+ .ou.swithin sentences, making them less repetitive
and mechanic" 7or e'ample, saying B"ary didnt go to school because "ary was
sickF doesnCt sound very good" #nstead, if you say B"ary didnt go to school because
she was sickF it will make the sentence flow $etter"
There are several types of pronouns, $elow you will find the most common ones*
+" Su5+0+ +rso.&' ro.ou.s%s the name implies, su$!ective pronouns act as
su$!ects within sentences" They are* #, you, he, she, we, they, and it"
E'ample* # am going to the bank while he is going to the market.
." O5+0+ +rso.&' ro.ou.s" These pronouns act as the o$!ect of ver$s within
sentences" They are* me, you, him, her, us, themand it"
E'ample* The ball was going to hit me in the face.
"Poss+ss+ +rso.&' ro.ou.s" These pronouns are used to indicate
possession, and they are placed after the o$!ect in question ?as opposed to
possessive ad!ectives like myand your, which are placed $efore the o$!ect@" They
are* mine, yours, his, hers, ours, theirsand its"
E'ample of possessive ad!ective* This is my car.
E'ample of possessive pronoun* This car is mine.
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0" R+1'+9+ ro.ou.s" This special class of pronouns is used when the o$!ect is
the same as the su$!ect on the sentence" They are myself, yourself, himself, herself,
oursel%es, themsel%esand itself"
E'ample* # managed to cut myself in the kitchen.
2"I.0+rro/&0+ ro.ou.s" %s you pro$a$ly guessed these pronouns are used to
ask questions" They are what, which, who, whomand whose"
E'ample* 'hat are the odds(
6" D+%o.s0r&0+ ro.ou.s" These pronouns are used to indicate a noun and
distinguish it from other entities" =otice that demonstrative pronouns replace the
noun ?while demonstrative determiners modify them@" They are* this, that, these,
those"
E'ample of a demonstrative determiner* This house is ugly.
E'ample of a demonstrative pronoun* This is the right one.
8"I.-+1.0+ ro.ou.s" %s the name implies, indefinite pronouns do not refer to a
specific thing, place or person" There are many of them, including anyone,
anywhere, e%eryone, none, someoneand so on"
E'ample* )%eryone is going to the party.
Adjectives
%n ad!ective is a word that descri$es a noun" There are two kinds* &00ru0+and
r+-&0+"
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%n ad!ective is used &00ru0+';when it stands ne't to a noun and descri$es it"
7or e'ample* The blackcat climbed a tree.
=otice that the ver$ participle forms can $e used as ad!ectives*
The man felt aparalyzingfear.
Flavoredoatmeal tastes better than plain oatmeal.
The usual place of the ad!ective in English is in front of the noun" >ou can have a
whole string of ad!ectives if you like* The tall thin evil-lookingcowboy roped the
short fat inoffensivecalf.
3ometimes, for rhetorical or poetic effect, the ad!ective can come after the noun*
Sarah Plainand !all?$ook title@
This is the forestprimeval.
%n ad!ective is used r+-&0+';when a ver$ separates it from the noun or
pronoun it descri$es*
The umpire was "rong.
The crowd was furious.
She seems tiredtoday.
This soup tastes bad.
The dogs coat feels smooth.
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The ver$s that can $e completed $y r+-&0+ &-5+0+s are called +./ +rsor
ou'&0+ +rs" They include all the forms of to beand sensing ver$s like seem,
feel, and taste"
Adjective Classifications
=u&'0&0+* good, bad, happy, blue, *rench
oss+ss+* my, thy, his, her, its, our, your, their
r+'&0+ &.- .0+rro/&0+* which, what, whate%er, etc"
.u%+r&'* one, two, second, single, etc"
.-+1.0+* some, any, much, few, e%ery, etc"
-+%o.s0r&0+* this, that, the, a an!, such
The demonstrative ad!ectives 0*+and &?&.@ are so important in English that they
have a special name* &r0'+s" They are discussed separately $elow"
Articles
The words &, &., and 0*+are generally called &r0'+sand sometimes classed as a
separate part of speech" #n function, however, they can $e grouped with the
demonstrative ad!ectives that are used to point things out rather than descri$e them"
D+1.0+ Ar0'+
T*+is called the definite &r0'+$ecause it points out a particular o$!ect or class"
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This is the book # was talking about.
