English Language for Customer Service Workers

Technical Education and Skills Development Authority

NATIONAL LANGUAGE SKILLS CENTER

LEARNING WORKBOOK
for

“English Proficiency for Customer
Service Workers”

NAME:

ULI:

QUALIFICATION:
TRAINING DURATION:

INCLUSIVE DATES:

TRAINER:

Competency-Based Date Developed: Document No. WB-EPCSW-01
Learning Workbook August 30, 2021
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Skills Center Developed by: Revision No.
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Workers Leilanie U. Unciano

Technical Education and Skills Development Authority

NATIONAL LANGUAGE SKILLS CENTER

Instructions to the Learners:

The Learner’s Workbook is intended to serve as a record of all
accomplishments / tasks / activities while undergoing training in the
institution. It will eventually become evidence that can be submitted for
portfolio assessment and for whatever purpose it will serve you.

The workbook contains all the necessary activities, tasks, self-
checks required in your chosen qualification. This serves as an answer
sheet to all activities required in the Competency-Based Learning
Module (CBLM). To use this workbook, each page contains different
worksheets to accomplish in order to achieve the learning outcome
provided in the CBLM. For proper accomplishment of the worksheet, you
are guided with the ACTIVITY TITLE part of the worksheet and the
page which corresponds with the CBLM. Be sure to personally
accomplish the tasks and to be confirmed by your trainer/ instructor.

It is of great importance that the content should be written legibly
on ink. Avoid any corrections or erasures and maintain the cleanliness of
this record.

The answer sheets of this workbook (detachable part) shall be
collected by your respective trainer to record the results of the activities,
tasks and self-check in the LRB which you have performed to monitor
your progress. ONLY the LRB together with the detachable parts as
portfolio shall be submitted to the trainer to serve as part of the
permanent trainee’s document on file.

THANK YOU and GOOD LUCK!

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Technical Education and Skills Development Authority

NATIONAL LANGUAGE SKILLS CENTER

TRAINEE’S PROFILE

Trainee’s ID Number: Surname Firstname Middlename
FULL NAME:
SEX: ( ) MALE ( ) FEMALE
CIVIL STATUS:
( ) SINGLE ( ) MARRIED ( ) SEPARATED ( ) WIDOW/ER
CONTACT DETAILS:
MOBILE: +639_______________ Landline: _______________

E-MAIL/FB:

COMPLETE ADDRESS:

GUARDIAN’S NAME:

GUARDIAN’S CONTACT No. MOBILE: +639_______________ Landline: _______________

SCHOOL LAST ATTENDED: ( ) Elementary ( ) Junior HS ( ) Senior HS ( ) College Level
( ) College Graduate ( ) Graduate or Post Graduate Studies
Highest Educational
Attainment
Please Indicate Track (for SHS)
or Course (for College or MA)

SCHOOL ADDRESS:

MOTHER’S NAME:

FATHER’S NAME:

ARE YOU EMPLOYED? ( ) YES ( ) NO

EMPLOYMENT TYPE (if ( ) Waged Employed ( ) Self Employed
employed)
( ) Engage in Family Business ( ) Project Based
EMPLOYER’S NAME:

EMPLOYER’S ADDRESS:

DATE OF EMPLOYMENT:

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NATIONAL LANGUAGE SKILLS CENTER

Note: Write N/A if the data is not applicable. Do not leave any blank spaces.

UNIT OF COMPETENCIES MODULE TITLE LEARNING OUTCOMES

1. Communicate in Communicating in the 1.Determine speaking,
the Basic English Basic English Language listening, reading, and
Language writing ability of
Neutralizing Local or trainees.
2. Neutralize Local or Regional Accent
Regional Accent 2.Read, Write, Listen and
Speak English Language
observing correct

grammar.

3. Identify and use
English vocabularies.

4. Recognize and use
common English
Greetings, Phrases, and
Expressions

1. Identify different
elements of stress and
intonation patterns

2. Listen and speak
English vowels and
consonants

3. Differentiate American
and British Accent

4. Listen and speak
English Language in
American Accent

3. Apply Verbal and Applying Verbal and 1. Differentiate and
interpret verbal and non-
Non-Verbal Non-Verbal verbal communication
Communication Communication Skills
2. Apply interpersonal
Skills as Customer as Customer Service skills
Service Worker Worker
3. Familiarize with
British and American
beliefs, norms, traditions
and work ethics

4. Perform workplace
transactions as customer
service workers

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Table of Contents

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Unit of Competency Communicate in the Basic English Language
Learning Outcome 1 Determine speaking, listening, reading, and writing
ability of trainees.

Activities: SPEAKING, LISTENING, READING and WRITING
Date:

ACTIVITY 1: SPEAKING
Getting to Know You/ Tell Us About Yourself

COLOR INTRODUCTION
1. Each participant shall pick one color, either Yellow, Red, Green, Orange,
or Violet
2. Each participant shall introduce himself/herself by telling his/her name
and nickname and shall answer the following questions based on the
color he/she has chosen:
YELLOW – If you could eat 3 foods for the rest of your life, what would
they be?
RED – What was the first thing you did upon waking up this morning?
GREEN – What’s the most courageous thing you’ve ever done?
ORANGE – Tell us anything special about yourself.
VIOLET – What was your best childhood memory

LEVELING OF EXPECTATION (Complete the following sentences)
1. I enrolled English because ________________.
2. I will be happy in this training, if ____________.
3. My plan after the training is _______________.
4. For the success of this training, I will ________.

ACTIVITY 2: LISTENING
Listening Activity 1 – One Friend Left by Dan Seals

Trainees will listen to the song and will have the chance to share their
answers to the following questions:

1. What does the song tell about?
2. If you are going to sing the song for someone, who would she/he be?

Why?

Listening Activity 2 – Dance with My Father by Luther Vandross
Trainees will listen to the song and will have the chance to share their

answers to the following questions:
1. What did you feel while listening to the song?
2. What picture did you visualize in the first stanza?
3. Tell us about one unforgettable moment with your father.

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ACTIVITY 3: READING

Passage 1. Read the passage and summarize it in 4 sentences.

One of my favorite vacation places is Mexico. I really like the weather
there because it never gets cold. The people are very nice too. They never laugh
at my bad Spanish. The food is really good. Mexico City is a remarkably
interesting place to visit.

It has some great museums and lots of fascinating old buildings. The
hotels are too expensive to stay but there are more affordable options. For
example, you can stay at one of the beach resorts like Acapulco. If you are
planning to visit Mexico, you should definitely see the Mayan temples near
Merida.

1. Sam likes warm weather.
Sam doesn't like warm weather at all.
Sam hates warm water.
Sam likes cold weather.

2. His Spanish is very good.
He speaks Spanish very well.
He is Spanish.
He doesn't speak Spanish very well.

3. There's a lot to see and do in Mexico.
There aren't a lot of beautiful places in Mexico.
Mexico is a dirty place.
Tourists never come to Mexico.

4. Hotels are very cheap in Mexico.
The hotels aren't comfortable there.
Hotels are all poor in Mexico.
The hotels in Mexico are pretty expensive.

Write your answer here.

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NATIONAL LANGUAGE SKILLS CENTER

Passage 2. Read the passage and summarize it in 4 sentences.

