BUILDING CONFIDENCE THROUGH

CORRECT GRAMMAR

English is a language of business, discoveries, science and technology. It is

also the language to which diverse people understand each other. It is a
means of communication thus, communication is a very important skill
which helps us develop good relationship, build trust and respect and
improve one’s personality especially in the field of business.

The ability to communicate well and make others understand yourself

clearly in presenting financial statements, hosting social events, giving
directions, setting up appointments, greeting visitors, making
introduction and using telephone is highly required when entering to the
world of business. It is because communication in the business is
everywhere.

These are just few of the many reasons why we need to improve our
communication skills: this can only be done when you know the basic
skills of English Grammar.

In Colegio de San Juan de Letran-Manaoag, most of the college students

faces struggles and difficulties in constructing correct sentences both oral
and written. Most of the students refuse to recite and prefer to bow their
head for the one and half class hour.When ask them to write an essay as
your motivation it will even became their assignment for even one single
correct sentence they cannot finish. The situation they had been into is so
alarming speacially because they are already college students belong to
the Business Administration, and Bachelor of Science in Information
Technology class. Most of them cannot distinguish noun from pronoun
and cannot use properly the eight parts of speech. In this unit, the
students are initiated into knowing the basic tools of effective
communication. First, they should familiarize themselves with the eight
parts of speech which comprises the English language for them to
construct correct sentences, paragraphs and discourses necessary when
dealing wiyh other people. Second, they have to know the different
elements, skills and process of communication to improve their ability in
communicating or conversing with others.

The topics here, give opportunity for the business administration

students to learn and train themselves to be proficient in communication
both oral and written. The different exercises and drills found in this book
will help the students deal effectively with the situations and of course
with the people around them.

The English syllabus takes into account the diverse needs of all students. It
identifies essential knowledge, understanding, skills, values and attitudes. It
outlines clear standards of what students are expected to know and be able to do
in K–10. It provides structures and processes by which teachers can provide
continuity of study for all students.

The framework also provides a set of broad learning outcomes that summarise
the knowledge, understanding, skills, values and attitudes essential for all
students in all learning areas to succeed in and beyond their schooling.

The continued relevance of the K–10 Curriculum Framework is consistent with

the intent of the Melbourne Declaration on Educational Goals for Young
Australians (December 2008), which sets the direction for Australian schooling
for the next 10 years. There are two broad goals:

Goal 1: Australian schooling promotes equity and excellence

 Goal 2: All young Australians become successful learners, confident and
creative individuals, and active and informed citizens.

The way in which learning in the English K–10 Syllabus will contribute to the
curriculum and to students' achievement of the broad learning outcomes is
outlined in the syllabus rationale.

Diversity of learners
The English K–10 Syllabus is inclusive of the learning needs of all
students. Particular advice about supporting students with special education
needs, gifted and talented students, students learning English as an additional
language and students learning Standard English as an additional dialect
follows. Students may have more than one learning need.

 Students with special education needs

 Gifted and talented students
 Students learning English as an additional language or dialect (EAL/D)

A. Phrases and Clauses

1. Kinds of phrases

2. kinds of Clauses

3. difference of phrase from clause

B. Splice, run on , fragments

C. Parts of Sentence

D.Sentence Pattern

E. Kinds of sentence according to structure

1. simple

2. compound

3. complex

4.compound complex
 PART II
BUILDING BLOCKS OF GRAMMAR
We unconsciously use grammar all the time when we use it in
speaking, listening, reading and writing. If we want to improve our English
language abilities, there is no escape from addressing grammar issues.
This chapter helps you take care of your grammar needs as you write your
texts so you actually learn from your ongoing practice. Grammar explains
how the language should be structured, using various categories. Number
refers to formation of singular and plural nouns and other parts of the
sentence that have to agree with its number.

The topics in this chapter are divided into five lessons which is the
main form classes such as noun, pronouns, verbs, adjectives and adverbs
(the modifiers) . These topics are included to further understand the
succeeding discussion about the sentence that relates to the construction
of phrases and clauses.
The aim of this chapter is to make the students aware of the correct usage
and functions of the different parts of speech necessary in construction of
correct grammar. It also aims to train the students to be proficient and
master the main parts of speech through the use of the different activities
provided.

Just Call My Name

This lesson tends to discuss and give the different kind of noun. This will
assist and present the ideas on how the word used in various ways in the
sentence. It will intent the students to identify and distinguish the used of
nouns.