The dodo bird is e&tinct.
I.-+1.0+ Ar0'+
Ais called the .-+1.0+ &r0'+$ecause it points out an o$!ect, $ut not any
particular specimen"
a book, a dog, a lawn mower
The indefinite article has two forms*
Ais used $efore words $eginning with a consonant sound or an aspirated h*
a car, a lamb, a hope, a habit, a hotel
A.is used $efore words $eginning with a vowel sound*
an ape, an image, an untruth, an honorable man
#erbs
English has three kinds of :er$s* transitive, intransitive, and incomplete"
# Tr&.s0+ V+rs
% ver$ is 0r&.s0+when the action is carried &rossto a receiver*
The farmer grows potatoes. )l%is sang ballads.
The receiver is called the direct o$!ect" #t answers the question B(hatHF or B(homH
after the ver$" 4rows whatH +otatoes" 3ang whatH allads"
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2 I.0r&.s0+ V+rs
% ver$ is .0r&.s0+when the action stays with the ver$" #t is not carried across to a
receiver*
-orn grows. )l%is sang.
%dding a prepositional phrase to modify the ver$ does not change the fact that the
action remains with the su$!ect*
-orn grows in the fields. )l%is sang all o%er the world.
1oth transitive and intransitive ver$s are &0o. +rs"
" I.o%'+0+ V+rs
There are three types of incomplete ver$s*
i" +./ +rsJ also called linking or copulative ver$s
to be, seem, become, taste, smell, sound, feel
T* 3ome of these ver$s can also $e used transitively" #f in dou$t, su$stitute a form
of to $e for the ver$" #f the sentence still makes sense, the ver$ is $eing used as a
copulative ver$*
e feels depressed. e is depressed.
e feels the wall. e is the wall.
&u9'&r; +rsJ also called helping ver$s
be, ha%e, shall, will, do, and may"
e could ha%e gone earlier.
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s+%7&u9'&r; +rs
must, can, ought, dare, need"
You must not go. You dare not go.
#erbs #oice
English ver$s are said to have two voices* active and passive"
A0+ Vo+* the su$!ect of the sentence performs the action*
is son catches fly balls. -reati%e children often dream in class.
No0+* :er$s in the active voice may $e either transitive or intransitive"
P&ss+ Vo+* the su$!ect receives the action*
The ball was caught by the first baseman.
The duty is performed by the new recruits.
The dough was beaten by the mi&er.
The mailman was bitten by the dog.
nly transitive ver$s can $e used in the passive voice" (hat would $e the direct
o$!ect of the ver$ in the active voice $ecomes the su$!ect of the ver$ in the passive
voice*
%ctive voice* The dog bit the mailman" B$itF is a transitive ver$" The receiver/direct
o$!ect is Bmailman"F
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assive voice* The mailman was bitten by the dog" B$itF is now in the passive voice"
The BreceiverF has $ecome the su$!ect of the ver$"
% passive ver$ in either present or past tense will always have two parts* some form
of the ver$ to be?am, is, are, was, were@, and a past participle ?ver$ form ending in
-ed, -en, or any form used with have when forming a perfect tense@"
No0+* The mere presence of the ver$ to bedoes not indicate that a ver$ is in the
passive voice" The test of a ver$ in the passive voice is the two-part question*
#s the su$!ect performing the action of the ver$ or is the su$!ect receiving the action
of the ver$H
#f the su$!ect is receiving the action, then the ver$ is in passive voice"
3ometimes the passive voice is the $est way to e'press a thought" )sed carelessly,
however, passive voice can produce a ponderous, ine'act writing style"
#erbs $ood
English ver$s have four moods* indicative, imperative, su$!unctive, and infinitive"
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/ittle Rock is the capital of Arkansas.
0striches cannot fly.
a%e you finished your homework(
." I%+r&0+ Moo-* e'presses command, prohi$ition, entreaty, or advice*
1ont smoke in this building.
e careful2
1ont drown that puppy2
" Su5u.0+ Moo-* e'presses dou$t or something contrary to fact"
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#f # were you, # wouldnt keep dri%ing on those tires.
