LEARNING MODule fOR

STRUCTURES OF

ENGLISH
Copmpiled: Mary Honey T. Quilab
UNIT 1
PHONOLOGY

Unit Intended Learning Objectives

At the end of the unit, you must have:

1.1. pronounced words with vowel, consonant, and diphthong

sounds correctly;CILO1 and

1.2. transcribed words correctly using IPA transcription.CILO1 & CILO3

 Introduction

IPA Bingo!
Directions: Download your assigned bingo sheet from the MS Teams class
materials. Listen very carefully to your teacher as she pronounces
each word from her word bank. For each pronounced word in IPA
transcription present in your bingo sheet, cross it out. The first one to
form one from three lines (horizontal, vertical and diagonal) wins the
game.

Sample Bingo Sheet

/tʃɪp/ /mæsk/ /slo/ /’m˄ðər/

/’æʒər/ /və’raɪɪtɪ/ /’m˄ni/ /kwin/

/’aɪlənd/ /kliər/ /stƆp/ /blu/

/’fivər/ /’wƆtər/ /fevər/ /tʃƐk/

Interaction

CONSONANT AND VOWEL SOUNDS IN

ENGLISH
Consonant Sounds

These are produced with some restriction or closure in the

vocal tract as the air form the lungs is pushed through the glottis
out the mouth. The airflow is either blocked momentarily or
 restricted so much that noise is produced as air flows past the
constriction. Consonants are described in terms of physical
dimensions: place of articulation, manner of articulation and
voicing.

Voiceless /p/ /t/ /k/

Stops
Voiced /b/ /d/ /g/
Voiceless /f/ /θ/ /s/ /ʃ/ /h/
Fricatives
Voiced /v/ /ð/ /z/ /ʒ/
Voiceless /tʃ/
Affricates
Voiced /dʒ/
Voiceless
Nasals
Voiced /m/ /n/ /ŋ/
Voiceless
Liquids
Voiced /l/ /r/
Voiceless
Glides
Voiced /w/ /y/

 Place of Articulation
For any articulation corresponding to one of these consonant phonemes,
the vocal tract is constricted at one of the following points.
a. Bilabial – The primary constriction is at the lips.
b. Labiodental – The primary constriction is between the lower lip and the upper
teeth.
c. Interdental – The primary constriction is between the tongue and the upper
teeth.
d. Alveolar – The primary constriction is between the tongue and the alveolar
ridge.
e. Palatal – The primary constriction is between the tongue and the palate.
f. Velar – The primary constriction is between the tongue and the velum.
g. Glottal – The primary constriction is at the glottis.

 Manner of Articulation
For any articulation corresponding to one of these consonant phonemes,
 the vocal tract is constricted in one of the following ways.
a. Stops – Two articulators are brought together such that the flow of air through
the vocal tract is completely blocked.
b. Fricatives – Two articulators are brought near each other such that the flow of
air is impeded but not completely blocked. The air flow through the narrow
opening creates fiction, hence the term fricative.
c. Affricates – Articulations corresponding to affricates are those that begin like
stops and end like fricatives.
d. Nasals – A nasal articulation is one in which the air flow through the mouth is
completely blocked but the velum is lowered, forcing the air through the nose
e. Liquids – It is a term for all l-like and r-like articulators.
f. Glides – This term describes articulators which are midway between true
consonants and vowels, although they are both generally classified as
consonants.

 Voicing
For any articulation corresponding to one of these consonant phonemes,
the vocal cords are either vibrating or not. Stops, fricatives, and affricates
come in voiced and voiceless pairs. Nasals, liquids and glides are all voiced.

Vocal Sounds
These are produced with little obstruction in the vocal tract
and are generally voiced. They are described in terms of the
following physical dimensions: tongue height, frontness, lip
rounding, and tenseness. Different parts of the tongue may be
raised or lowered. The lips may be spread or pursed. The
passage through which the air travels, however, is never narrow
as to obstruct the free flow of the airstream. Vowel sounds carry
pitch and loudness. They may be long or short.

Front Central Back

Tense
/i/ /u/
High
/ɪ/ /Ʊ/
Lax
/e/ /o/
Mid
/Ɛ/ /˄/, /ə/
 /Ɔ/
Low
/æ/ /a/
Spread Round

Allophones
It is a variant sound of a phoneme. A phoneme is regarded
by native speakers of a language as a single sound, though
actually any vowel or consonant is pronounced differently in
different contexts. Because every segmental sound is influenced
by the sound before and/or after it, any phoneme can have slight
phonetic variations in different contexts. Allophonic variations
can be due to particular phonetic contexts in words, as in the
preceding examples, as well as variations in dialects, and even
individual variations in speech.