Last summer, we decided to spend our vacation at the beach because the
weather was very hot in the mountains. The travel agent said that traveling by
bus was the cheapest way, but we went by plane because it was faster. We
wanted to have more time to spend at the beach. The weather was beautiful,
and we had a great time.

Based on what you read, complete the following sentences by choosing the
best answer.

5. We decided to go to the beach because _______________________________.
• it was cheaper than going to the mountains
• the travel agent said that it was the cheapest
• of the hot weather in the mountains
• we wanted to spend time at the beach

6. The bus was the _________________ way to travel.
• Best
• Easiest
• Cheapest
 Slowest

7. Traveling by plane was ___________________than by bus.
• more fun
• Cheaper
• Expensive
• faster

8. We _____________ our vacation.
• Hated
• didn't like
• Enjoyed
 regretted

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ACTIVITY 4: WRITING. Give your opinion on the following questions.

1. Are you afraid to speak your opinion? If so, why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What is one mistake that you will never do again? Why?
______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Would it be wrong to steal in order to feed a starving child?
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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Unit of Competency Communicate in the Basic English Language
Learning Outcome 2
Read, Write, Listen and Speak English Language
observing correct

grammar.

English Alphabets and Numbers

Communication is the act or process of using words, sounds, signs, or
behaviors to express or exchange information or to express your ideas,
thoughts, feelings, etc., to someone else.: a message that is given to someone: a
letter, telephone call. It is the act of conveying intended meanings from one
entity or group to another through the use of mutually understood signs and
semiotic rules.

The English Alphabet and Numbers

We knew English Alphabet before we could even identify them. Our parents /

guardians taught us simple songs for this. For example the song, A - you’re
adorable, B - you’re so beautiful… or simply the A, B, C, D, E, F, G…

The last four letters were sounding like dubba-you (W), ex (X), why (Y), zee or
zay (Z). But, as a child, we thought that it was only the names of the letters in
the English alphabet. Dubba-you was a long strange name but that we didn’t
question it anymore. This comes true with aitch (H).

For many years, we pronounced the letter W as double U. But then, what we’ve

taken for granted for years comes with a meaning that we’ve overlooked. The
correct pronunciation of letter W is dubba-you not double U and, the letter

H is aitch not etch.
This is now the right time to correct all those. Try reading the alphabet slowly
and correctly.

AB CD EF G H I J K L M NO P

Q R ST U V W X Y Z

It comes true with numbers. We hear different pronunciation of numbers. For
some, pronunciation matters while for others, it doesn’t really matter at all.

While it’s true that when we were in grade school, we were taught to pronounce
the word as it is written like number 20 is spelled as twenty therefore it should
be pronounced as twenty.
Try reading the numbers correctly and slowly.

12 345 678 9 10

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Numbers correct pronunciation correct spelling
20 twenny twenty
30 thirdee thirty
40 fordee forty
50 fifdee fifty
60 sixdee sixty
70 sevendee seventy
80 eighdee eighty
90 ninedee ninety
100 a hundred one hundred

ARTICLES
The words a, an, and the, are special adjectives called articles.

The indefinite article ‘a’ can only appear before nouns that begin with a
consonant sound: a hand, a book, a world, a computer…

The indefinite article ‘an’ can only appear before nouns that begin with a
vowel sound: an apartment, an hour, an article

Definite Article—the
Can be used before singular and plural, count and non-count nouns when

talking about specific person, place, thing or idea.

PARTS OF SPEECH

Grammar - is a universal set of rules governing the use of a certain language. It
is the study of the classes of words, their inflections and their functions and
relations in the sentence

Functional = Function TGG – Transformational
words Generative Grammar

Explains roots, affixionals…

Grammar

Descriptive = lenient, Prescriptive = learned
informal, colloquial since elem. Strict, formal,
usually applied in written
expressions; no structure for e.g. exams, business
letters…

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I.NOUN

Noun is a word that names a person, a thing, an animal, a place, an event, an
emotion, an action, a quality.

Classifications of a Noun:
1. Proper noun – starts with a capital letter. It is the specific name of a

person, thing, place, animal or event for example, Maria, Oppo F9,
National Language Skills Institute, Mark, Christmas Day.

2. Common Noun – starts in lower case letters unless it is at the beginning

of a sentence and it is the general identity of a person, thing, place,
animal or event for example, Girl, ballpoint, academy, horse, party. It is
further classified into the following:

 Mass or uncountable Nouns – things that cannot be counted for
example sugar, rain, water, sand, rice… To make these countable,
add a counting word such as unit of measurement or the general
word piece / pieces for example, a cup of sugar, a rain drop, a
bottle of water… There is no plural form for an uncountable noun.
You can use some, any, much, little, a lot of and the word number.
For example: No beer is drunk in South Korea.

 Countable Noun - is a noun that can be counted. They can be
plural by adding s or es to their end parts for example bottle =
bottles; box = boxes. For singular count nouns, use an before a
word beginning with a vowel sound for example an orange.

 Collective Nouns – nouns that name classes or groups of people,
animals or things taken as one or collectively. Although, a

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collective noun refers to more than one, it is singular in form.
(Shaw 1980)
Examples: class, flock, battalion, band, audience, school of fish…

 Concrete Nouns– These are nouns that name things which have
physical existence and can be perceived by the sense of touch,
hearing, smell, sight, and taste. We use our five senses and we
could see an actual material / thing for example aroma (sense of
smell) coffee, sweet (sense of taste) candy… We cannot see aroma
and sweet but we can feel it.
Example: spaghetti, muffins, pomelo, cake, bench, chocolate bar,
fan, paper, car, door, perfume, water, book, room, pen, boy

 Abstract Nouns– we use our 5 senses, but we could not see an
actual material for example air, emotion, idea… They have no
physical existence. The opposite of abstract noun is a concrete
noun.
Examples: love, faith, religion, politics, leadership, management,
loyalty, courage, bravery

 Compound Nouns– nouns made up of two or more words used
together. These words may be written as a single word, two words
or with a hyphen. They may sometimes appear joining two words
together like bed + room =bedroom: sometimes, words are joined
using hyphen like check-in; or sometimes, they appear as two
separate words like full moon.

 Possessive Nouns – these are nouns that use an apostrophe to
show that a thing belongs to somebody or something for example:
Jeremy’s ring; Oswald’s bag

 Special Nouns – these are nouns that are always plural in form
but singular in meaning for example: mumps, measles; economics;
physics; statistics, politics

a. Nouns that are always plural because they come in pairs and
can be made singular anyway using pair of:
 Scissors = pair of scissors
 Pajamas = a pair of pajamas
 Eyeglasses = a pair of eyeglasses

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Activity: KINDS OF NOUNS

Date:

(Instructions will be given on the activity day)

COMMON PROPER ABSTRACT COMPOUND MASS

Gender of Nouns
1. Masculine Gender – father, boy
2. Feminine – mother, girl
3. Neuter – table, chair, computer
4. Common – teacher, painter

Nouns can be singular or plural
Singular nouns name only one person, place, thing or idea. It means one of
something.

One apple, a pencil, the book

Plural Nouns means more than one. Plural nouns name two or more persons,
places, things or ideas.