#f he were go%ernor, wed be in better fiscal shape.
0" I.1.0+ Moo-* e'presses an action or state without reference to any su$!ect" #t
can $e the source of sentence fragments when the writer mistakenly thinks the
infinitive form is a fully-functioning ver$"
(hen we speak of the English infinitive, we usually mean the $asic form of the ver$
with BtoF in front of it* to go, to sing, to walk, to speak.
:er$s said to $e in the infinitive mood can include participle forms ending in -ed and
-ing" :er$s in the infinitive mood are not $eing used as ver$s, $ut as other parts of
speech*
To err is human3 to forgi%e, di%ine" Dere, to errand to forgi%eare used as nouns"
De is a man to be admired" Dere, to be admiredis an ad!ective, the equivalent of
admirable" #t descri$es the noun man"
e came to see you" Dere, to see youis used as an adver$ to tell why he came"
#erbs !ense
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resent tense of regular ?weak@ ver$s*
Today # walk. Today he walks.
Yesterday # walked.
Tomorrow # shall4will walk.
The dwindling class of irregular ?strong@ ver$s must $e learned individually"
Today # go. Today he goes.
Yesterday # went.
Tomorrow # shall4will go.
The other three tenses, +r1+0, 'u+r1+0, and 1u0ur+ +r1+0, are formed with the
helping ver$s ha%e, has, and had"
+r1+0* used to e'press an event that has !ust finished, and to descri$e an event
which, although in the past, has effects that continue into the present"
5ueen )li6abeth has reigned for 78 years"
'u+r1+0?past perfect@* used to e'press an event that took place $efore another
action, also in the past"
# had dri%en all the way to 0klahoma when # reali6ed my mistake.
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1u0ur+ +r1+0* used to e'press an event that will have taken place at some time in
the future"
As of *ebruary 98, # shall ha%e been in this :ob si& years.
7or complete con!ugation ta$les of weak and strong English ver$s, see the
(ikipedia article"
Adverbs
%dver$s are used to -+sr+or %o-1;a ver$, ad!ective, clause, or another
adver$" 1asically, they modify everything e'cept nouns and pronouns ?which are
modified $y ad!ectives@"
E'ample of an adver$ modifying a ver$* e was running fast" ?fastmodifies running@
E'ample of an adver$ modifying an ad!ective* She took a %ery small piece of the
cake.?%erymodifies small@
E'ample of an adver$ modifying a sentence* Strangely, the man left the room.
?strangelymodifies the whole sentence@
)sually adver$s answer to the questions B>*+.?F ?adver$s of time@, B>*+r+?F
?adver$s of place@, and BHo
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7or e'ample* #t was dark. Therefore, we needed the torch" ?thereforeconnects the
two sentences@
Prepositions
repositions are used to '.@ .ou.s &.- ro.ou.sto other words within a
sentence" The words linked to are called o5+0s"
)sually prepositions show a spatial or temporal relationship $etween the noun and
the o$!ect, like in the e'ample $elow*
The cat is under the table.
-atis the noun" $nderis the preposition" Tableis the o$!ect"
Dere is a list with the most common prepositions* about, abo%e, after, among,
around, along, at, before, behind, beneath, beside, between, by, down, from, in, into,
like, near, of, off, on, out, o%er, through, to, up, upon, under, and with"
=otice that you can also have a prepositional phrase, which is formed $y the
preposition and its o$!ect" % preposition phrase can function as adver$, ad!ective or
noun" 7or e'ample*
The dog was running under the rain.
The prepositional phrase Bunder the rainF acts as an adver$, specifying where the
dog was running"
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Conjunctions
% o.5u.0o.!oins words and groups of words"
There are two classes of con!unction* o7or-.&0+or oor-.&0./and
suor-.&0+or suor-.&0./"
Co7or-.&0+ o.5u.0o.s* and, but, eitheror, neithernor"
Suor-.&0+ o.5u.0o.s* that, as, after, before, since, when, where, unless, if"
"other and *ather are dri%ing me to ;ew 0rleans" ?&.-is a coordinate con!unction
!oining words of equal significance in the sentence"
# painted the walls but
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+@ they stand for a noun in the main clause
.@ they connect the clauses
@ they serve as a su$!ect or o$!ect word in the su$ordinate clause*
e is the man who in%ented the hula hoop.?