C Context Examples
(Allophones) (Transcription)
Aspirated before
stressed vowels [phaɪ], [thaɪ],
(in stressed [khaɪt]
syllables)
Unaspirated or
“soft” plosives [‘ræpər],
before
[‘lætər],
unstressed
vowels & [hækər]
V syllables
Unaspirated or [spɪl], [stɪl],
/ “soft”
[skɪl]
immediately
after /s/
[ræp],
[r
Unreleased airflow
at word æt
boundaries, or ],
before another [r
obstruent
æk
]
 Diphthongs

These are the combination of two adjacent vowel sounds

within the same syllable. It is a vowel with two different targets.
These often form when separate vowels are run together in rapid
speech during a conversation.
Diphth
ong Examples
s
/aɪ/ bite, high, light, time, nice
/aƱ/ now, bow, how, vow, about
/eɪ/ late, make, bait, dame, faint
/oƱ/ boat, moat, below, borrow, coat
/ɔɪ/ boy, toy, soy, coy, ahoy

R-colored Vowels
These are used to describe the change in quality of a spoken
vowel immediately followed by the consonant /r/.
R-
color
ed Examples
Vow
els
Hearse, standard, dinner, never,
/ɚ/
percent
/ɝ/ Mirth, assert, stir, first, early
/ɔr/ Store, order, morning, more, north
/ɑr/ Start, car, star, dark, hard

Integration
 Pronunciation Check!
Directions: Pronounce each IPA transcription below properly by following the
proper articulation of sounds using your speech organ. Record
yourself while doing the activity using Tiktok. Make sure that your
voice is audible in your video.
WORD BANK (IPA TRANSCRIPTION)
/g˄n/ /tƆk/ /bæd/ /tɝn/
/wɒʧ/ /ʃƱd/ /fɑðɚ/ /muv/
/hænd/ /but/ /kwɪz/ /ən˄ðɚ/
/frƐt/ /feɪs/ /hoƱks/ /gɑd/
/əlaɪv/ /sɔro/ /bɔr/ /beɪð/
/sɪn/ /saɪt/ /nɝs/ /brƐθ/
/bitɪŋ/ /hƐɚ/ /mæn/ /brið/

IPA - transcribe
Directions: Transcribe the following sentences using IPA.
1. The doctor went to the hospital this morning.
2. Someone needs to talk to Oliver.
3. There are many jobs that you can choose from.
4. Kindly get a sheet of paper.
5. My laptop was broken.
6. Christmas is coming soon.
7. The church is getting ready for the anticipated masses.
8. I need to make a choice.
9. He visited his grandmother last week.
10. The faucet is broken.
UNIT 2
MORPHOLOGY

Unit Intended Learning Objectives

At the end of the unit, you must have:

2.1. differentiated the types of morphemes;CILO1

2.2. discussed how words are formed, its mechanism and

process;CILO2 and

2.3. formed words following the processes of word formation.CILO3

 Introduction

Article Reading

Directions: Read the article by clicking the link below. Then answer the questions
which follow.

How new words are born | Language | The Guardian

Questions:
1. How are new words formed?
2. How many new words are formed every day?
3. What are some mechanisms in forming new words?
4. Which word formation process in the source of the English word modem?

Interaction

MORPHEMES

Morphemes are the smallest units in a language that have meaning. They
can be classified as free morphemes, which can stand alone as words, or bound
morphemes, which must be combined with another morpheme to form a complete
word. Bound morphemes typically appear as affixes in the English language.