Rules for the formation of plural nouns
1. Most singular nouns (Not ALL) are made plural by adding s. You can
make most nouns plural by adding s. For example: tree – trees, boy –
boys, book – books
2. Nouns ending in s, sh, ch, x, or z, form their plural by adding es to the
singular form.
witness – witnesses, church – churches, fox – foxes, buzz - buzzes
3. If the noun ends with –y and the letter before the –y is a vowel, add –s to
make the noun plural
boy – boys, bay – bays, key- keys

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4. If the noun ends with –y and the letter before the –y is a consonant,
change the –y to i and add –es to make the noun plural
army -armies, supply – supplies, party – parties, lady - ladies

5. Nouns ending in –ff become plural by adding –s
tariff – tariffs, sheriff – sheriffs, staff – staffs, plaintiff – plaintiffs

6. The inconsistency of rules is shown in the plurals of nouns which end in
–f or –fe. Some become plural by replacing the –f to –v and adding –es
knife – knives, wife – wives, half – halves
Other nouns ending in –f or –fe become plural by only adding –s
belief – beliefs, proof – proofs, chief – chiefs

7. Nouns ending in o preceded by a vowel form their plural by adding s.
portfolio- portfolios, bamboo - bamboos, taboo - taboos

8. Nouns ending in o preceded by a consonant form their plural by adding
es.
Potato – potatoes, cargo – cargoes, volcano - volcanoes

9. In the case of compound names, they form their plural by adding s to the
principal or main words.
son-in-law- sons-in-law, chief-of-police- chiefs-of-police,
editor-in-chief- editors-in-chief, daughter-in-law - daughters-in-law

10. Certain nouns form their plural by changing within the word or by
adding en.

foot- feet, mouse- mice, ox- oxen, woman- women

Troublesome Nouns

There are nouns which are considered troublesome in the sense that they
are uncountable things. (Praninskas 1959:52) They never become plural in

form. S is never added to anyone of them. If a plural verb is to be used, the
following phrases can be used: pieces of, slices, bits of, strands of, etc

Examples: advice bread dust
information jewelry hair

luggage mail music
scenery work grass

Nouns can be Gerunds
A gerund is the –ing form of the verb and is used as a noun.

For example:
Running is good for you.

Running is the noun/gerund and is is the verb.
My crying upsets him.
Crying is the subject and upset is the verb

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The Functions or Uses of Nouns in Sentences
1. As subject of the sentence. A noun used as the subject of a sentence is
the part about which something is said. The noun used as subject of the
sentence tells us what the sentence is about.
Examples:
The lonely wolf howled at the moon.
Makati is considered the classiest commercial center in Metro
Manila.
2. Predicate Noun also Predicate Nominative or Subjective Complement
A predicate noun comes after a linking verb: to be, and is
equivalent to the subject but renames it in different terms.
Examples:
My friend is a doctor.
The horse has been a powerful symbol in nearly every culture and every
age.
3. As an appositive. (noun in apposition)
A noun used as an appositive says something about the word it
directly follows. It is preceded by a comma. An appositive is a noun or
phrase that comes after another noun, (or pronoun), and identifies,
explains or gives more information about that word.
Examples:
My teacher, Mr. Santos, helped me with my homework.
My brother, Luke, is the best person in the world.
Peter’s sister Sandy left the room.

4. Direct object of the verb.
A direct object of the verb is a noun that receives the action. To verify
whether a sentence contains a direct object, ask a question (whom?) or
(what?) after the verb. If nothing answers these questions, you know that
there is no direct object.

Serious students get good grades. get what? –grades
Personnel managers give training to the employees. give what? – training

5. Indirect object of a verb
The indirect object receives the action of the verb indirectly and it always
comes before the direct object. Indirect object shows for whom or for
what the action was undertaken and is identified by imagining a (to) or
(for) in front of it.

She baked [for] Mr. Smith a pie.
Should I buy [for] my daughter a bicycle?

List of verbs that usually are followed by indirect objects: give, buy,
throw, show, award, lend, save, bake make, tell, and send.

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6. As Object Complement (Objective Complement)
A noun used as object complement is a noun that completes or

adds to the meaning of the direct object of the verb. Objective
complements usually follow the noun (or nouns) they modify and used
when the direct object would not make complete sense by itself.

Examples:
The manager appointed Anna as his assistant.
The Board of Trustees named a former supervisor the new
manager.

7. Object of the Preposition.
A preposition is a word that shows location, movement, or direction and
is always followed by a noun or pronoun called the object of the
preposition.
Examples:
My friend is from Manila.
The mouse is behind the box.

8. Noun used as Direct Address
You use noun of direct address when talking to someone.
Examples
John, when are you going to leave?
Mrs. Santos, I have not yet finished the report.

Activity: USES OF NOUNS
Date:

(Instructions will be given on the activity day).
1. The old man entered the enchanted house.
2. The girl wrote her father, Mr. Pastrana, a letter.
3. My friend is an architech from Pampanga.
4. Maui considered the problem a blessing.
5. John, this is for you.
6. Mr. Santos, the manager, gives his employees an incentive, iPhone.

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II. PRONOUN

A pronoun is a word that replaces a noun. It eliminates the need for repetition.
Since the prefix pro means for or instead of, pronoun, therefore, is a word used
instead of noun. Usually pronouns refer to something that was already
mentioned in previous sentence or understood by the listener or reader. They
are very useful words because when you use them, you do not need to repeat
nouns all the time.

For Example:

1. Gabrielle talked to Gabrielle's child; you might say Gabrielle talked
to her child.
Her is the pronoun. It renames Gabrielle to avoid repetition.

Kinds of Pronoun

1. Personal pronouns refer to specific persons or things. They can be labeled
as first person, second person, and third person.

First person indicates the speaker or writer. (I, We)
Second person indicates the person spoken to. (You)

Third person is the person spoken of or written about. (he, she, it, they)

Cases of Personal Pronouns

1. Subjective Case or Subject Pronouns: I, you, she, he, it, we,
they are used as a subject or predicate noun.

Example: She is a teacher. It was he who said that.

2. Objective Case or Object Pronouns: me, you, him, her, them, us,

it, are used as an indirect object, direct object, or object of a preposition.
Examples: She baked him a pie. I can hardly see it. They are

going with us.

3. Possessive Case or Possessive Pronouns: mine, yours, his, hers,
theirs, ours, its, take the place of possessive nouns. Possessive Pronoun

indicates close possession or ownership or relationship of a thing/person to
another thing/person.

Examples: If this isn’t ours, it must be theirs. Yours is better than mine.
This book is mine.

Examples:
She returned my pencil to me because it was mine.
The people have given their verdict.
The man lost his arm in an accident.

A mother is always willing to sacrifice for her children.

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SINGULAR Subjective/ Possessive Objective
Person Nominative
My, mine Me
First Person I You, Yours You
You
Second Person His Him
Third Person He Hers Her
She
Masculine Its It
Feminine It
Neuter

PLURAL Subjective/Nominative Generative Objective
Person We (Possessive) Us

First Person Ours

Second Person You Yours You

Third Person They Theirs Them

2. Demonstrative pronouns – are also considered noun markers. They "point"
towards nouns. They are used to point to something specific within a sentence.