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%ll the impolite e'pressions that we call e'pletives are inter!ections"
3trictly speaking, an inter!ection is not a part of speech" #t serves no grammatical
function $ut is rather Ba noisy utterance like the cry of an animalF ?7"A" Raht&@"
#nter!ections e'press feeling or emotion, not thought and have $een called Bthe
misera$le refuge of the speechless"F
asic /rinciple4 ingular sub2ects need singular !erbs5 plural sub2ects need plural !erbs. *y
brot!er isa nutritionist. *y sisters aremathematicians.
(ee the section on Pluralsfor additional help with sub-ect1verb agreement.
The indefinite pronouns anyone, e!eryone, someone, no one, nobodyare always singular and,
therefore, re8uire singular verbs.
E,e#*"/e ha#$"/e his "# he# h"2e4"#:
S"2e5"$* ha# e,the# 3%#se:
(ome indefinite pronouns such as all, some are singular or plural depending on what
they4re referring to. >Is the thing referred to countable or not$@ Be careful choosing a verb to
accompany such pronouns.
S"2e " the 5ea$s are2issi/:
S"2e " the 4ate# i#"/e:
)n the other hand, there is one indefinite pronoun, none, that can be either singular or pluralF
it often doesn4t matter whether you use a singular or a plural verb unless something else in
the sentence determines its number. >/riters generally thin# of noneas meaning not anyand
will choose a plural verb, as in 9&one of the engines are wor#ing,9 but when something else
ma#es us regard noneas meaning not one, we want a singular verb, as in 9&one of the food is
fresh.9@
N"/e " *"% $aim##es3"/si5ilit* "# this i/!i$e/t?
N"/e " *"% $aim#es3"/si5ilit* "# this i/!i$e/t?
N"/e " the st%$e/ts ha/e donethei# h"2e4"#: I/ this last e1a23lethe 4"#$ thei# 3#e!l%$es the %se " the si/%la# ,e#5:
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(ome indefinite pronouns are particularly troublesome %veryoneand everybody
>listed above, also@ certainly$eelli#e more than one person and, therefore, students
are sometimes tempted to use a plural verb with them. They are always singular,
though. %ac!is often followed by a prepositional phrase ending in a plural word >ach of the
cars@, thus confusing the verb choice.Each,too, is always singular and re8uires a singular
verb.
E,e#*"/e ha#/ishe$ his "# he# h"2e4"#:
'ou would always say, 9verybody ishere.9 This means that the word is singular and nothing
will change that.
Ea!h " the st%$e/ts i##es3"/si5le "# $"i/ his "# he# 4"# i/ the li5#a#*:
on4t let the word 9students9 confuse youF the sub-ect is eachand eachis always singular
ach is responsible.
;hrases such as together with, as well as, and along withare not the same as and. The phrase
introduced by as well asor along withwill modify the earlier word >mayorin this case@, but it
does not compound the sub-ects >as the word andwould do@.
The 2a*"# as 4ell as his 5#"the#s i#"i/ t" 3#is"/:
The 2a*"# a/$ his 5#"the#s are"i/ t" ail:
The pronouns neitherand eitherare singular and re8uire singular verbs even though they
seem to be referring, in a sense, to two things.
Neithe# " the t4" t#a! lihts i#4"#i/:
8hi!h shi#t $" *"% 4a/t "# Ch#ist2as?Eithe# i#/e 4ith 2e:
In informal writing, neitherand eithersometimes ta#e a plural verb when these pronouns are
followed by a prepositional phrase beginning with o$.This is particularly true of interrogative
constructions" 93ave either of you two clowns read the assignment$9 9Are either of you
ta#ing this seriously$9 Burchfield calls this 9a clash between notional and actual
agreement.9as anddoes@" when noror oris used the sub-ect closer
to the verb determines the number of the verb. /hether the sub-ect comes before or after the
verb doesn4t matterF the pro2imity determines the number.