Types of Morphemes
1. Free Morphemes
These are considered to be base words in linguistics. Base words that
can stand alone are known are free bases. Most free morphemes can
be modified by affixes to form complex words. Combining two free
morphemes creates a compound word, while free morphemes
 modified by affixes are complex words.
a. Content Words
Free morphemes that make up the main meaning of a sentence are
content words. These includes nouns, verbs, adjectives, and
adverbs. These words are the most important parts of a sentence.
The meaning of content words might change when combined with
other morphemes, but their free morphemes will still make up the
sentence’s content.
b. Function Words
These words consist of articles, demonstratives, auxiliaries,
quantifiers, prepositions, pronouns, and conjunctions. Function
words serve as a grammatical connection between content words.
They are not typically combined with affixes that change their
meaning.
2. Bound Morphemes
These have no linguistic meaning unless they are connected to a root
or base word, or in some cases, another bound morpheme. Prefixes
and suffixes are two types of bound morphemes. Depending on how
they modify a root word, bound morphemes can be grouped into two
categories: inflectional and derivational morphemes.
a. Inflectional Morphemes
This type of morpheme alters the grammatical function of a word,
whether it be the verb tense, number, mood, or another language
inflection. The nine inflectional morphemes are organized by which
part of speech they modify:
Modify a Noun: -s, -es, -‘s, -s’
Modify an Adjective: -er, -est
Modify a Verb: -ed, -ing, -en, -s/-es
These morphemes are suffixes that change a word’s condition, but
not its meaning.
b. Derivational Morphemes
A morpheme is derivational when it changes the semantic meaning
of a word. Most derivational morphemes have roots in Greek or
Latin. Unlike inflectional morphemes, derivational morphemes can
 change a word’s part of speech.
Word Formation Processes
1. Derivation
The most common method of creating a new word is to add a prefix or suffix
to an existing one.
Example: discern (V)  discernment (N)
2. Back Formation
It is the reverse of derivation. It is the creation of a new root word by the
removal of a phantom affix.
Example: editor (N)  edit (V)
3. Compounding
This involves creating a new word by combining two free morphemes.
Example: sun + set = sunset
4. Repurposing
It means taking a word from one context and applying it to another.
Example: crane (N) – a long-necked bird
crane (N) – a lifting machine
5. Conversion
It means taking a word from one word class or lexical category and
transplanting it to another.
Example: giant (N)  giant (Adj)
6. Eponyms
These are words names after a person or place.
Example: Hamburg (Germany)  hamburger
7. Clippings
It is a shortened from of a pre-existing forms.
Example: gymnasium  gym
8. Acronyms
It is a word formed from the first letter(s) of each word in a phrase.
Example: light amplification by stimulated emission of radiation  laser
9. Loanwords
Some English words are borrowed from French, Latin, Greek and other
languages.
Examples: tattoo – Tahitian, tycoon – Japanese, shark – Mayan
 10. Onomatopoeia
The creation of a word by imitation of the sound it is supposed to make.
Example: Meow
11. Reduplication
The repetition or near-repetition of a word or sound.
Example: Flip-flop
12. Nonce Words
These are words pulled out of thin air, bearing little relation to any existing
form.
Example: fleek  Vine celebrity Kayla Newman
13. Error
Misspellings, mishearings, mispronunciations and mistranscriptions rarely
produce new words in their own right, but often lead to new forms in
conjunction with other mechanisms.
Example: scrabble  scramble
14. Portmanteaus/Blending
It is a combination of parts of two pre-existing forms.
Example: smoke + fog = smog

Integration

Stop, Look &

Form
Directions: Read each sentence carefully. Using the word indicated in the
parenthesis for each item, construct the correct word to be used in
the sentence by applying the processes of word formation. Write your
answer on the blank.

1. Most young ____________ have difficulty concentrating in class. (LEARN)

2. It’s time to do some ____________ before the test. (REVISE)
3. Martin has been cheating on Rebecca for a long time. What a _________!
 (DISCOVER)
4. It was the most _____________ day in my life. (STRESS)
5. He career is really __________. I think one day she will be someone
important. (PROMISE)
6. This hair clipper is totally ___________. I need to recharge the battery every
15 minutes when I try to shave my head. (USE)
7. My holidays were ____________. I really enjoyed myself. (WONDER)
8. My grandparents’ visit was quite _________. They never come to us on
weekdays. (EXPECT)
9. My grandfather died peacefully after a long __________. (ILL)
10. Where have you been? I guess I deserve some ________. (EXPLAIN)
11. Mary is such a ____________ girl. (CHEER)
12. My younger brother is a compulsive ___________. (LIE)
13. That’s ____________. You’re late again and you haven’t even
apologized. (BELIEVE)
14. Smoking is a serious ___________ and some people don’t know how
to quit. (ADDICT)
15. It was an ____________ evening and I will never forget it. (ENJOY)
16. We were offered free dental ______________. (TREAT)
17. Do we have any _____________? (CHOOSE)
18. The _____________ of the rain forests is a real disaster. (DESTROY)
19. My first job interview turned out to be ____________. (DISASTER)
20. I think your parents may be _____________ with your behavior.
(DISAPPOINT)
 Unit Intended Learning Objectives

