REVIEWER IN ENGLISH

SAMPLE TEST 1 This review will be based on the sample exam that follows. You will be given 10 minutes to complete the sample exam below. After you have taken the test, we will answer the items one by one and discuss the rules. I. ERROR RECOGNITION: Determine which of the underlined parts in each sentence contains an error. Circle the part which contains the error. If there is no error, write the letter E. 1. There's many reasons why people choose to pursue higher education. 2. One of the reasons people attend workshops include the desire for self- improvement. 3. Either one of the brothers spent too many time on the internet last night. 4. The panel come out with a verdict only when its decision is unanimous. 5. Neither the doorman nor the security guards is responsible for the break-in. 6. Beleiving in ghosts is often seen by psychologists as a sign of deep trauma. 7. Defending petty criminals was the lawyer's bread and butter. 8. The paper will have been delivered by the newsboy last night. 9. The news coming out of the capital city are not good. 10. The chairman and founder of the company were present last night during the banquet celebrating his retirement. 11. The sisters had been going to the party at the local diner three hours ago. 12. Many reknowned scientists agree that the world is a sphere. 13. When the mother saw what had happened to her daughter after the experiment, he demanded that the scientist be arrested. 14. The police was overwhelmed by the sheer number of people who showed up at the funeral. 15. Due to the serious nature of the crime, the judge assigned to the case was her. 16. You and me must make certain that all the doors are locked before we leave. 17. The soldiers accosted my sister and l at the checkpoint leading to the border. 18. The tourism company gave each of the travelers their own map of the city. 19. Knowing, learning, and understanding is different from each other. 20. A number of the water bottles to be shipped out the following day was missing from the plantation. II. SENTENCE COMPLETION: Choose the word that will best complete each statement. 1. The wedding ____over by the time the mayor arrives. A. was C. will have been B. is D. was going to be 2. The clock _____ even before the repairman arrived. A has stopped C. is stopping B. had stopped D. was stopping 3. Troy ____ every afternoon. A is jogging C. jogs B. will have been jogging D. jogged 4. Come July, Mrs. Santos _____ this institution for seventeen years. A had been serving C. will have served B. has been serving D. will have been serving 5. None of the workers knew anything about __ __ own constitutional rights. A his C. her B. their D. its 6. All of the papaya soup ____ when the head chef resigned. A was ruined C. has been ruined B. will be ruined D. had been ruined 7. My father _____ in his shop during last night's game. A works C. is working B. worked D. was working 8. The cops _____the perpetrator when the helicopter crashed on the highway. A had chased C. has chased B. had been chasing D. have been chasing 9. _____ of the students can get the answer given enough time. A. Much C. Little B. Most D. Least 10. _____the documents which can prove my brother's innocence. A. Here's C. Here is B. Here're D. Here are

PART ONE: SUBJECT-VERB AGREEMENT, PRONOUN, ANTECEDENT AGREEMENT, TENSES A. SUBJECT-VERB AGREEMENT
Every sentence has a subject and a verb. In grammar, the verb must agree with the number of the subject. This means that if the subject is singular, the verb must be singular too. If the subject is plural, then the verb must be plural too. This problem occurs often in the present tense. The table below shows the types of subject that one may encounter and the rule that should prevail. TYPE OF SUBJECT 1. Singular subjects 2. Plural subject 3. Compound subjects RULE Use a singular verb Use a plural verb Use a plural verb except when the compound subject refers to the same person or noun. SAMPLE SENTENCE Lito loves to eat ice cream. The students love studying. The mayor and the school principal are coming to the seminar. The President of the Philippines and the Commander-in-Chief of the Armed Forces is coming to the school. The campus director, along with the faculty, the staff and the students, is going on a field trip. Three classrooms were burned by unidentified men last week. A classroom was burned by an unidentified man last week. Water is essential to life. Containers of tainted water were found in the gardeners house. The jury unanimously declares a winner. The jury were still fighting over which contestant should win.

4. Subject with interjectional phrases 5. Count names

The verb is not affected by the interjectional phrase. The verb will depend on the number of the subject

6. Mass nouns

7. Collective nouns

8. Indefinite pronouns (anyone, anything, none, nobody, each, nothing, either, neither, one, somebody, something) 9. Indefinite pronouns (both, few, many, several) 10. Indefinite pronouns (all, some) 11. Subjects are connected by or and nor

Use a singular verb for all mass nouns except when these nouns are preceded by plural counters When a collective noun acts as one, the verb is plural; when the constituents of a collective are not in a agreement, the noun is plural. Use a singular verb

Everyone is entitled to his or her opinion. Neither party was able to provide a clear platform of governance.