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Eithe# 2* athe# "# 2* 5#"the#s are"i/ t" sell the h"%se:
Neithe# 2* 5#"the#s /"# 2* athe# i#"i/ t" sell the h"%se:
)reeithe# 2* 5#"the#s "# 2* athe# #es3"/si5le?
I#eithe# 2* athe# "# 2* 5#"the#s #es3"/si5le?
Because a sentence li#e 9&either my brothers nor my father is going to sell the house9 sounds
peculiar, it is probably a good idea to put the plural sub-ect closer to the verb whenever that is
possible.
The words thereand hereare never sub-ects.
The#e aret4" #eas"/s 3l%#al s%5e!t "# this:
The#e i#/" #eas"/ "# this:
He#e aret4" a33les:
/ith these constructions >called e2pletive constructions@, the sub-ect follows the verb but still
determines the number of the verb.
Verbs in the present tense for third1person, singular sub-ects >he, she, itand anything those
words can stand for@ haves1endings. )ther verbs do not adds1endings.
He l",es a/$ she l",es a/$ the* l",e a/$ : : : :
(ometimes modifiers will get betwen a sub-ect and its verb, but these modifiers must not
confuse the agreement between the sub-ect and its verb.
The mayor 4h" has 5ee/ !"/,i!te$ al"/ 4ith his "%# 5#"the#s
"/ "%# !"%/ts " ,a#i"%s !#i2es 5%t 4h" als" see2s lie a !at
t" ha,e se,e#al 3"liti!al li,es i#/all* "i/ t" ail:
(ometimes nouns ta#e weird forms and can fool us into thin#ing they4re plural when they4re
really singular and vice1versa. 7onsult the section on the Plural $or"s of Nounsand thesection on 8ollective Nounsfor additional help. /ords such as glasses, pants, pliers, and
scissors are regarded as plural >and re8uire plural verbs@ unless they4re preceded the phrase
pair o$>in which case the wordpairbecomes the sub-ect@.
M* lasses ere"/ the 5e$:
M* 3a/ts eret"#/:
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A 3ai# " 3lai$ t#"%se#s i#i/ the !l"set:
(ome words end in sand appear to be plural but are really singular and re8uire singular
verbs.
The /e4s #"2 the #"/t i#5a$:
Measles i#a $a/e#"%s $isease "# 3#e/a/t 4"2e/:
)n the other hand, some words ending in srefer to a single thing but are nonetheless plural
and re8uire a plural verb.
M* assets ere4i3e$ "%t i/ the $e3#essi"/:
The a,e#ae 4"#e#s ea#/i/s ha/e"/e %3 $#a2ati!all*:
O%# tha/s !ot" the 4"#e#s 4h" s%33"#te$ the %/i"/:
The names of sports teams that do not end in 9s9 will ta#e a plural verb" the *iami 3eat have
been loo#ing C , The 7onnecticut (un are hoping that new talent C . (ee the section on
pluralsfor help with this problem.
6ractional e2pressions such as hal$ o$, a part o$, a percentage o$, a ma2ority o$are sometimes
singular and sometimes plural, depending on the meaning. >The same is true, of course, when
all, any, more, mostandsomeact as sub-ects.@ (ums and products of mathematical processes
are e2pressed as singular and re8uire singular verbs. The e2pression 9more than one9 >oddlyenough@ ta#es a singular verb" 9*ore than one student has tried this.9
S"2e " the ,"te#s arestill a/#*:
A la#e 3e#!e/tae " the "l$e# 3"3%lati"/ i#,"ti/ aai/st he#:
T4"ths " the t#""3s erel"st i/ the 5attle:
T4"ths " the ,i/e*a#$ a#$est#"*e$ 5* #e:
F"#t* 3e#!e/t " the st%$e/ts arei/ a,"# " !ha/i/ the 3"li!*:
F"#t* 3e#!e/t " the st%$e/t 5"$* i#i/ a,"# " !ha/i/ the 3"li!*:
T4" a/$ t4" i#"%#:
F"%# ti2es "%# $i,i$e$ 5* t4" i#eiht:
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If your sentence compounds a positive and a negative sub-ect and one is plural, the other
singular, the verb should agree with the positive sub-ect.