At the end of the unit, you must have:

3.1. identified the different grammatical categories in the English

language;CILO1

3.2. analyzed how these different grammatical categories function

in sentences and how they contribute to meaning;CILO2

3.3. used the different grammatical categories of the language in

constructing effective and correct sentences;CILO3 and

3.4. cited the importance of the different grammatical categories in

learning English effectively.CILO4
ACTIVIT
Y
1
NOUNS AND
PRONOUNS

Activity Intended Learning Objectives

At the end of the activity, you must have:

3.1.1. defined nouns and pronouns in your own words;UILO1

3.1.2. discussed the classes and properties of both nouns and

pronouns;UILO1
UILO2
3.1.3. analyzed the functions of different nouns and pronouns;
and

3.1.4. shared the importance of nouns and pronouns in English

language.UILO4
 Introduction

Movie Summary

Directions: Think of your favorite movie and write a short summary about it.
Underline the nouns which can be found in your summary. Then,
answer the following questions.

Questions:
1. What classes of nouns and pronouns are used or present in your summary?
2. What properties of nouns and pronouns are evident on the nouns in your
summary?

Interaction

NOUNS

A noun is a word describing who or what in a sentence. It can be a person,

place or thing. It is usually an essential part of any basic sentence. It is typically
who or what the sentence is about, but other nouns are often also included in
longer or more complex sentences.
E.g. Larry smiled.
Larry smiled at Isabel, Kevin, and their two dogs.
Trevor and Lance were watching a show on Animal Planet.
Classes of Nouns

1. Proper Nouns
These are nouns which refer to specific people, places or things. They
are capitalized to show their distinction from common nouns.
e.g. She went to London.
My name is Oliver Queen.
Today is Christmas.
Mt. Pinatubo is one of tourist attractions in my country.
The president lives in Malacañang Palace.

2. Common Nouns
These refer to general, unspecific categories of people, places and
things.
e.g. This city is huge.
A man came yesterday.
We need a holiday.
We live near a volcano.
Her building is so tall.

3. Concrete Nouns
These are physical things that you can touch.
e.g. Filipinos love rice.
Joshua loves to dance.
I need to drink water.
Where is my mobile phone?
Where can I park my car?

4. Abstract Nouns
These are the opposite of concrete nouns. These are the things that
you cannot touch. Abstract nouns are ideas, concepts and feelings.
e.g. You lack happiness.
I need your strength.
This is a complete mystery to me.
 Don’t let sadness consume you.
Let go of your anger.

5. Countable Nouns
These can occur in both single and plural forms, can be modified by
numbers, and can co-occur with quantifying determiners.
e.g. There are six bikes inside the garage.
This is a book I borrowed.
We bought a ball.
There were several chairs outside yesterday.
All mugs were kept in the shelf.

6. Mass Nouns
These are nouns which cannot be counted. Measure words are
needed to quantify them.
e.g. Air conditioners use a lot of electricity.
Many Asians eat rice.
Boracay is famous for its white sand.
Her intelligence is way more superior to mine.
In order to bake bread, you need flour.

7. Collective Nouns
These denote a group of individuals.
e.g. Look at that gaggle of geese.
There used to be herds of wild buffalo on the prairie.
A school of fishes swarmed the bay.
The board of directors will meet tomorrow.
The fleet was anchored in the channel.

8. Compound Nouns
These are nouns which are made with two or more words. Most
compound nouns are [noun + noun] or [adjective + noun].
e.g. Can we use the swimming pool?
They stop working by sunset.
 My mother-in-law accompanied me last time.
Do you know how to play football?
Don’t forget that check-out is at 1 PM.

Inflections of Nouns

1. Plural Case
Add –es or –s to nouns except for those nouns which require a
change in spelling to convert into its plural case.
e.g. book  books
lily  lilies
church  churches
knife  knives
child  children

2. Possessive Case or Genitive Case

Add –‘s to singular nouns, whether they end in -s or not. Add only
apostrophe to plural nouns ending in -s and –‘s to plural nouns not ending in
–s.
e.g. bag of Mario  Mario’s bag
peak of mountain  mountain’s peak
shelter of oxen  oxen’s shelter
paper of students  students’ paper
blessing of Jesus  Jesus’s blessing