Use a plural verb

The of-phrase will determine whether the verb is singular of plural The subject nearest to the verb determines the number of the verb The noun that comes after the verb determines the verb's number The verb is always singular. The number always takes a singular verb, a number always takes a plural verb Always use a singular verb Always use a singular verb

Several suspicious-looking men were seen roaming the outskirts of the town just before the fire in the marketplace. All of the water in the tank is clean. Some of the students are cutting classes. Either Rhea or her brothers are guilty of placing the frog in the teacher's hair. Neither her brothers nor Rhea is suspected of the vandalism in school. There are a lot of students in school today. Here is the book you lent me. Hiking is a great recreation. To love is a great risk. The number of failures in my class is alarming. A number of students are protesting the rise in tuition fees. The Hours was nominated for an Oscar award. Thirty pounds is what my dietician advised me to lose. Fifty miles is a long way to go on foot. Five hundred pesos is what I need to buy a new pair of surgical scissors. Economics is an interesting subject.

12. Dummy subjects

13. Gerunds and infinitives 14. The number and the number 15. Titles of books and movies 16. Weights, amounts, measurements

17. Nouns that end in s but

Always use a singular verb

are singular in meaning 18. Fractions and percentages

The of determines the number of the verb.

Measles is a deadly disease. Thirty percent of the respondents agree that government is full of corrupt officials. Two-thirds of the oil in the world comes from the Middle East.

B. PRONOUN-ANTECEDENT AGREEMENT
Pronouns are used as substitute for nouns. The nouns which they stand for are called antecedents. As a rule, pronouns must be found either in the same sentence as their antecedents appear or the sentence that comes right after. Ex. Sally was angry because her salary had been delayed again. Sally was angry at the school. Her teachers were always ignoring her. Unlike Subject-Verb Agreement Rules which only take grammatical number into consideration, PronounAntecedent Rules take four aspects into consideration: Number, Point-of-View, Gender, and Case.

Indefinite Pronouns
Indefinite pronouns can also be used as antecedents. The chart below shows the grammatical number of each indefinite pronoun.

Ex:

Each of the fishermen must see to it that his net is strong. Several students were suspended because of their misdemeanors. All of the sugar has lost its sweetness. Some of the criminals were turned over to the police by their own relatives.

Special Problems in Pronoun-Antecedent Agreement There are four special problems in Pronoun-Antecedent Agreement. We shall tackle each through the use of examples. 1. Ambiguous Antecedents - This means that the pronouns in the sentence may refer to several antecedents. Substandard: Carla and Bernice were talking about her new boyfriend. Better: Carla and Bernice were talking about their new boyfriends. 2. Missing Antecedents- A pronoun in the sentence doesn't have an antecedent. Substandard: The students just couldn't get it. Better: The students just couldn't get the lesson. 3. The Second Person - while not really ungrammatical, sentences which heavily use the second person in writing are discouraged because of their perceived impoliteness. Substandard: You would be disturbed by the massive cheating in our elections. Better: A foreigner would be disturbed by the massive cheating in our elections.

4. The Gender Rule- While the use of the masculine pronoun he for antecedents that have no specified gender has been universally accepted. Substandard: Each student must know what his/her lessons are. Better: Students must know what his lessons are.

C. TENSES
The English language makes use of the 12 traditional tenses. Tenses are used in order to refer to the time when an action takes place. In dealing with tenses, it is important to recall that there are two types of verbs- the regular and the irregular verbs. Study the verbs in the table below. Fill out the missing forms of each verb.