NOUNS

Is a word that name a person,

a place, a thing, a quality or an idea.
It comes from the Latin word
“namen” which means name. Nouns
are easily recognized because often
follow the articles the, a, an.

examples:

the road an experience

the cross a contract

KINDS
OF
NOUNS

1. Common Nouns

Nouns which may be used for any person

or objects of a certain kind.

examples:
woman church industry
street school doctor
plant book hospital

A. Abstract nouns
Name ideas or qualities that are known
by their effect but have themselves no
physical form or body.

examples:
love diligence

bravery intelligence

B. Concrete nouns

Nouns that name things which have physical existence

and can be perceived by
the sense of touch,
hearing, smell, sight, and
taste.

examples:

cake ballpen apple

veil paper bench

C. Collective nouns

Indicate a group of persons or things taken as a unit.

examples:

orchestra audience

navy team
 crew family

D. Compound nouns

Nouns made up of two or more words. These words may be written

as a single word, as two words or with hyphen.

examples:

safeguard bookcase
safe deposit gas stove
safe-conduct sister-in-law
2. Proper nouns
Are the names of specific people, places, and
things. They always begin with capital letters.

examples:
Juan de la Cruz
Faber-Castell Ballpen
Vatican City

Properties of Nouns
  Number
The form which distinguishes whether a noun denotes
only one thing or more than one.

A. Singular noun

examples:
fence footstep
tree library
bookcase nun

B. Plural noun

A noun that names two or more things,

persons, places or ideas.

examples:

fences footsteps

trees libraries

bookcases nuns

Rules for formation of plural nouns

1. Most nouns form the plural by adding –s to the singular.

Bat - bats
Cup - cups
Flood - floods
2. Nouns ending s,x,sh and ch from the plural by adding –es to
the singular form.
kiss - kisses
fox - foxes
crutch -crutches
buzz - buzzes

3. Nouns ending in y preceded by a consonant usually change y

to I before adding es.
bully - bullies
city - cities
lady - ladies
4. Nouns ending in y preceded by a vowel usually add –s
without changing y the final y.
alley - alleys
valley -valleys

5. Most nouns ending in f or fe change –f or fe to –ve before

adding –s
calf - calves
elf - elves

knife - knives

6. Some nouns ending in o preceded by a consonant form to the

plural by adding –es.
hero - heroes
cargo - cargoes
echo - echoes

7. Some nouns do not add –s or –es.

A. (add –en to the singular form)

 child - children
ox - oxen
brother - brethren

B. (have an internal change)

tooth - teeth
woman - women
mouse - mice
goose - geese

C. (nouns borrowed from foreign languages keep their

foreign plurals; the plurals are formed in a variety of
ways.)

(a to ae) (un to a)

alumna - alumnae bacterium- bacteria

formula - formulae datum - data
herbarium - herbaria

(us to i) (is to es)

alumnus - alumni analysis -analyses

cactus - cacti basis-bases

parenthesis-
parenthesis

D. (some nouns have the same form for both singular and
plural)
deer - deer
Japanese -Japanese
 Chinese - Chinese
Mathematics - Mathematics

E. (some nouns only have a plural form)

trousers tongs
spectacles scissors
pliers fireworks
suds measles

USES OF NOUNS IN THE SENTENCE

1. As subject of the sentence

A noun used as the subject of a sentence is the part about

which something is said.

examples:
Many people waited to hear Gary Valenciano sing.
Makati is considered the classiest commercial center in
Metro

Manila.

2. As an appositive

A noun used as an appositive says something about the word

it directly follows: It is preceded by a comma.

examples:

The employees appointed, my sister, their spokesman.

 Mr. Joakim, the minister labor, is our guest speaker.

3. As an object of the verb

As object of a transitive verb, an noun receives the

action of the verb thus completing the ideas that the verb
gives.

examples:

Personnel managers give training to the employees.

The manager of the firm disseminated important

information among the employees.

4. As a complement

A noun used as a complement tells something about

the subject or about the object of the verb.

examples:
Mr. Gabriel Cruz is our class president.(subjective
complement).

The Board of Trustees named a former supervisor the

new manager.(objective complement).

5. As the subject or object of a verb or a verbal phrase.

examples:
The manager requested his secretary to finish the
report.(subject of the infinitive to finish).

6. As object of the preposition

 examples:
The members of the Board of Directors are talking about
the problem facing the economy.

One of the reasons meetings are held is to solve

problems.

Cases of Nouns

1. Nominative case

This is used when the noun is the subject of the verb,

predicate noun, noun of direct address, and noun in apposition.

examples:

The Taj Mahal is in India.(subject)

Jaime Sin is the cardinal of Manila.(predicate noun)

Miss Sussana, will you take a dictation?(noun of direct

address)
2. Objective case

This is used when the noun is the direct object of a

verb, object of a preposition, objective complement, adverbial
objective, subject of an infinitive, object of an infinitive,
appositive.

examples:

Nej wrote a letter.(direct object)

 Good girls tell their parents their problems.
(indirect object of the verb)

Some students go to church before attending their

classes.(object of preposition)

President Aquino appointed General Fidel Ramos chief

of Staff of the Armed Forces.(objective complement)

The confiscated package weighed 100 kilos.

(adverbial objective)
Business executives want to satisfy their customers.
(objective of an infinitive)

3. Possessive case
Nouns in this case show ownership. It used apostrophe
to show ownership.

examples:
Carlo - Carlos’
Sanchez- Sanchez’
Jesus - Jesus’
Father - Father’s

ACTIVITY 1: LET US PUT OUT IDEAS TO WORK

List ten nouns on the board and ask one or two students at a time to
come in front and act them out. For a fun twist, the student at the front
could be shown the word and the class must guess what is it. You could
use ten nouns for this activity such as: anger, fear, love, jealousy, joy,
sadness, wealth, poverty, marriage, and slavery.