Derivation of Nouns

1. Added to verbs
Suffixes are added to verbs to derive them into nouns.
e.g. break (V) + -age = breakage (N)
employ (V) + -ee = employee (N)
include (V) + -sion = inclusion (N)
drive (V) + -er = driver (N)
develop (V) + -ment = development (N)
 study (V) + -ent = student (N)
refuse (V) + -al = refusal (N)
endure (V) + -ance = endurance (N)
bake (V) + -ry = bakey (N)

2. Added to adjectives
Suffixes are added to adjectives to derive them into nouns.
e.g. similar (Adj) + -ity = similarity (N)
dark (Adj) + -ness = darkness (N)
urgent (Adj) + -cy = urgency (N)

3. Added to other nouns

Suffixes are added to other nouns to derive them into nouns.
e.g. astronomy (N) + -er = astronomer (N)
Marx (N) + -ism = Marxism (N)
friend (N) + -ship = friendship (N)
bag (N) + -age = baggage (N)
library + -ian = librarian (N)

Properties of Nouns

1. Number
It refers to whether a noun or pronoun is singular or plural.

2. Gender
It refers to the sex of a noun.

 Masculine
It indicates the male sex.
e.g. brother, nephew, father, John

 Feminine
It indicates the female sex.
e.g. sister, niece, mother, Mary
  Common
It indicates uncertainty of sex which is either male or female.
e.g. teacher, parent, cat, child, doctor

 Neuter
It indicates that an object is without sex.
e.g. rock, leaves, sea, mountain, phones

3. Person
It refers to the speaker of a statement in relation to the subject.

 First Person
The subject is the speaker.
e.g. I, Rodrigo Duterte, President of the Philippines, do hereby appoint
and set apart Friday, the second day of November, to be observed as
a special non-working holiday.

 Second Person
The subject is the one spoken to.
e.g. James, come and solve this equation.

 Third Person
The subject is the person or thing spoken about.
e.g. Kelly ate those hot peppers.

4. Case
It tells the use of a noun in relation to other words in the sentence.

 Nominative Case
It indicates that a noun is doing or being something in the sentence. A
noun in the nominative case can be a subject, a subject compliment
or an appositive.
e.g. Stella arranged the furniture.
 My favorite game is soccer.
My friend, Lora, is getting a new haircut.

 Objective Case
It indicates that a person or a thing is being acted upon. A noun in the
objective case can be used as the direct object, indirect object or
the object of the preposition.
e.g. My mother cooked spaghetti.
Rico built this miniature for my cousin.
The toilet is situated outside the plenary hall.

 Possessive/Genitive Case
It indicates that a person or a thing owns something. The possessive
form of a noun is usually formed by adding an apostrophe (‘) or an
apostrophe s (‘s).
e.g. Mia lost her mother’s necklace.
The bees’ hive is getting bigger.
Her brother accompanied her to Vincent’s birthday party.

PRONOUNS

A pronoun is a noun in a sentence. The noun that is replaced is called an

antecedent.

Properties of Pronouns
Pronouns have four main properties: number, gender, person and case.
Possessive
Types Nominative Possessive Objective
Noun
Singular First Person I my me mine
Second
you your you yours
Person
Third Person he his him his
 she her her hers
it its it its
First Person we our us ours
Second
Plural you your you yours
Person
Third Person they their them theirs

Classes of Pronouns

1. Personal Pronouns
These refer to a specific person or thing. Their form changes to
indicate a person, number, gender, or case. (see Properties of Pronouns)
e.g. You are my partner.
She looks like a princess.
I am willing to do the job.

2. Demonstrative Pronouns
These point to and identify a noun or a pronoun. This and these refer
to things that are nearby in space or time, while that and those refer to
things that are farther away in space or further away in time.
e.g. This is the dress I will wear.
That is my brother in blue shirt.
These are my pet cats and dogs.
I’ll pay for those.

3. Interrogative Pronouns
These are used to ask questions. The interrogative pronouns are who,
whom, which, and what. It is important to remember that who and whom
are used to refer to people, while which are sued to refer to things and
animals. Who acts as the subject, while whom acts as the object.
e.g. Which is the best restaurant?
What did he tell you?
Whom should we invite?
 Who is she?

4. Relative Pronouns
These are used to link one phrase or clause to another phrase or
clause. The relative pronouns are who, whom, that and which. The
compounds whoever, whomever and whichever are also commonly used
relative pronouns.
e.g. Whoever added the bill made a mistake.
The bill, which included all our meals, was larger than expected.
The waiter who served us doesn’t know how to add.