There are a limited number of irregular verbs. It would be best to find out what they are and the forms they take especially in the Past Participle. Before we proceed to tenses, let us first take a look at the Be-Verbs and their various forms. Be-V in the present tense in the past tense (am, are is) (was, were) Be-verbs perform two functions. They can either be linking verbs or helping verbs. Determine which of the sentences found below use Be-Verbs as linking or helping verbs: 2. The woman was determined to bring her abusive husband to court. 3. The woman was doing the most mundane chores ever devised by her employer. 4. The students are holding a peace vigil in front of the school building. 5. The students are undecided on whether to support the new student council or not. Now let us go into the tenses. Tenses are important, because as stated earlier, they show the reader the sequence of actions. They determine whether an action happened in the past, present or in the future. 1. THE PAST TENSES a. The Simple Past Tense (V-ed) This tense is used to refer to actions which have already been completed or finished. Ex. Rina ironed the clothes last night. b. The Past Progressive Tense (or the Past Continuous) (Be-Ved +V-ing) This tense is used to show that a past action went on for some time before it was finally completed. Ex. Rina was ironing the clothes when I called her last night. c. The Past Perfect Tense (had+ V-en) This tense is used to distinguish the first between two past-actions. Ex. Rina had ironed the clothes before her mother arrived. d. The Past Perfect Progressive Tense (had + been + V -in g) This tense shows that one past action went on for a while before a second action took place. Ex. Rina had been ironing the clothes when her mother arrived. 2. THE PRESENT TENSES a. The Simple Present Tense (V -S) This tense is used to show a current state of things, a habitual action, or a general truth. Ex. Vergel washes his clothes every Sunday. Vergel is a second year student at PSHS. The sun sets in the west. b. The Present Progressive Tense (Be-Vs + V-ing) This tense shows that an action is ongoing at the moment of speech. Ex. Vergel is washing his clothes. c. The Present Perfect Tense (hasjhave + V-en) This tense shows a recently completed action or an action that started in the past and is still of consequence to the present.

I have watched the latest "Spiderman" movie. Our elections have always been dirty. d. The Present Perfect Progressive Tense (hasjhave +been+ V-ing) This tense is used to show that an action that started in the past is still ongoing. Ex. The people of this country have been complaining about graft and corruption ever since the Spanish era. 3. THE FUTURE TENSES (OR ASPECTS) a. The Simple Future Tense (wilVshall + V) This tense is used to state a future action. Ex. The dog will chase the cat when he sees it. b. The Future Progressive Tense (wilVshall + be + V -ing) This tense is used to show that an action will be in progress in the future. Ex. The dog will be chasing the cat later. c. The Future Perfect Tense {wilVshall +have+ V-en) This tense shows which of two future actions will be completed first. Ex. The dog will have chased the cat by sunset. d. The Future Perfect Progressive Tense (wilVshall + have + been + V -in g) This tense shows that one future action will be in progress before another future action takes place. Ex. The dog will have been chasing the cat for two hours before the master of the house arrives.

Ex.

PART TWO: PREPOSITIONS, ADVERBS, ADJECTIVES, PUNCTUATIONS, CONJUNCTIONS

A. PREPOSITIONS Prepositions are the parts of speech which allow our sentences to have a sense of time and place. Prepositions are often referred to as the "little devils" because there are no hard and fast rules on how to use them and secondlanguage speakers often confuse them. However, there are a few guidelines on how t o use prepositions:

B. ADJECTIVES AND ADVERBS An adjective is a modifier that describes or limits a noun or a pronoun.

Types of adjectives

Order of Adjectives When using multiple adjectives, follow this order: Determiner + Observation + Physical Description* + Origin + Material Physical Description (Size, Shape, Age, Color) Ex: four magnificent short red plastic wheelbarrows

Adverbs
An adverb modifies a verb, an adjective, or artother adverb. It can show: - the following: Where? Sent away, went home When? Slept late, completed before How? Bowed gracefully, followed obsessively To what extent? Very embarassed, barely noticeable -serve as an intensifier loved her job so much -when using adverbs in a sequence, follow this order: Manner + Place + Frequency + Time + Purpose Ex: Joy studies vigorously in her room every evening after dinner to prepare for theUPCAT. Degrees of Comparison Most adjectives and adverbs change their forms in order to show comparatives and superlatives. They use: -er and-es stronger, strongest more and most more corrupt, most corrupt other words best, worse Comparatives are used to compare two persons, places, or things. Ex: In this country, basketball is more popular than soccer. For Mina, chicken is better than pork. Superlatives are used to compare three or more persons, places, or things. Ex: In this country, basketball is the most popular sport. C. PUNCTUATIONS 1. The Period ( . ) -at the end of a declarative (and sometimes an imperative) sentence. Ex: Zamboanga City used to be called the "City of Flowers". Please see me after the class. -after a letter or a number in an outline or list. Ex: Characteristics of Mythical Heroes 1. Of noble birth 2. Performs great deeds -after abbreviations, titles, and initials. Ex: Dr., Mr., S. Dakota 2. The Question Mark ( ? ) Use a question mark after an interrogative (and sometimes an imperative) sentence.

Ex:

Who are your patrons? Would you be kind enough to open the door?