2
YOU AND ME

In speaking and writing, it is awkward to repeat words over and over

again.

If one says:
“Carlo sent Miss Susanna a greeting card on Miss Susanna’s birthday and
Miss Susanna thanked Carlo for Carlo’s thoughtfulness.”

The nouns Carlo and Miss Susanna are repeated several times. Noun
substitutes or pronouns are used to replace the nouns to avoid
repetitions.

In this chapter, you will study pronouns, more closely for you to
learn how to use them effectively.

PRONOUNS

A pronoun is a word as a substitute for a noun. A pronoun should have a

clear antecedent. The antecedent determines the pronouns agreement as
to person, number, and gender.

examples:

A man is looking for you. He seems to be in a hurry.

My book is missing. Somebody must have taken it by

mistake.

KINDS OF PRONOUNS

Pronouns are of seven types, namely:

1. Personal Pronouns

Pronouns that refer to a person or persons. They can

be labeled first person, second person, and third person.
 First person – indicates the speaker or writer (I, we)

Second person – pronouns indicate the person spoken

to.(you)

Third person – is the person spoken of or written about (he,

she, it, they)

 SINGULAR PERSONAL PRONOUNS

NOMI OBJ POS

NATIVE ECTIVE SESSIVE
First Person I me My,
mine
Second Person You you Your
, yours
Third Person
 Masculine He him his

 Feminine She her hers

 Neuter It it its

 PLURAL PERSONAL PRONOUNS

NOMI OBJ POSS

NATIVE ECTIVE ESSIVE
First Person We us our
Second Person you you Your,
yours
Third Person (all they the Their,
Gender) m theirs
 2. Possessive pronouns

These are pronouns that indicate ownership.

*Note that possessives of personal pronouns are

never formed with apostrophes.

examples:

A woman is always willing to

sacrifice for her dream in life.

My parents do not agree with all

my decisions in life.

3. Reflexive pronouns

These are pronouns used to show that the doer of an action

is also the receiver (object) of that action.

examples:

The carpenters build themselves a house in the

construction site.
The student promises himself to change for the better.
She gave herself a valentine gift.

4. Relative pronouns

Relate or refer to nouns or other pronouns in the

sentence . These nouns or pronouns are called
antecedents. The relative pronouns are who,
whom, which, what and that. Who and who refer
to persons. Who is used as the subject or predicate pronoun of the
sentence and is in the nominative case. Whom is used as the object of a
verb or the object of the preposition and is in the objective case.

examples:

Products which are produced in the Philippines can now

compete with those made outside the country.

A town which is inhabited by good industrious people always

becomes progressive.

Chinese businessmen whose business establishment was

razed by fire get help from the Chinese Chamber of Commerce.

5. Demonstrative pronouns

These pronouns are pronouns which stand specifically

for a person, thing, or idea singled out.

examples:

This is the convent which is known as the house of the

religious sisters.

Those roses offered for Blessed Virgin Mary.

These are the plans drawn up by the managers.

*Note that using this is and these refer to nearby objects in space and
time, and that and those to objects farther away in space and time.
6. Indefinite pronouns

Cannot ordinarily be preceded by noun determiners, but, like

nouns, they can be inflected for the possessive.

SINGULAR PLURAL SINGULAR /

PLURAL

Another much both

all
Anybody neither few
any
anyone nobody many
more
anything no one others
most
each nothing several
none
either one some
everybody other
everyone somebody
everything someone
little something

examples:

All are requested to come.

I have not seen anyone enter the building.
Each gets a prize for his efforts.

7. Interrogative pronouns
 Are used in asking questions. They are who
(nominatives), whom (objective), (referring to persons),
which (referring to persons or things and tells one object
from one another), and what (referring to things).
AGREEMENT OF PRONOUN WITH ITS ANTECEDENT

A pronoun should agree with the word it stands – its

antecedent. If the antecedent is singular, the pronoun should be
singular. If the antecedent is plural, the pronoun should be plural.
And we should reword our writings so that a masculine pronoun
does not stand for both male and female.

examples:

Sheila promises herself to be more careful in the future.

We met the person who lost his or her job last week.

CASE FORMS OF PERSONAL PRONOUNS

There are these case forms of personal pronouns:

nominative, objective, and possessive.

The nominative case pronouns (me, him, her, it, us, them) are
used as the subject or the predicate pronoun (in place of the
predicate noun) of the sentence.
 The objective case of pronouns(me, him, her, it, us, them) are
used as the subject of the verb, indirect object or object of a
preposition.

The possessive case pronouns( my, mine, his, hers, its, our,
ours, their, theirs) are used to denote ownership.

ACTIVITY 2: LET US PUT OUT IDEAS TO WORK

A. Underline the correct answer.

1.Samuel and (we, us) made improvements in firearms.