Example: this, that, these, those
Short distance or time: This, these.
Long distance or time: That, those.
Examples

This is black. Can you see these?
Those look attractive. That is his book.
I want to exchange this for that and these for those.

3. Reflexive pronouns – are used only as objects and never as subjects of a
sentence. They can be direct objects, indirect objects, or the objects of
prepositions.
Reflexive pronouns are used as receiver of an action which is identical to the
doer of the action. These are pronouns used to show that the doer of an action
is also the receiver of that action.

Singular: myself, yourself, himself, herself, itself
Plural: ourselves, yourselves, themselves

For example: Manuela congratulated herself on her good grades.
Here, Manuela is both the doer and the receiver of the action.

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Q: So, who did Manuela congratulate? A: Herself.

Examples

He wanted to kick himself for even making that stupid comment.
I bought myself a new shirt.
They prepared themselves for completion.

Consider this: Reflexive pronoun
Personal pronoun

I myself
You yourself

He himself
She herself
It itself

We ourselves

You yourselves

They themselves

4. Intensive pronoun – (also called emphatic) ends with self or selves and
emphasizes (intensifies) a noun or another pronoun. In short, intensive
pronouns emphasize a noun or another pronoun.

They are often mistaken as reflexive pronoun because they look like reflexive
pronoun.

Note: Reflexive noun can also be used to give more emphasis on subject or
object. If a reflexive pronoun is used to give more emphasis on a subject or an

object, it is called “Intensive Pronoun” Usage and function of intensive
pronoun are different from that of reflexive pronoun.

For example: She herself started to think about herself.
In the above sentence the first “herself” is used as intensive pronoun while the
second “herself” is used as reflexive pronoun.

See the following examples of intensive pronouns.

She herself washed the clothes.
He himself decided to go to New York.

She herself told me the story.

5. Indefinite pronouns – do not refer to a definite person, place, or thing.

They act in the sentence like other pronouns – that is, they are substitutions

for nouns; however, the indefinite pronouns are not a replacement for a specific

noun. Instead, they refer to anyone, everyone, or no one in particular. Here are
some of the most used indefinite pronouns that are always singular:

Anyone , neither, anybody, no one, each, nobody, either , one,
everybody somebody, everyone, someone

Plural: both, few, many, others, several
Singular or plural: all, any, more, most, none, some

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Examples: Pronouns which are always singular
Everybody can do something, but nobody can do everything.
Either looks like a good option.
I have not seen anyone

Examples: Pronouns which are always plural.
Few were late for the meeting.
Many bought tickets to the show.

For indefinite pronouns that can be singular or plural, it depends on what the
indefinite pronoun refers to.

Example: There is a lot of furniture in the room; some is damaged.
some refers to furniture, which is singular

There are many books there; some are very interesting.
some refers to books, which is plural

6. Reciprocal pronoun – express shared actions or feelings. They show
mutual relationship.
Reciprocal Pronouns are used when each of two or more subjects reciprocate
to the other, or reciprocal pronouns are used when two subjects act in same
way towards each other, or more subjects act in same way to one another.
There are only two reciprocal pronouns:

1. One another
2. Each other.

Each other is used when the group consists of just two people, animals or
things.
One another is used when the group consists of more than two people,
animals, or things.

7. Interrogative Pronouns are used to begin or introduce interrogative
sentences. They are who, whom, whose, what, and which.

Examples:
Whom did you invite to the party?
Which did you prefer?
Who did what to whom?

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Activity: The Person I Admire Most

Date:

(Instructions will be given on the activity day).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________

III. VERB

A verb is a word that shows action or being. Whatever a person does, it can be
expressed by a verb. A sentence can have only one word as long as that word
is a verb.

Examples: Play! Stop! Run!
There are three categories of verbs. These are action verbs, linking verbs, and
helping verbs.

1.ACTION VERBS are words that express actions. They can either be
transitive or intransitive verbs

George played chess.
I love cheese.

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Transitive Verbs express action and are followed by a direct object that
receives the action of the verb. In the following examples, transitive verbs are
underlined, and the direct objects of these verbs are in bold font.

I washed (what) the car yesterday.
I took (whom) my sister to the movie.
John studies (what) English.

Intransitive Verbs expresses an action but do not need an object or is not
followed by an object. The “action” of the sentence does not go across to
anything else but stops with the verb itself. (Moody 1981:313) The sentence
subject simply performs an action, but not to, for, or against anything or
anybody. (Willis 1982:11)

Examples:
Tom’s grades improved with the help of a tutor.
The child cried loudly.
The mother sang to her children.

2.LINKING VERBS

Linking verbs do not show action. Linking verbs express a state of being, not
an action, and is followed either by a predicate noun, which tells what the
sentence subject is, or renames the subject in different terms, or by a predicate
adjective which describes the sentence subject.
Examples:

I am a teacher. (am is linking the subject I with the predicate noun
teacher.)

The salt is salty. (is links the subject Salt with the predicate adjective
salty)

Linking verb followed by predicate nouns:
My friend is a teacher.
Mike became the president of the company.

Linking verb followed by predicate adjectives:
I feel nervous.
The pie tastes delicious.

The following are the commonly used linking verbs:
Appear, feel, look, smell, turn, be, get, prove, stay, become, go, remain,

sound, continue, grow, seem, taste

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In the following examples, verbs feel, and taste are functioning as action
verbs.

I feel pain from the injury.
Taste the pie and tell me if you like it.

To determine whether a verb is a linking verb substitute am, is, or are for
the verb. If it fits – the substituted verb is linking verb.
In the following examples, verb feel is substituted with am.

I feel nervous.
I am nervous.

It makes sense so feel is a linking verb, while
I feel pain from the injury.
I am pain from the injury.

This does not make sense, so feel is action verb.

3.AUXILIARY VERBS (HELPING VERBS)
An auxiliary verb is a helping verb. Verb phrases are made up of two or more
verbs. The last verb is always the main verb.

Helping verbs or auxiliary verbs such as will, shall, may, might, can, could,
must, ought to, should, would, used to, need are used in conjunction with main
verbs to express shades of time and mood. The combination of helping verbs
with main verbs creates what are called verb phrases or verb strings.

Modal verbs, sometimes called modals, are auxiliary verbs (helping verbs).
They express such things as possibility, probability, permission and obligation.

Can, could, might, may, must, shall, should, will, would, have, has
and had are modal verbs.
Modal verbs to express ability
Can, could, was able to – modal verbs to express ability
Modal verbs to express permission
Can, can’t, could, may: modal verbs for permission
Modal verbs to express probability and certainty (modal verbs of
deduction)
Present tense modal verbs of deduction: must, can’t, may, might, could
Past tense modal verbs of deduction: must have, can’t have, couldn’t
have
Modal verbs to express obligation
Should – to express weak obligation, advice
Should have – to express unfulfilled obligation in the past

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SUBJECT-VERB AGREEMENT
General Rule
A singular subject takes a singular verb, a plural subject takes a plural verb.

1. The indefinite words each, every, everyone, no one, something, everything,
nothing, someone, somebody, take singular verb.
Example: Nobody comes to take the test.