5. Indefinite Pronouns
These refer to an identifiable, but not specified, person or thing. An
indefinite pronouns conveys the idea of all, any, none, or some. These are
the common indefinite pronouns: all, another, any, anybody, anyone,
anything, each, everybody, everyone, everything, few, many, nobody,
none, one, several, some, somebody, and someone.
e.g. Everybody got lost on the way there.
Somebody forgot to bring the map.
No wonder so few showed up.

6. Reflexive Pronouns
These refer back to the subject of the clause or sentence. The
reflexive pronouns used in writing English are myself, yourself, herself,
himself, itself, ourselves, yourselves, and themselves.
e.g. She baked a cake for herself.
We decided to eat it ourselves.
They should be ashamed of themselves.

7. Intensive Pronouns
These are used to emphasize their antecedent. Intensive pronouns
are identical in form to reflexive pronouns.
e.g. I myself looked for the answer to this problem.
They themselves know that it was her plan all along.
 You yourself should announce to the class the schedule for tomorrow.

Integration

Spy Nouns
Mechanics:
1. Have each student take out a sheet of paper.
2. Tell them to write down every noun they see in their houses or
surroundings.
3. Give one point for common nouns, two points for plural nouns, three
points for proper nouns, and five points for collective nouns.
4. If a student finds a nouns that no one else writes down, they get ten
points for that noun.
5. The student who garners the highest point wins.

ID My Function
Directions: Read each sentence carefully. Identify how the underlined noun or
pronoun functions in the sentence. Write your answer on the blank
provided.

1. My teacher, Mrs. Sayson, is very attentive to students’ questions.

_________
2. I gave the money to him. ______________
3. My mother adds her secret recipe to make her dishes delicious.
__________
4. The howl of the wolves scared the campers at night. __________
5. My teacher transferred me to another section. ___________
6. She brought hula hoops for our Christmas party. ____________
7. That drone hovered above the city for hours. ____________
8. We like the video so much. ___________
9. Abby, my friend, called me last night. __________
 10. My father is a mechanic. __________
11. Mr. Agbayani took off his shirt and showed off his flabs. ___________
12. This is a smartphone. __________
13. I got this present from her. ___________
14. Maybe we should ask them. _____________
15. I asked her a question but she did not answer. ______________

Reflect On It!
Direction: Write a short reflection on how important nouns and pronouns. Limit
your essay to two paragraphs only.
ACTIVIT
Y
2
ADJECTIVES

Activity Intended Learning Objectives

At the end of the activity, you must have:

3.2.1. defined adjectives in your own words;UILO1

3.2.2. discussed the different forms of adjectives;UILO1

3.2.3. identified adjectives in a given text;UILO1 and

3.2.4. constructed a poem containing adjectives.UILO3

 Introduction

Adjective Elimination
Mechanics:

1. Divide the class into ten groups to play this game.

2. Present a picture to the class.
3. For the next sixty seconds, each group must write down as many adjectives
to describe the picture.
4. At the end of the minute, have groups compare their lists. Any word that
groups listed gets crossed off.
5. Each group gets 1 point for every remaining adjective and minus 1 point for
every word which is not an adjective.
6. Repeat steps 2 to 5 for the second round.
7. The group with the most points wins the game.

Pictures:
 Interaction

ADJECTIVES

Adjectives are words that describe or modify the qualities or states of being
of nouns and pronouns. They can also describe the quantity of nouns and
pronouns. They also act as a complement to linking verbs.

Classes of Adjectives
1. Descriptive Adjectives
These are words which describe nouns and pronouns. Most of the
adjectives belong in this type. These adjectives provide information and
attribute to the nouns/pronouns they modify or describe. They are also
called qualitative adjectives.
Participles are also included in this type of adjective when they
modify a noun.
e.g. I have a fast car.
She is hungry.
The black cats are eating.
James saw a flying eagle.

2. Quantitative Adjectives
These provides information about the quantity of the nouns/pronouns.
This type belongs to the question category of “how much” and “how many”.
They are usually used to describe and modify uncountable nouns and
pronouns.
e.g. I have 20 pesos in my wallet.
The baby drank some milk.
 June did not eat any rice this morning.

3. Proper Adjectives
These are adjectives formed of proper nouns. When proper nouns
modify or describe other nouns/pronouns, they become proper adjectives.
“Proper” means “specific” rather than “formal” or “polite”.
A proper adjective allows us to summarize a concept in just one word.
Instead of writing/saying “a food cooked in Chinese recipe”, we can write/say
“Chinese food”.
Proper adjectives are usually capitalized as proper nouns are.
e.g. American cars are very strong.
Filipino foods are our pride.
I love Jollibee burgers.
Marxist philosophers despise capitalism.