2.Menard and (he, him) had wondered about the automatic
rifle.
3.The movie illustrated for her and (I, me) what Browning
contributed.
4.Gary will not be allowed to work until (he, they
completes his application.
5.Sheila tries harder than (he, him).
6.Balagtas,(who, whom) I read, began this style of
writing, enjoyed humor.

B. Group activity
Make a conversation where you are going to introduce your
new friend to your classmates. Apply the things that you
learned about pronouns in your conversation. Introduce
him/her by using pronoun.
 Other group are allowed to make their own topic for
their conversation but must observe the used of pronouns.

C. Individual work
Compose at least two paragraphs about your close
friends. Tell something about their lives and how they make
you happy. Make used of 25 pronouns in your paragraph.
Underline the pronouns and identify what kind of pronouns it
is. Write also the correct case of pronouns used.

3
Let US Play

This lesson will put you in realization about verbs. Many of us do not
know and not aware of the proper use of verbs especially with the
inflections and how the words change its forms and functions when it use
in the sentence.

Verb

Is the word that expresses an action or a

state of being. The verb can make a
statement, ask a question , or a give
command.

1. Verbs Make Statements

examples:
 The judge sits in his chambers.
He writes the decision.
2. Verbs Ask Question
examples:

Who visited the court house?

Is it an impressive room?
3. Verbs Give Commands
examples:

Listen to the Judge speak.

Read the whole paragraph.
Forms

Verbs are of three types. They are the transitive, the intransitive,
and the linking verb.

1. Transitive Verbs

is one that expresses an action that has a direct object (

something or someone that receives the action).

A transitive verb shows the relationship that exist

between the noun or pronoun (the subject that does the action
specified by the verb and the noun or pronoun that follows it
(the object).

examples:

Many people joined the Marian rally.

She talked to me about my decision if I go with her on April.

The honest employee returned the money he found on the

table of the owner.
 There are transitive verbs which are easy to recognize
hence there is no special procedure needed to find them.
Wherever a verb has for its helping verb a “ being” verb, that
verb is always transitive. This is because a “being” verb plus a
past participle always makes the subject the receiver of the
action.

examples:

Miss Kim was invited in the party.

The deserving employees were given a merit increase in pay.

2 . Intransitive Verbs

Is one that expresses an action but it does not need an

object.

examples:

We sleep late at night.

Many flower bloom in

May.

We ought to go there.

3.Linking Verb
 Is a verb which expresses a state of being, not an action, and is
followed either the predicate noun, which tells what the sentence
subject is, or renames the subject in different terms, or by a
predicate adjective which describes (modifies) the sentence
subject.

The following are the commonly use linking verbs

be feel remain turn

become look stay taste

continue act smell sound

appear grow prove get

examples:

Helen became religious after she recovered from a

serious ailment.

Clean babies always smell good.

Most linking verbs can be used as transitive, intransitive, depending on

how they are used in the sentence.

examples:

The soldiers grew weary after a long walk. (linking with weary as predicate adjective)

The trees in our garden are growing. (intransitive)

Farmers grow vegetables in their farms. (transitive with vegetables as direct object)

Some verbs which are normally transitive and intransitive can in

special cases serve as linking verbs.

examples:

The brook by our house ran dry. (linking)

When visitors came, the girl ran to her room. (intransitive)

Whenever the lady manager is out of town, her executive

secretary runs the office. (transitive)

Principals Parts of Verbs

The principal parts of the verbs used to denote the time, or action of a
verb. The four principal parts are the presents tense and the past tense,
and the present participle and the past participle.

English verbs have a base form called the infinitive form . Some verbs in
the base forms are preceded by to. For example, to wait , to run, to taste.

The present tense of English verbs is the same as the base form. For
instance, to play, to send, to pay. If the subject of the verb, however, is in
the third person , singular in number , s or es is added to the verb.
examples:

Pray- The child prays the moment he wakes up in the morning.

Take- My brother takes his pet dog to a veterinarian.

Regular and Irregular Verbs

Regular
verbs

is the term
used to refer
to verbs that
form the past tense by the addition of a d,t, or ed sound to the base
form. A regular verb has the same form both for the past tense and the
past participle. Auxiliaries, however , occur with the past tense to develop
the past participle.
 Base Form Past Participle Present Participle The (ing) Form
The S-Form
(third-person-
singular)
bewitch bewitched bewitches bewitching
blend blended blends blending
demonstrate demonstrated demonstrates demonstrating
erase erased erases erasing
fill filled fills filling
love loved loves loving
reach reached reaches reaching

Irregular Verbs

form the past tense and the past participle in several ways. Although it is
impossible to establish a rule for these changes, groups of these words
often fall into a special pattern. One group has a vowel change in the past
tense, and some in cases in the past participle as well.

Base Form Past Past Participle

come came come
cling clung clung
drink drank drunk
find found found
Some verbs in this group, in addition to the vowel change, add n to the
past participle.

Base Form Past Past Participle

Break Broke Broken

Eat Ate Eaten

 Fall Fell Fallen
grow grew grown

Another group changes its form completely in the past tense and past
participle.