2. Nouns ending in “s” but singular in meaning such as politics, economics,
physics, news, take singular verb.
Ex. Physics is my favorite subject. News is very alarming.

3. The expression a number of takes a plural verb, the number of takes singular
verb.
Ex. A number of students are absent.
The number of boys in this class is small.

4. An amount of money, space of time, unit of measurement, distance, takes
singular verb even when the form is plural.
Ex. Ten years is a long time to finish a course.
Two yards of material is enough for a dress.

5. Fractions are singular or plural depending upon the “of phrase”
Ex. One fourth of the apple is eaten.
One half of the apples are eaten.

6. Words intervening between the subject and the verb do not affect the verb.
Ex. The mother, with all her children, is here.
The child, together with the parents attends the mass.

7. The words some, few, many, all, both take the plural verb.
Ex. Some are in the library.
Many are sick.

8. Compound subjects joined by “and” take a plural verb unless the subjects mean
the same thing or person or are closely associated in meaning. If different
persons are meant, a plural verb is used.
Ex. Paula and Carla are here.
My friend and cousin is here.

9. Compound subjects connected by “either – or, neither-nor” take a singular verb
if the subjects are singular, they take plural verbs if the subjects are plural; if
the subject are different in number, the verb agrees with the nearest member of
the compound.
Ex: Either the teacher or the students attend the program.
Either the students or the teacher attends the program.

10.When the subject is a title, the name of the book, a quotation or a group of word
expressing a single idea, the verb is singular.
Ex. The story “The Lord of the Rings” is very interesting.

Activity: Subject – Verb Agreement
Date: (Google Classroom Activity)

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Principal Parts or Forms of a Verb
The principal parts of a verb are the four forms of the verb from which all

forms of the verb can be made. In English, the four principal parts are the
present (or infinitive), the past form, the past participle, and the present
participle,

Present Form Past Form Past Participle Present
(infinitive) Participle
walked walked
(to) walk cleaned cleaned walking
(to) clean finished finished cleaning
(to) finish finishing
(to) use used used
(to) paint painted Painted using
(to) move moved moved painting
(to) wash washed washed moving
(to) speak spoke spoken washing
speaking
(to) hit hit hit hitting
(to) eat ate eaten
eating

Sequence of Verb Tenses

Basic/Simple Progressive or Perfect Perfect
Progressive
Continuous Subj + has /
have + PP Subj + has /
Present Subj + V-base Subj + have + been + V-
am/is/are + V- Subj + had + ing
ing PP Subj + had +
Subj + shall been + V-ing
Past Subj + past V Subj + was / / will + have
were + V-ing + PP Subj + shall /
will + have +
Future Subj + will / Subj + shall / been + V-ing
shall + V-base will be + V-ing

Specifically Progressive Perfect Perfect
Basic/Simple or Progressive
Subj + has /
Present Subj + Continuous have + Subj + has /
Past speak/speaks spoken have + been +
Subj + Subj + had + speaking
Subj + spoke am/is/are + spoken Subj + had +
speaking been + speaking
Future Subj + will / Subj + was / Subj + shall
shall speak/be were + / will + have Subj + shall /
going to speak speaking spoken will + have +
Subj + shall been + speaking
/ will be
speaking

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TENSES OF THE VERB

The tense of a verb shows the time when an action or condition occurred. In
English, the tense also may provide emphasis and may determine whether or
not an action or condition was continuous or repetitive.
A Simple tense is a form of a verb that simply shows when the action takes
place.

 The Simple Present is a form of the verb that shows the action takes
place in the present.
For example: Lisa dances every day.

For general facts
Examples:

The earth is round.
We speak English.
For actions that happen regularly/habitual or everyday activity
Examples:
I take guitar lessons on Wednesday nights.
Sarah sometimes eats lunch in her office.

Expresses event or situation that exists right now, at the moment of
speaking
Examples:

She has a headache right now.
I need a dollar now.
To denote a permanent condition
Examples:
The Ifugao Rice Terraces are in the Mountain Province.
Mayon Volcano is in Albay.
 The Simple Past is a form of the verb that shows the action took place in
the past.
For example: Lisa danced yesterday.
I finished my homework last Friday.
Lydia de Vega became a celebrity in the world of sports at an early age.
Many failed in the last bar examination.

 The Simple Future is a form of the verb that shows the action will take
place in the future. Will, shall or be going to is used to express future

For example: Lisa will dance tomorrow.
I am going to finish my work tomorrow.

He will post grammar worksheets online.
It will rain tonight again.

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Activity: (Instructions will be given on the date of activity)
Date:

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5.______________________________________________________________________

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________

Progressive Tenses
A Progressive tense is a form of a verb that shows the action is in progress. Or

in other words, that it continues.

1.The Present Progressive is a form of the verb that shows the action is in
progress in the present.

For example: Lisa is dancing right now.

1. Expresses an activity that began in the recent past, is in progress at the
moment of speaking, and will probably end at some point in the future.
He is writing an article right now.
I am currently studying Spanish at NSLI.

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2. Expresses an activity of a general nature: something that is in progress
today, this week, this month, this year, but it does not necessarily mean
that this activity is in progress at the moment of speaking.
For example:
He is writing another article this month.
I am trying to improve my grades.
Tim and Joanna are joining us for dinner this week.

2.The Past Progressive is a form of the verb that shows the action was in
progress at some time in the past.

For example: Lisa was dancing yesterday at 8 o'clock.

1. Both actions occurred at the same time but one action was
already in progress when the other action occurred.
He was writing an article when we arrived.
They were talking on a phone when it began to rain.
He was sleeping on the couch when I got home.

2. Past continuous is used both parts of a sentence to show that
both actions are in progress simultaneously.
He was writing an article when it was raining.
It was raining when I was walking down the street.

The Future Progressive is a form of the verb that shows the action will be in
progress at some time in the future.

1. Expresses action that will be happening at a particular time in
the future.
For example:
Lisa will be dancing tomorrow at 8 o'clock.
At this time tomorrow, we will be presenting our report.
He’ll be watching the football game tonight at 8.

2. Expresses the idea that two actions will be happening at the same
time. (Parallel Actions)
He will be writing an article while it is raining.
While you are sleeping, I will be watching a movie.

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Activity: (Instructions will be given on the date of activity)
Date:

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5.______________________________________________________________________

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________

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Perfect Tenses

A Perfect tense is a form of a verb that shows the action is complete. It does
not mean the action is "perfect" (100%). It means the action is finished.

 The Present Perfect is a form of the verb that shows the action was
complete before the present.
For example: Lisa has already danced.
With actions that happened in the past at an unspecified time:
I have met several celebrities.
He has been to Australia several times.
We have already taken the test.

With actions that began in the past and continue to the present:
I have lived in this house for five years.
Harry has worked at the same company since 1992.

With actions that have never happened:
I have never broken a bone.
She has never bought a car.
My parents have never eaten sushi.

 The Past Perfect is a form of the verb that shows the action was
complete before sometime in the past; for past events that happened
BEFORE other past events:

For example: Lisa had danced before she came.
By the time we arrived at the train station, the train had already left.
When I woke up, I saw that my husband had made breakfast.

 The Future Perfect is a form of the verb that shows the action will be
completed before a future time.