4. Demonstrative Adjectives
These directly refer to something or someone. Demonstrative
adjectives include the words: this, that, these, those.
They work alone and do not precede a noun. They always come
before the word it modifies.
e.g. That building is gorgeously decorated.
This car is my uncle’s.
Those rocks are blocking the way.
These cats are cute.

5. Possessive Adjectives
They indicate possession or ownership. They suggest the
belongingness of something to someone/something.
Some of the most used possessive adjectives are my, his, her, our,
their, and your. These words demand a noun after them.
e.g. My car is parked outside.
His dog is very small.
Our job is not yet done.
6. Interrogative Adjectives
They ask a question. They must be followed by a noun or pronoun.
These are: which, what, whose. These words will not be considered as
adjectives if a noun does not follow right after them.
Whose also belongs to the possessive adjective type.
e.g. Which phone do you use?
What game do you want to play?
Whose laptop is this?

7. Numeral Adjectives
These are used to denote the number of nouns or the order in which
they stand. It tells us the number of people or things and maintain clarity by
giving exact information.
a. Definite Numeral Adjectives
These are the set of cardinal and ordinal numbers. The word
definite tells us that these adjectives tell us the exact number of people
or things.
Cardinal Numbers Ordinal Numbers
one first
two second
three third
five fifth
ten tenth
thirteen thirteenth

e.g. Michelle is the second girl in our class to recite the poem.
There are eight apples in the basket.
She is celebrating her twenty-third birthday.
He is going to sell his five laptops.

b. Indefinite Numeral Adjectives

They only give tentative numeral idea of nouns. They do not give
us the exact number of people or things. These include few, no, all,
 several, some, many, most and others.
e.g. I gave some chocolates to her.
My friend asks for a few moments alone.
Several journalists wrote about this morning incident.

c. Distributive Numeral Adjectives

They denote singular number of noun among many. These are
always followed by a singular noun and a verb. These include each,
every, either, neither and others.
e.g. Every moment counts.
Each student is responsible for cleaning the classroom.
Either way is correct.

8. Articles
They also modify nouns. They determine the specification of nouns. A
and an are used to an unspecific noun, and the is used to refer to a specific
noun.
e.g. A cat is always afraid of water.
The cat is afraid of me.
An electronic product should always be handled with care.

Position of Adjectives
When two or more adjectives are strung together, they should be ordered
according to the following list.
Placement Type of Adjective Examples
 Article  a, an, the
1  Demonstrative Determiner  this, that, those, these
 Possessive Determiner  my, your, his, our
2 Quantity one, three, ninety-nine

3 Opinion or Observation beautiful, clever, witty

4 Size big, medium-sized, small

5 Physical Quality thin, lumpy, cluttered

 6 Shape square, round, long

7 Age young, middle-aged, old

8 Color red, blue, purple

9 Origin or Religion French, Buddhist, Irish

10 Material metal, leather, wooden

11 Purpose mixing, drinking, cooking

Examples:
That’s a lovely mixing bowl.
Who got my two black, wooden spoons?
Give your ticket to the old Italian waiter.

Properties of Adjectives
1. Stackable
One of the characteristics of adjectives is that they can occur in a
string—they can occur one after another. However, stacking adjectives
successively beyond three is a rarity. Thus, it is essential to note that
adjectives are usually stacked in a preferred order.
e.g. An ugly, old, yellow tin bucket stood outside the kitchen.

2. Gradability
Adjectives can be placed in continuum of intensity, with the intensity
increasing or decreasing depending on the intensifier chosen.
[Less intense] [More intense]
somewhat rare, quite rare, rare, very rare, extremely rare

Adjectives that can be compared are also called gradable adjectives.

Comparative forms show differences/contrasts between two things or
groups. Superlative forms show differences in three or more things or
groups.
Comparison do not apply to absolutes such as unique, possible,
impossible, horizontal, round, square, and fatal. They can co-occur with
 words like nearly and almost.
e.g. The accident was fatal.
The accident was nearly fatal.
The accident was almost fatal.

3. Modifiable
Adjectives are modifiable. They are modified by adverbs.
e.g. These shrimps are unusually large.
They appear to be remarkably happy.