Base Form Past Past Participle

bring brought brought
buy bought bought
catch caught vaught
do did done
go went gone

A few verbs change the last consonant, but not the vowel.

Base Form Past Past Participle

build built built
make made made
rend rent rent
spend spent spent
send sent sent

A few others have the same form for all the three principal parts.

Base Form Past Past Participle

cast cast cast

hurt hurt hurt
spread spread spread
sweat sweat sweat

Tense
indicates the time of the action or time of the static condition (state of
being) express by the verb. The divisions of time- past, present, future are
shown in English by six tenses. The primary or simple tenses are the
present tense, the past tense, the future tense while the secondary tenses
or compound tenses are the present tense, the past perfect tense, and
the future perfect tense.

I. The Primary or The Simple Tenses

A. Past Tense

indicates that an action or conditioned happened or existed are

some definite time in the past.

examples:

Investigated revealed that the burning of the public market

was intentional.

I heard them talking inside their room.

He built his house on the top of the hill.

B. Present Tense

indicates that an action or condition is going on or existing now.

Most of the time regular verbs form their present tense by adding –
s or es at the end of the base of the verb.

examples:

Jolo enjoys playing basketball.

Jolo and I enjoy playing basketball.

Most of the students of Manaoag National High School come

to school by tricycle.

Other uses of the simple present tense:

 1. It expresses general action.

I study in a big school in district four.

Parents understand their children.

2. It denotes present fact.

The Philippine economy does will according to the latest

news.

Majority of Filipinos are Christians.

3. It denotes a general truth.

The sun sets in the west.

More than seven thousand islands make up the Philippines.

4. it denotes a permanent condition

Mayon volcano is in Bicol.

God is always good.

5. It denotes habitual action.

OLMC observes flag ceremony every Monday.

Religious people go to church every Sunday.

6. It denotes a definite future action.

Father comes home tomorrow night.

The mayor visits us next week.

C. FUTURE TENSE
Indicates that an action will take place, or certain condition will exist in
the future.

examples:

I shall take an examination in science tomorrow.

The renovation of the main building will start next year.

We shall report to our adviser on Friday.

II. The Secondary or the Perfect Tense

A. Past Perfect Tense

it indicates that an action was taken or completed before some specified

or understood time in the past before another action is completed,
formula: had+ past participle of the verb. “had is both used for singular
and plural subject.

examples:

The man had died before his missing son appeared.

We had left for the province when a friend came to pay us a visit.

Somebody had taken the package before the owner arrived

to get it.

B. PRESENT PERFECT TENSE

 it indicates that the action or condition was started in the past and
has just been completed or still going on. The time is past but it is
connected with the present. Formula: has/have+ past participle of
the verb. “has” is used for singular subject and “ have” for plural.

examples:

Some has attended the seminar since Monday.

Carlo has graduated recently.

The students have studied the different tenses of verb for

three days now.

C. FUTURE PERFECT TENSE

this tense is less common than the others. It indicates a

future action or condition as having already taken or
completed , in relation to some specified or understood time
in the future. It indicates an action that is expected to reach
its completion by a definite time in the future. Formula:
will/shall + have+ participle of the verb. “have” is both used
for singular and plural subject in the future perfect tense.

examples:

I shall have finished my course by the time my parents comeback

from Abroad.

By Friday morning , all the campers will have arrived in the venue.

My third year students will have completed their research work by

the end of February 2013.
SUBJECT AND VERB AGREEMENT

Subject and verb agreement considered the most important grammatical

relationship in any sentence is the agreement of subject and verb. Great
care must be taken in the communication to ensure that subject and verb
agree in number and person. The subject always determines the number
of verb. A singular subject requires a singular verb while a plural requires
a plural verb

Activity 3: Oral and Aural

Individual or group- let the students pantomime a little story or an
experience they have had. The class will asks questions to enable them to
guess the actions or the events in the story. Then let them narrate the
actions of the whole story.

Activity 4: Essay

Write at least five paragraph on one of the two topics. Use the structures
you have practiced on in the lesson.

a. What I have Always Believed in ( My Creed )

b. Things I’ve Appreciated in my Friends.

4
The Modifiers
 Describing is very much like painting a picture. In describing, words are
used instead of paint. The beauty of the description depends on the
careful choice.

A description must be accurate and exact so as to paint a clear picture

in the mind of the reader. It is therefore a must to use words that are
exact and accurate.

This lesson will presents to you the modifiers. Adjectives and adverbs
are what we call the modifiers. Their use give shape and precision to the
words they modify. Adjectives and adverbs limit, enhance, and describe.
In business, communication should not be dull and uninteresting. The
right use of the modifiers will add life and sparkle to the sentences.

THE MODIFIERS

 Adjective is used to modify a noun or pronoun.

 Adverb is used to modify a verb, an adjective or another

adverb.

examples:

Adjective – The salesman is diligent, (modifying a noun)

He is also friendly. (modifying a pronoun)

Adverb – He talks convincingly about his product. (modifying verb )

His customers seem really glad to see him.(modifying an adjective )

His sales increase considerably faster this season.(modifying another adverb)

In some cases , the position of the modifier in the sentence makes it
either an adjective or an adverb. Here are some examples.