For example: Lisa will have danced tomorrow by 9 o'clock.
I will have written a book before I’m 45.
By the time we get to the theater, the movie will have already started.
We will have traveled to 12 different countries by 2020.

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Activity: (Instructions will be given on the date of activity)
Date:

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5.______________________________________________________________________

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________

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Perfect + Progressive

A Perfect Progressive tense is a form of the verb that shows the action started,
continued, and was complete until some point.

 The Present Perfect Progressive is a form of the verb that shows the
action started in the past and continued until the present.
For example:
Lisa has been dancing for 3 hours without stopping!
I have been thinking a lot about the situation recently.
Laura has been studying since 7 AM.
We have been waiting for you to arrive for over an hour.

 The Past Perfect Progressive is a form of the verb that shows the action

started in the past and continued until some point in the past.

For example:

Lisa had been dancing for 2 hours before she was tired.
Before I lost my job, I had been working on some important

projects.
She had already been studying English by herself for several years

by the time she started taking classes

 The Future Perfect Progressive is a form of the verb that shows the
action will continue until some point in the future.

For example: By tomorrow morning, Lisa will have been dancing for 12
hours!

By the time she graduates, she will have been studying for 7 years.
By 7 PM, I will have been working on this project for eight hours straight.
By this time next year, they will have been living in Japan for two
decades.

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Activity: (Instructions will be given on the date of activity)
Date:

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5.______________________________________________________________________

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________

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British and American English

There are a few grammatical differences between North American English and
British English:

North American British

The present perfect or the simple The present perfect (not usually the
past can be used for an action in the simple past) is used:

past with a result now:
 I’ve lost my key. Have you seen I’ve lost my key. Have you seen it?
it? OR

 I lost my key. Did you see it?

Sally isn’t here. Sally isn’t here. She’s gone out.
- She’s gone out. OR
- She went out. Usually the present perfect is used
with just, already and yet:
The present perfect or the simple
past can be used with just, already, I’m not hungry. I’ve just had lunch.
and yet.
I’m not hungry. What time is he leaving?
- He has already left.
- I’ve just had lunch.
- I just had lunch. Have you finished your work yet?
What time is he leaving?
- He has already left. British speakers say:
- He already left. have a bath, have a shower, have a
holiday, have a break
- Will or shall can be used with I/we:
Have you finished your work yet? OR
Did you finish your work yet? - I will / shall be late this evening.
North American speakers say: Shall I…? and shall we …? Are used to
take a bath, take a shower, take a ask for advice, etc.
vacation, take a break - Which way shall we go?
Will is used with I/we. Shall is
unusual: British speakers also use the simple
past and simple present.
- I will be late tonight.
Should I …? And should we…? Are - I demanded that he apologized. *
used to ask for advice, etc. - I demand that he apologizes *
- She suggested that I bought some
- Which way should we go?
North American speakers use must new clothes.
not to say they feel sure something is * many verbs ending in –ize in North
not true: American English (apologize,
organize, specialize, etch) are spelled
- Their car isn’t outside their
house. They must not be at
home.

- She walked past me without
speaking. She must not have
seen me.

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with –ise in British English
(apologise, organise, specialise, etc)

North American speakers say “to / in British speakers usually say “to/in
the hospital”.: hospital” (without the):
- Two people were injured and taken - Two people were injured and taken to
to the hospital. hospital.

on the weekend / on weekends: at the weekend / at weekends:
- Will you be here on the weekend? - Will you be here at the weekend?

on a street: in a street
- Do you live on this street? - Do you live in this street?

different from or different than: different from or different to:
- It was different from (or than) what - It was different from (or to) what I’d
I’d expected. expected.

The following verbs are regular in In British English, these verbs can be
North American English: regular or irregular:

burn – burned burn – burned or burnt
dream – dreamed dream – dreamed or dreamt

lean – leaned lean – leaned or leant
learn – learned learn – learned or learnt

spell – spelled spell – spelled or spelt
smell – smelled smell – smelled or smelt
spill – spilled spill – spilled or spilt

spoil – spoiled spoil – spoiled or spoilt

The part participle of get is gotten. The past participle of get is got:
- Your English has gotten much
better. - Your English has got much better.

(=has become much better) Have got is a more usual alternative
but have got (not gotten) is an to have:
alternative to have: - I’ve got two brothers.
- I’ve got two brothers. (=I have two
brothers) - travel = traveling, traveled
- cancel = cancelling, cancelled
Note the differences in spelling:

- travel = traveling, traveled

- cancel = canceling, canceled

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IV – Adjective

Adjective - describes / modifies a noun and pronoun. Adjectives give color to
your sentences. A variety of adjectival forms must be understood in order for
you to write accurately. The most common type is the descriptive adjective.

All adjectives answer three specific questions about the nouns or pronouns
they are modifying:

What kind? red, strong, cheerful
I found a red rose in the cave.
What kind of rose? Red

Which one(s)? this, that, these, those
I would eat these muffins.
Which muffins? These

How many? few, three, some, several
Three tickets, please.

How many tickets? Three

Kinds of Adjectives

1. Descriptive adjective are those adjectives which describe nouns or the
noun phrases. For example: 'A beautiful day'. In this case, 'beautiful' is the
adjective which qualifies or describes the noun 'day'. Descriptive adjectives
have several forms as discussed below.

Descriptive adjective

Beautiful funny kind short
Big handsome little soft
Blue happy red tall

Evil hard sad ugly

2. Demonstrative adjectives are used when there is a need to point specific
things. The adjectives function to demonstrate something and are like
demonstrative pronouns. Take, for instance, the sentence: 'If I hear that sound
again, I will call the Police'. Here 'that' refers to a specific sound. Other
examples are as follows:

That man is very handsome.
These mangoes are sour.

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Example:
Let’s play this game and later watch that movie.
Remember that this, that, these, those can also act as demonstrative pronouns
in which case they are not followed by nouns but take the place of nouns.
Example:

Let’s play this and later watch that.

3. Proper Adjectives–is derived from a proper noun and is capitalized.

Proper Noun Proper Adjective

China Chinese

California Californian
Mars Martian
Spain Spanish

Christianity Christian

Japan Japanese

Degrees of Comparison of Adjective

1. Positive degree – is the simplest form
James is good.

The duck is ugly.

2. Comparative degree – comparing two things or persons

Comparative adjectives are used to express characteristic of one thing in
comparison to another thing (one thing). It makes comparison between two
things (only two things not more than two).

For most adjectives of one or two syllables, you can add –er to the comparative

degree.
For example: greater, faster, stronger

For adjectives longer than two syllables, you should use the word more.
For example, He was more intelligent than his sister was.

Word “than” is mostly used after comparative adjective but sometimes other
words “to” may be used after comparative adjective. See the following examples.

Examples
She is taller than Mary.
A cup is smaller than a glass.
Kevin is better than James.
The goose is uglier than the duck.

3. Superlative degree – comparing three or more things or persons
Carlo is the best.
The ostrich is the ugliest.

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Superlative is the highest degree of a thing in comparison to other things. A
superlative adjective means that an object is surpassing all others (things in
comparison) in quality or characteristic.
This is usually done by adding –est to the end of an adjective that is one or two
syllables.