The $e3a#t2e/t 2e25e#s 5%t /"t the !hai# ha/e de$ided/"t t"tea!h "/ Vale/ti/es Da*:
It is /"t the a!%lt* 2e25e#s 5%t the 3#esi$e/t 4h" de$ide#this iss%e:
It 4as the s3eae# /"t his i$eas that ha# +ro/o3edthe st%$e/ts t" #i"t:
1.8. Us+ orr+0 +r70%+'.+
Sim+e Ten#e#:
(imple tenses are used whenever we are tal#ing about a point in time.
&a#t Sim+e
Use "# a/ a!ti"/ that ha33e/e$ at
a 3"i/t i/ ti2e i/ the 3ast:
e:: I ate5#eaast this 2"#/i/:
&re#ent Sim+e
Use 4he/ 2ai/ a e/e#al
state2e/t " t#%th at the 3#ese/t
3"i/t i/ ti2e:
e:: I eat5#eaast e,e#* $a*:
(uture Sim+e
Use "# a/ a!ti"
at a 3"i/t i/ ti2
e:: I
Continuou# Ten#e#:7ontinuous tenses are used whenever we are tal#ing about a length o$ time.
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&a#t Continuou#
Use "# a/ a!ti"/ that 4as
ha33e/i/ "# a le/th " ti2e i/
the 3ast 4he/ a/"the# a!ti"/
ha33e/e$ i/ the 2i$$le " it:
e:: I a#eatin!5#eaast 4he/
2* 5#"the# a##i,e$:
&re#ent Continuou#
Use "# a/ a!ti"/ that is ha33e/i/
/"4:
e:: Riht /"4 I ameatin!
5#eaast:
(uture Continu
Use "# a/ a!ti"/
ha33e/i/ "# a l
the %t%#e:
e:: I
#"2 =9>> t" =9-
&er,e$t Ten#e#:
;erfect tenses are used whenever we are tal#ing about apoint in time be$ore another point in
time.
&a#t &er,e$t
Use "# a/ a!ti"/ that ha33e/e$ i/
the 3ast 5e"#e a/"the# a!ti"/:
e:: I hadal#ea$* eaten
5#eaast 4he/ 2* 5#"the# a##i,e$:
&re#ent &er,e$t
Use "# a/ a!ti"/ that ha33e/e$ i/
the 3ast 5e"#e the 3#ese/t
2"2e/t:
e:: I ha/eal#ea$* eaten5#eaast:
(uture &er,e$t
Use "# a/ a!ti"
i/ the %t%#e 5e
e:: I
5#eaast 5* thea##i,es:
&er,e$t Continuou# Ten#e#:
;erfect continuous tenses are used whenever we are tal#ing about a length o$ time up to a
point in time.
&a#t &er,e$t Continuou#
Use "# a/ a!ti"/ that 4as
ha33e/i/ "# a le/th " ti2e i/
the 3ast %3 t" the 2"2e/t 4he/
a/"the# a!ti"/ ha33e/e$:
&re#ent &er,e$t Continuou#
Use "# a/ a!ti"/ that 4as
ha33e/i/ "# a le/th " ti2e %3
t" the 3#ese/t 2"2e/t:
(uture &er,e$t
Use "# a/ a!ti"/
ha33e/i/ i/ the
" ti2e %3 t" the
a/"the# a!ti"/ 4
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e:: I had 0eeneatin!5#eaast
"# -> 2i/%tes 4he/ 2* 5#"the#
a##i,e$:
e:: I ha/e 0eeneatin!2*
5#eaast "# -> 2i/%tes:
e:: I
5#eaast "# ->
ti2e *"% a##i,e:
()ample* !he student attends to his subject
VERB FORM PAST 'O> /T/0E
Simple 'ttended attends ill attend
Continuous/progressive as
attending
is attending ill be
attending
Perfect had attended 2as attending ill have
attended
Perfect
continuous/
Progressive
had been
attending
2as been
attending
ill have
been
attending
Sentence:
Below are verbs for you. Translate the following verbs using the table above:
1. ate
2.sing
3. gave
4. swim
5. write
6. participate
7. report
8. speak
9. come
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