ADJECTIVES

The executive is in deep thinking.

Early birds get the worm.

The right applicant gets the job.

ADVERBS

Deep in the night, he concentrates.

Early in the morning, the birds came.

He did it right in all his tests.

In other cases, most words ending in ly are adverbs; but there are few
which are adjectives , thus:

late – lately hard – hardly

just – justly right – rightly

strong – strongly

POSITION OF ADVERBS
1.Before a noun

Permanent resident illegal contract

personal property pecuniary value

intangible thing onerous contract

2.Between a determiner and a noun

any hypothetical case

some valuable information

the modern approach

3.After linking verbs

is tacit

seems inadequate

looks speculative

4.Following intensifier

very liberal

somewhat feasible

quite risky

TYPES OF ADJECTIVE

1.Descriptive adjectives
modify the noun by naming a quality or condition of the object it names.

examples:

blue notes vivid memories

Inefficient employee reluctant guest

2.Limiting adjectives

point out an object or indicate quantity or number.

examples:

This policy thirty days

several proposals some disadvantages

3. Proper adjectives

are originally limiting adjectives and are derived from proper

nouns.

Filipino traditions Chinese dynasty

Spanish influence Shakespearean dramas

Adjectives are easily recognizable because of the following suffixes:

-able- lovable, discernible, immutable

-al- minimal, theoretical, diagonal

-ed- complicated, two- legged, crooked

-ese- Chinese, Japanese, journalese

-ful- hopeful, playful, remorseful

-is- squeamish, selfish, fetish

-less- hopeless, aimless, timeless

-ary- primary, visionary, elementary

-ous- bulbous, dolorous, marvelous

-y- dreary, drafty, icy

-ive- indecisive, permissive, excessive

-en- broken, golden, wooden

-some- loathsome, handsome, tiresome

Adverbs answer the questions how, where and when. They indicate time,
place, manner, and degree.

examples:

Time- early, late, soon, afterwards, never, now, formerly

Place- inside, under, behind, before, over, below, yonder, up, out

Manner- clumsily, awkwardly, slowly, truly, awfully

Degree- quite, entirely, altogether, somewhat, almost

Adverbs of manner modify verbs. They are used in responding to the

question how. Adverbs of manner can be classified into the following:

a. Regular

those which are formed by adding –ly to the adjectives.

examples:
 ADJECTIVES ADVERBS

quick quickly

careful carefully

wise wisely

b. Irregular

those few words which have the same form whether they are used
to modify nouns or verbs.

USED AS ADJECTIVES USED AS ADVERBS

The laborer is a fast worker. He works fast.

He is a hard worker. He works hard too.

Position of adverbs of manner varies according to the sentence pattern. It

can be in the following:

a) After verb or object.

When the verb has an object, the adverb of manner comes after the
object, but when there is no object, the adverb comes immediately after
the verb.

examples:

She speak slowly at first.(without an object)

She pronounces each word distinctly in the class room.(verb with an object)
b) Never between verb and object.

This is the position that an adverb of manner takes in many languages,

but never in the English language.

FORM AND COMPARISON OF ADJECTIVES

Most adjectives change their form to

express different degrees of quality. This
is the comparison of adjectives which is in
three forms or degrees;

 Positive

When three is no comparison with

anything else.

 Comparative

Expresses a higher or lower degree of

comparison between two persons, places
or things.

 Superlative

Denotes the highest or lowest degree of comparison if there should be

more than two persons, places or things.

Selection of the correct form of the modifier.

 1. Add or use more or less for the comparative form and add est or
use more or least with the positive form to change to the
comparative degree

ADJECTIVE

POSITIVE COMPARATIVE SUPERLATIVE

tall taller tsllest
quick quicker quickest
happy happier happiest
late late latest
nice nicer nicest
patient more/less patient most/least patient
punctual more/less punctual most/least punctual
beautiful more/less beautiful most/least beautiful

ADVERBS

POSITIVE COMPARATIVE SUPERLATIVE

slowly more/less slowly most/least slowly
gracefully more/less gracefully most/least gracefully
sweetfully more/less sweetfully most/least sweetfully
bitterly more/less bitterly most/least bitterly
2. Change the form of the word completely

much more most

good better best

bad worse worst

3. Use the adjective form as a complement after certain verbs like be,
become, appear, seem, remain, prove, look, and verbs of the senses.

examples:
The baby was quiet.

The old man appears happy.

The news seems bad.

The report proved true.

Position of Modifiers

The position that an adverb takes in the sentences make it either a

determiner or an intensifier.

1. Modifiers that precede the are called adverbs of manner.

Examples: rarely, often, frequently, always, scarcely, seldom.

Subject Adverb Verb Object

My aunt Frequently Visits Us
she Occasionally Sends Gifts
2. Modifiers that follow the verb are known as adverbs of time place and
manner.