For example, the loudest, the coolest, the smartest.

If an adjective is three syllables or longer, the word the most should be used.

For example:
John is the most intelligent student in his class.

It means John is surpassing all other students in his class and no other
student in his class is as intelligent as John.

Article “the” is used before superlative degree. “In” or “of” etc is used after the
superlative and modifying noun in sentence.

Example
Bills Gate is the richest person in the world.
Brunel is the most beautiful hotel in England.
Mount Everest is the highest mountain in the world.
She is the tallest girl in class.

WARNING: Never use both an –er ending and the word more or an –
est ending and the word most.

For example: I am the most happiest when my students learn. Instead, it
should be: I am the happiest when my students learn.

Order of Adjectives

Determiner Quantity Quality or Size Proper Purpose Noun
or Opinion Age Shape Color Adjective or car
Beautiful old Italian
Number Quality

A sports

The three Beautiful gold plates

An amazing Heart- Red
shape and sofa

d white

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Activity: Describing Neighborhood Using Adjectives
Date:

(Instructions will be given on the activity day)

My Neighborhood

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V – ADVERBS

Adverbs – modifies verbs, adjectives, other adverbs, clause or sentence.
Adverbs answer the questions: “how?” “why?,” “where?,” “when?,” “in what
way?,” “how much?,” “how often?,” “under what condition?,” “to what degree?”
The three most common adverbs used in English Language are: not, very, too
Adverbs normally carry out these functions by answering questions such as:

When? She always arrives early.

How? He drives carefully.

Where? They go everywhere together.

In what way? She eats slowly.

To what extent? It is terribly hot.

How often? He rarely goes by himself.

Examples of adverbs modifying verbs
He was driving carelessly.
John can speak French fluently.
They live happily.

Examples of adverbs modifying adjectives
Note: The bold words (in following examples) are adverbs and the underlined
words are adjectives.

It is a very difficult problem.
He is seriously ill.

Examples of adverbs modifying other adverbs

Note: The bold word (in following examples) is an adverb and underlined word
is the other adverb.

John drives very slowly.

He was talking too much angrily.
He ran fast enough to catch the bus.

Adjective Adverb

Careful carefully
Quick quickly
Simple simply

Adverbs according to their functions
1. Adverbs of Manner – tells how something is done. Answer the question
How? Some of these are: boldly, calmly, cautiously, carefully, eagerly, gladly,
honestly, generously, gently, kindly, perfectly

I watch them closely.
I play well.
I walk carefully.

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2. Adverbs of time – tells when something occurred.
Answer the question when? Recently, today, after the game ended, during the
exam, before, daily, later, now, tonight, soon

He left work at seven.
He has not played chess recently.
Lately, I have had many sleepless nights.
3. Adverbs of place (location, direction) – tells where an action occurs.
Answer the question where? These are: here, there, outside, nearby,
I walked downstairs.
Have you ever gone there?
I will meet you outside.
4. Adverbs of degree – tells to what extent something is done. Answer the
question how much, how long, how small, to what extent? Some of these
are: totally, too, very, extremely, enough, deeply, fully
He is totally prepared for his birthday.
I am too tired to play tennis tonight.
He is completely tired from the journey.
5. Adverbs of frequency – tells how often something occurs. Answer the
question how often? These are: usually, often, sometimes, occasionally,
seldom, rarely, always, constantly, frequently, never
He rarely goes by himself.
She constantly finishes her job first.
We rarely stay out very late.
6. Interrogative Adverbs – used at the beginning of questions or asks a
question.
Why are you so angry?
When does the movie start?
7. Conjunctive Adverbs – connect the ideas expressed in different clauses or
sentences.
The use of conjunctive adverb between two independent clauses requires
semicolon before the adverb and comma after it.

I want to sleep; however, I need to study
If a conjunctive adverb is used at the beginning of a sentence, comma is used
to set it off. Note that the period takes the place of a semicolon.

The day is over. Therefore, I went to sleep.
If the conjunctive adverb is placed within a clause, commas are used to set it
off.

The day is over. I will, therefore, go to sleep.
Some of the common conjunctive adverbs: accordingly, also, anyhow,
furthermore, however, moreover, otherwise, still, before.

Comparison of Adverbs

Positive degree expresses the quality without comparison.
Comparative degree compares two verbs, adjectives or adverbs.
Superlative degree compares three or more verbs, adjectives or adverbs.

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Most adverbs are compared using another adverb.
More or less are used to express comparative degree.
Most or least are used to express the superlative degree.

Regular Adverbs Faster Fastest
Fast Earlier Earliest
More Rapidly Most Rapidly
Early More easily Most easily
Rapidly

Easily

Irregular Adverbs Worse Worst
Badly Farther Farthest
Far Better Best

Well

Activity: Identifying Adverbs (Google Classroom Activity)
Date:

VI – PREPOSITIONS

Prepositions are words which show the relationship between a noun or a
pronoun object and some other words in the sentence. They are always followed
by nouns or pronouns. They are called "the biggest little words” in English
because they have very important functions.

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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 adjectives or as adverbs.
Each preposition has an object. With its object and whatever modifiers, the
preposition forms a prepositional phrase. The phrase may be used as an
adjective, an adverb, or less frequently, as a noun
Here are a few common prepositions, meanings and examples

Preposition Meaning Examples
above The sun is above the clouds.
across higher than or over It's dangerous to run across the
from one side to the road.
after other - The boy ran after the ball.
- following something - I'll phone you after lunch.
against - later than - Stealing is against the law.
- in opposition to - The sofa is against the wall.
along - in contact with
among from one end to the They are walking along the street.
around other
surrounded by Peter was among the spectators.
before - in a circle - He walked around the table.
behind - near, approximately - It costs around 50 Euros.
Below - earlier than -The day before yesterday.
Beneath - in front of - He bowed before the king.
Beside at the back of Passengers sit behind the driver.
Between lower than His shorts are below his knees.
By under The pen was beneath the books.
close to The bank is beside the cinema.
Down next to
From Mary sat between Tom and Jane.
in the space separating
In two things The restaurant is by the river.
near, at the side of The school is near the church.
in front of near She pulled down the blind.
Inside from higher to lower The wind is blowing from the
where something starts north.
or originates
The pen is in the drawer.
at a point within an
area The child ran out in front of the
bus.
directly before The bird is inside the cage.

on the inner part of

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Into enter a closed space He went into the shop.
Near
next to close to The school is near the church.
Off
On beside The bank is next to the cinema.

Onto down or away from He fell off the horse.

Opposite in a position touching a The plate is on the table.
surface
out of
move to a position on a The cat jumped onto the roof of
Outside surface the car.

Over facing, on the other Eva sat opposite Tom at the
side table.
Past
Round -move from a closed - He got out of the taxi.
Through space - She's out of work.
- without
throughout
opposite of inside The garden is outside the house.
To
Towards - above/across - The plane flew over the Atlantic.
Under - on the surface of - She put a sheet over the
Underneath furniture.