3. The Comma ( , ) -to separate words, phrases, or clauses in a series. Ex: The students were asked to buy manila paper, pens, and erasers. The janitors waxed the floor, painted the walls, and dusted the chairs. -to separate the words Yes and No in a short response. Ex: Yes, I have seen him. No, you are mistaken. -to separate long introductory prepositional phrases. Ex: Across the hall from which the murder occurred, the ghost of the Young boy wailed mournfully. -to separate introductory participial phrases and adverbial clauses. Ex: Dancing like a madman, ;the contestant angered the judges. When the boy ate, everyone eat. -to separate nonessential appositives. Ex: Mrs. Reyes, the rna onsor of the event, backed out at the last moment. -to separate direct addresses. Ex: What have you been up to, boys? If ever you wake up to reality, Liza, you will live a fuller life. -in quoted statements. Ex: "She deserved her fate," Mila told Gil. -to separate two clauses in a compound sentence. Ex: We received your letter, but we have to decline your offer. -between the day of the month and the year when writing dates. Ex: January 9,1978 -between the name of a town or city and the name of a province, or between the name of a province and the name of a country. Ex: Diliman1 Quezon City Miami, USA -after the salutation and the complimentary close of a letter. Ex: My dearest Gloria, Sincerely yours, -to separate nonessential adjective clauses. Ex: Jaime, who wears glasses, is a good person. -after an ordinal number when introducing items in a series. Ex: Before my friend can write, he follows this ritual: first, he checks into a hotel; second, he buys a lot of junk food; then, he ..... -between coordinate adjectives that may be joined by the conjunction and. Ex: Nasty, brutish, short lives characterized the Borgia family memb~rs. -separate parenthetical expressions Ex: After all, life is short. -instead of repeating the same elements in parallel word groups. Ex: Nilo's house is big; Kiko's, small. 4. The Semicolon ( ; ) -to connect two independent clauses not joined by a coordinating conjunction but which are closely related in thought. Ex: Joseph hated Kyla; Kyla hated Joseph's brother. -to connect clauses in a compound sentence that contains commas. Ex: Mario, the best hunter in the city, fell to the wolves; as a result, none of the r emaining hunters dared follow his path. -to separate items with commas. Ex: The following contestants must attend the orientation tomorrow: Gigi Fabre, teacher; Jojie Tumo, archeologist; Raven Villanueva, actress; and Josephine Umali, unemployed. -before conjunctive adverbs that join the clauses of a compound sentences. Ex: The team won its first match; however, it was its last victory. 5. The Colon ( : ) -after the greeting of a business letter. Ex: Ma'am: Dear Students: -to introduce a list. Ex: The following items are needed: an egg, a chicken bone, and a rope. -between numbers indicating hours and minutes. Ex: 9:12a.m. 22:44 p.m.

-to introduce a quotation if the words preceding it do not have explanatory words like "he said' or "she said". Ex: The mob's demand resonated throughout the land: "Resign now." -to start a long or formal quotation. Ex: Based on the interview, the president said: "We are all morons." -to introduce the second independent clause if it explains the first. Ex: Jill wanted only one thing: the crown. -between the title and subtitle of a book. Ex: Twilight Revisited: A Criticism of Stephanie Meyer's Pretensions -between the volume and number or the volume and pages of a periodical Ex: Philippine Periodical23: 2-4 -after labels that feature important ideas. Ex: DANGER: Deep Excavation 6. The Hyphen (-) -in compound numbers from twenty-one through ninety-nine Ex: thirty-three weeks Ninety-one dollars -in fractions used as modifiers. Ex: two-third margin one-seventh of an ounce -for some compound nouns. Ex: man-at-arms editor-at-large 7. The Apostrophe ( ' ) -to form the possessive of a noun. Ex: Bob's town's Dennis's -for contractions. Ex: It's raining. Isn't it a wonder? -to form the plural of numbers, letters, and words. Ex: the 80's the A's When's and Where' s 8. The Exclamation Point ( ! ) -Use an exclamation point at the end of an exclamatory sentence and after an interjection. Ex: Watch out! The sky is falling! Ouch! You bit me! 9. The Dash ( - ) - to signify an abrupt break in thought. Ex: The kids want to visit,Sprtng Beach - it's their favorite place - in Camiguin tomorrow. -to set off a long statement that breaks into the main idea of a sentence. Ex: PSHS - better know~ as Pisay - has produced a lot of great minds. -to separate a statement of summary from the rest of the sentence. Ex: Faith, hope, and charity -these are the things that we must believe in.