Subject Verb Intensifier Adjective/Adverb

It Is Too Cold
It Is Rather Yellow
The news Is Quite Alarming
She Types Very Neatly
She Acted Too Emotionally
The tragedy Happened So Unexpectedly

Determiner Noun Verb Noun Adjective

My Daughter Wants The dress Blue
The Secretary Needs The letter Ready

Determiner Noun Adverb Verb

The Apartment There Is remolded
My Appointment Tonight Is rescheduled
That Lady There Is mourning
 Activity 5: MODIFY ME

1. In this Venn diagram students will define what is adjective and

adverb. At middle of it they must put or give the differences of this
two modifiers and discuss clearly their position when it use in the
sentences.

Adjective Adverb

2. Describe someone in the class or someone well known to the class.

Make the class guess who or she is.
 5
Sentence Craft

The sentence is the basic means of written communication. In order to

be literate and articulate, students need to master sentence power that is
why this lesson made all possible for students to study and learn
sentences. This will serve them as a guide in constructing effective and
grammatically correct sentences.

SENTENCE

Sentence is group of words that are put together to mean something. A

sentence is the basic unit of language which expresses a complete
thought.

SUBJECT AND PREDICATE

The recognition of subject and predicate is essential to construct a

sentence correctly. Every sentence has a subject and predicate. The
subject is the part of the sentence that shows who is speaking, or spoken
to or is the person they spoke about. The predicate, then, is what is being
said about the subject. The subject of the sentence is topic and the
predicate the comment. All the other parts are added to the sentence
base.
BASIC SENTENCE PATTERN

Sentence base: Students rally.

Sentence base with other parts:

Almost every week, students rally along the University belt.

The subject and predicate may consist of a word or more than one word.
The predicate usually comes after the subject, but it can appear
sometimes at the beginning of the sentence.

SIMPLE SUBJECT SIMPLE PREDICATE

Students read

COMPLETE SUBJECT COMPLETE PREDICATE

Many interested students read the advertisement for working

boys

A compound subject consists of two or more connected subjects that

have the same verb. The usual connecting words are “ and “ and “or “. A
compound verb consists of two or more connected verbs that have the
same subject.

COMPOUND SUBJECT COMPOUND VERB

 The woman and man were convicted but later found innocent of the
crime.

Although the subject of a sentence is usually a word or a phrase or a

clause, a series of anyone of them can also make up the subject.

examples:

Dolls, crayons, papers, books were scattered in the room. (series of words)

Dressing up the dolls, coloring books and cutting paper kept the
children busy. (series of phrases )

What she plans, how she will do it, and when the party will be
depends on her decision entirely. (series of clauses)

If the subject is a phrase, rewriting it by adding or moving certain words

can add variety to sentence structure.

examples:

They like to sleep late during the weekends.

Sleeping late during weekends is enjoyable to them. (revised)

Writing a novel is what he plans to do this summer.

She plans writing a book this summer. (revised)

A sentence can be expanded by the use of modifiers. The subject and

the verb constitute the basic sentence pattern. You can expand the
sentence by expanding the subject or the predicate portion or both of
them. Participial or prepositional phrases may be used.

example:

Basic sentence pattern:

Noun- Rico Verb- leads
EXPANDING BASIC SENTENCE PATTERN

Expanding basic sentence pattern by the use of modifiers:

1. Participial phrase with the subject:

Proving to be determined, Rico leads.

Proving to be determined in carrying out the project, Rico leads.

2. Prepositional phrase with the predicate portion:

Proving to be determined in carrying out their project,

Rico leads voluntarily in the preparation of the materials.

PHRASES AND CLAUSES

They are divisions of thought units which you sort out to rank ideas and
express best your message. As a functional units of the sentence , these
groups of words coordinate to achieve a good purpose. Here are the
principal ways by which phrases and clauses function.

Function Unit Unit

Phrase Clause
Noun Mabini was the brains of the History says that Mabini was
katipunan the brains of the katipunan.
Adjective Many anti-riot policemen in Many others who were not in
Khaki uniforms came running uniforms came behind them.
up.
Adverb I caught cold in that drafty If you sit in that drafty old,
old room. room you may cath cold.

Phrases

Phrases is a group of related words not containing a verb and it subject

and used as a single part of speech. A phrase can be used in a sentence as
s noun is used as a subject or object.

examples:

Hunting for wild ducks is his delight. (as subject)

His week end relaxation is hunting for wild ducks. (as subject)

A phrase may modify a noun or a pronoun. It is called an adjective

phrase.

examples:

The ladies in blue looked elegant in their attire. (modifying a noun )

The boy liked him in his uniform. (modifying a pronoun )

If a phrase modifies a verb, adjective or another adverb, it is an adverbial
phrase.

examples:

The man slipped on the wet pavement. (modifying verb )

The girl in a dainty pink dress is Anne. (modifying an adjective )

He started early in the morning. (modifying an adverb )

Clause

Clause is a group of words that contains a verb and its subject and is used
as a part of a sentence. Clauses are either independent ore subordinate.