Up beyond She drove past the supermarket.

in a circular movement The earth moves round the sun.

from one side to the The Seine flows through Paris.
other

in every part of The virus spread throughout the
country.

in the direct of / On the way to the station.
towards

in the direction of The child ran towards her father.

beneath, below Water flows under the bridge.

beneath There was dust underneath the
rug.

towards or in a higher She walked up the stairs.
position

Activity: Identifying Prepositions
Date: (Google Classroom Activity)

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VII – CONJUNCTIONS

Conjunctions are the scotch tape of the grammatical world. They join together
words, phrases or clauses.

Three Principal Uses:
1. to link words, phrases or clauses of equal rank
2. to introduce subordinate clauses
3. to join dependent clauses to independent clauses

There are three kinds of conjunctions:
1. coordinating conjunctions
2. correlative conjunctions
3. subordinating conjunctions
1. Coordinating Conjunctions – are simple conjunctions which join sentences
and sentence parts of equal importance.
There are seven coordinating conjunctions in English. You can use the
mnemonic device FANBOYS to remember them.

For And Nor But Or Yet So

With the exception of for and so, all the other coordinating conjunctions can
connect practically any kind of sentence parts. For and so, when used as
conjunctions, can connect only principal clauses or sentences. They can be
used with commas to create compound sentences.

Examples:
1. For—means "because"; is used for explaining why:

 I want to go there again, for it was a wonderful trip.

2. And—means "in addition to and is used to joins words or sentences that
show a similar idea.":

 We are going to a zoo and an aquarium on the same day.
 Mabel, Joan, and Myrtle arrived early.

3. Nor - is used for two non-contrasting grammatically negative items.
 I never saw him again, nor did I regret it.

4. But—connects two different things that are opposites or not in agreement:
 I am a night owl, but she is an early bird.
 Ignacio loves to dance, but Rocío has no rhythm.

5. Or - is used to show a choice
Do you prefer tea or coffee?

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6. Yet—indicates contrast with something:
 He performed very well, yet he didn’t make the final cut.
 Manuela works hard, yet she still earns low grades.

7. So—illustrates a result of the first thing or is used to show reason:
 This song has been very popular, so I downloaded it.
 Study hard, so you will pass your tests.

2. Correlative Conjunctions also join ideas, but they work in pairs. They are:
Both…and neither…nor

whether…or either…or
not only…but also

For Example:
She won gold medals from both the single and group races.

Not only am I happy about the grades, but I am also excited that you are
learning!

Neither the dog nor the cat was bothered by the noise.
Once the winds die down, bring in both the horse and his saddle out to the
corral.

Not only the student but also the instructor missed the error.
Either the heroine committed the murder, or the butler framed her.

Marvin talks incessantly not only on the phone but also in person.
3. Subordinating Conjunctions join an independent clause to a subordinate

clause or introduce a dependent clause and show how it relates to the
dependent clause. That is, they join a clause that can stand alone with a clause
that cannot stand alone.

Examples:

If you decide to go to the picnic (dependent clause), we will accompany you
(independent clause).

Once we finish learning about Beethoven, we will begin our discussion about
his music.

If the paper does not fit the professor’s requirement, you will have to rewrite it.
Before we blame others for misfortunes or problems that come our way, we
should examine first if we ourselves are not to be blamed.

Better study your lessons if you want to get good grades.
Although the students were tired, they still came to class.

Some frequently used subordinating conjunctions are:
after, although, as, as if, as soon as, as though, because, before, even if, even
though, if, for, how, in case that, in order that, provided that, since, so that,
than, that, though, unless, until, when, whenever, where, wherever, whether,
while, why.

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Activity: Identifying Conjunctions
Date: (Google Classroom Activity)

VIII- INTERJECTIONS

Interjections are words used to express emotional states. They can usually be

found in narrative writing, interviews, and in spoken English. They can stand
alone. For example:

Help! Ouch! Hurrah! Wow! Surprise! Hey! Oops!

An interjection is a word that expresses some kind of emotion. It can be used
as filler. Interjections do not have a grammatical function in the sentence and
are not related to the other parts of the sentence. If an interjection is omitted,

the sentence still makes sense. It can stand alone.
 Ouch! That hurts.

 Well, I need a break.
 Wow! What a beautiful dress!

Punctuation Note:
When you are expressing a strong emotion, use an exclamation mark (!). A

comma (,) can be used for a weaker emotion.

They are punctuated with either commas or exclamation marks. Mild
interjections are followed by a comma, but stronger interjections are
punctuated with an exclamation mark (!)

Examples

Oh, we’re late for the movie.
Generally, the movies is not an important destination. Therefore, the person

making this statement will sound less urgent than the next example.

Oh! I’m late for work.
Work, unlike the movies, is generally considered a very important destination.
If one doesn’t arrive on time, there is the possibility of being fired or of losing

face. Here, the speaker will have a greater sense of urgency.

Interjections do the following:
1. Express a feeling—wow, gee, oops, darn, geez, oh:

 Oops, I’m sorry. That was my mistake.
 Geez! Do I need to do it again?
 Oh, I didn’t know that.

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2. Say yes or no—yes, no, nope:
 Yes! I will do it!
 No, I am not going to go there.
 Nope. That’s not what I want.

3. Call attention—yo, hey:
 Yo, will you throw the ball back?
 Hey, I just wanted to talk to you about the previous incident.

4. Indicate a pause—well, um, hmm:
 Well, what I meant was nothing like that.
 Um, here is our proposal.
 Hmm. You really need to be on a diet.

Activity: Identifying Interjections
Date: (Google Classroom Activity)

BASIC SENTENCE STRUCTURE
There are five basic patterns around which most English sentences are built.
They are as follows:

1. Subject-Verb
John sleeps.

Jill is eating.
Jack will arrive next week.

2. Subject-Verb-Object
I like rice.

She loves her job.
He’s eating an orange.

3. Subject-Verb-Adjective

She is funny.
The workers are lazy.
Karen seems angry.

4. Subject-Verb-Adverb
Jim is here.
Flowers are everywhere.
No one was there.

5. Subject-Verb-Noun
She is my mom.

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The men are doctors.
Mr. Jones is the teacher.
At the heart of every English sentence is the Subject-Verb relationship. Other
elements can be added to make a sentence more interesting, but they are not
essential to its formation.

The following sentences are examples of S-V pattern
She sleeps. (Core Sentence)

She sleeps soundly. (An adverb is added to describe how she sleeps.)

She sleeps on the sofa. (A prepositional phrase is added to tell where she
sleeps.)

She sleeps every afternoon. (A time expression is added to tell when she
sleeps.)

She is sleeping right now.
Verb tense is changed, but S-V relationship remains the same.

Mary will sleep later. (Subject is named, and another tense is used.)

The dogs are sleeping in the garage.
New subject may require a different form of verb.
Note: Any action verb can be used with this sentence pattern.

The following sentences are examples of the S-V-O pattern
They like rice. (Core sentence)

The people like rice. Specific subject

The friendly people like rice. Subject modified by an adjective

The people in the restaurant like rice. Subject modified by an adjective

The people like boiled rice. Object modified with an adjective

The people like hot, white rice.

Object modified with more than one adjective
Note: Only transitive action verbs can be used with these sentence
patterns.

The following sentences are examples of S-V Adjective pattern
He is fine. Basic sentence with “be” verb

He seems happy. Basic sentence with another linking verb

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