Independent clause or main clause

expresses a complete thought and can stand alone by itself as a sentence.

Subordinate or dependent clause

does not express a complete thought and cannot stand alone by itself.

A clause may modify a noun or pronoun. It is then an adjective clause.

examples:

She was the only contestant who brook the speed record in
thirty minutes.

Anybody who has an ambition can try the contest.

A noun clause can be used as subject, predicate nominative, object of
verb.

examples:

What she needs is a scholarship to go to college.

That as how she can possibly pursue a career

Fragments

Fragments is a separated sentence part that does not express a complete

thought.

examples:

A.) With no subject

- Working out late.

B.) With no verb

- Our new business executive.

C.) With a verb or subject but with no complete thought.

- As the indignation continued.

Kinds of Fragments

Subordinate Clause

It has a verb and subject, but does not express a complete thought unless
joined to independent clauses. With the use of relative pronouns like
who, whom, which, that, fragments can be changed into sentences.

examples:
 When it rains (fragment)

She feels sad when it rains at sunset. (sentence)

A poem which she love to read (fragment)

Memory brings back a poem which she loved to read.(sentence)

When you ask for it (fragment)

I shall be ready for the payment when you ask for it.(sentence)

Verbal Clause

A word from a verb but used as another part of speech is a verbal. If it is

used to begin a phrase, it seems to be a sentence, but is only a fragment
which does not express a complete thought.

examples:

Telling of his adventures(fragment)

He repeatedly read the letter telling of his adventures (sentence)

Sitting alone in the corner.(fragment)

They found the child sitting alone in the corner.(sentence)

The Appositive Phrase

It identifies the noun or pronoun it follows. The appositive phrase is set

off by commas or a comma from the rest of the sentence.

examples :

A game of wit.(fragment)The child played chess, a game of wit,

as if he were an adult.

The pride of the town people (fragment)

 Suddenly, they found the volcano, the pride of the town people,
destructive in its eruption.

KINDS OF SENTENCES

1. Simple sentence

it contains a single thought or idea. It may consist of a simple

subject with a simple predicate.

The fire alarm sounded.

2.Complex sentence

it contains an independent clause with one or more independent clause.

When the fire alarm sounded, many people panicked.

3.Compound sentence

it contains two or more independent clauses joined by coordinating

conjunctions like and, but, yet, or not only…but also, beside,
furthermore, either…or, neither…nor.

The fire alarm sounded and many people panicked.

4.Compound Complex sentence

It contains two or more independent clauses and one or more

dependent clauses.
 When the fire alarm sounded, many people panicked
and children ran in all directions.

GUIDELINES FOR SENTENCE STRUCTURE AND VARIETY:

1 . vary the beginnings of sentences with the use of adverbial clauses.

examples:

Although employment is very competitive, he was determined to try his

luck.

After he studied for several nights, he was ready to take the test.

2. Combine short, related sentences into a compound sentence.

examples:

They live under harsh conditions, they are a happy couple.

Revised:

Although they live under harsh conditions, they are a happy

couple.

They live under harsh conditions, but they are a happy couple.

3. Combine short, choppy sentences into a complex sentence by

using a subordinate clause.

examples:
 They admired Caroline. She won the oratorical contest.

Revised: They admired Caroline who won the oratorical contest.

Activity 6: Recitation

Construct a meaningful sentences by adding predicates to the

subject. The sentences must be grammatically correct.

1. The star basketball player. 6. Vacation day

________________________
2. A crowd of spectators.
_________________________
3.Examination day
________________________
4. The movie
_________________________
5. My favorite subject
__________________________
________________________
7. A misunderstanding
__________________________
8. The rally
__________________________
9. Business correspondence
__________________________
10. Childhood memories
_________________________

Activity 2: Seatwork
Make at least four paragraph about your dreams in your life. Underline
the subject and the predicate in the sentences. Get another sheet of
paper and divide it into four your paragraph choose the sentences that
shows simple, compound, complex, compound complex sentence.

Part III
DEAL WITH COMMUNICATION
In the world of competence, everyone wants to stand out and to be
notice, everyone wants to be good in the field they have chosen.
However, for you to become successful, you must know the basic parts on
how to run business as well as how to work on it. If you want to do well
as business man or business woman, every simplest thing matters thus,
every single detail significant to business must be familiar to you.
Speaking, Reading, Writing, and Listening skills are very important in the
world of business.

This chapter addresses an individual’s enhancement of not just his

or her micro skills and his or her communication skills and personality
development, through communicating with other people that they need
to deal with as far as business is concern.

Experiences are very important to be successful in life. Of course,

we cannot be on top instantly, success is just like climbing the mountain,
we have to start at the very basic before reaching our goal. Business is
like that, we must learn the basic rules. First, we must be a good job
seekers, learn to write a resume, letter of application, different business
letters and the most important the interview. This are discuss in this
chapter.

Every lesson will help the individual to enhance his or her skills by
giving different examples and activities. This chapter will serve as an
evaluation for the knowledge they gained in the past chapter.