Degrees of Adjectives
1. Positive Degree
It is used when no comparison is made at all.
e.g. John’s car is fast.

2. Comparative Degree
It is used when two persons or things are compared with one another.
The adjective is inflected with -er.
e.g. John’s car is faster than Kyle’s.

3. Superlative Degree
It is used when more than two persons or things are compared with
one another. The adjective is inflected with -est.
e.g. Of the three cars, Walker’s is the fastest.
 Integration

Adjective Hunt

Directions: Read the following paragraph below. Identify and underline all
adjectives present in the text.

The subway is an assault on your senses. You walk down the steep, smelly
steps on the subway platform. On the far right wall, a broken clock show that the
time is four-thirty. You wonder how long it has been broken. A mother and her
crying child are standing to your left. She is trying to clean dried chocolate syrup
off the young child’s face. Farther to the left, two old men are arguing about the
most recent tax increase. You hear a little noise and see some paper trash roll by
like a soccer ball. The most interesting thing you see while you are waiting for
your subway train is a poster about Jamaica. Deep blue skies, a lone palm tree,
and sapphire waters call you to this exotic faraway place.

Poem Writing

Directions: Compose a three-stanza poem about your favorite place. Publish it in

your respective Facebook accounts.
ACTIVIT
Y
3
VERBS

Activity Intended Learning Objectives

At the end of the activity, you must have:

3.3.1. discussed the different classes, formations and properties of

verbs in your own words;UILO1

3.3.2. used correct forms of the verbs in the given sentences; UILO3
and

3.3.3. constructed paragraphs which employ correct forms of

verbs.UILO3
 Introduction

And
Then…
Mechanics:
1. Pick a verb from the list of verbs provided in your individual handouts.
2. Use that verb to construct the first line in a story.
3. Once done, choose another student from the class to create the next line of
the story using one of the verbs on the list.
4. Make sure that you do not choose the verbs which have already been
chosen.
5. Repeat the previous steps until the list is through.

List of Verbs

Become Cost Dive Arrive Go Eat Freeze

Make Write Leave Blow Hit Know Rise
Ring Run See Show Plant Teach Wake
Allow Dream Fall Build Beat Feel Cry
Drive Fight Draw Fly Give Hear Choose
Come Lose Say Pay Sing Read Drink

Interaction

VERBS
 Verbs are words which are used to describe an action, state, or occurrence.
They also form the main part of the predicate of a sentence.

Classes of Verbs
1. Action Verbs
They express an activity that a person or thing can do. They
express action and are the best ones to use in writing to move the story
forward and create tension.
e.g. Leonard eats a cake.
The bear chased the salmon in the shallow rapids.
I drank milk from the pack.

2. Stative Verbs
They describe a state rather than an action. They often relate to
thoughts and opinions, feelings and emotions, senses and perceptions,
and possession and measurement.
e.g. I know the answer.
She really likes you.
He seems happy at the moment.

3. Transitive Verbs
They require a direct object to receive the action. They can also
have an indirect object, which is a noun, pronoun, or noun phrase that
comes before a direct object and indicates the person or thing that
receives what is being given or done.
Direct objects answer the question “what”.
e.g. I saw a dog.
The postman gives Sarah a letter.
I eat ice cream a lot.

4. Intransitive Verbs
They do not need direct objects to receive the action. There is no
word in the sentence that tells who or what received the action of the
 verb. While there may be a word or phrase following an intransitive verb,
they typically answer the question “how”, “where”, “when” or “how long”
e.g. Her car died suddenly last week.
Someone coughs loudly.
Rose went outside.

5. Linking Verbs
They connect the subject of a sentence to a noun or adjective
that renames or describes the subject. This noun or adjective is called
the subject complement.
e.g. Lisa is in love with Charles.
I am a teacher.
We are very happy.

6. Auxiliary Verbs
They are also called helping verbs. They accompany main
verbs to help express possibility, tense, voice or mood. The main verb
with its accompanying helping verb is called as verb phrase.
e.g. The children are going to school.
Maggie has washed the dishes.
The trip might be fun.

7. Modal Verbs
They are used to express ideas such as ability, possibility,
permission, and obligation. When adding a modal verb in the sentence
together with the main verb, you have formed a verb phrase.
e.g. I can speak four languages.
May I borrow your phone?
I have to take off my shoes before entering the house.

8. Regular Verbs
They form their past tense and past participle by adding -d or -ed
(or in some cases -t) to the base form.
e.g. We finished the project.
 She walked away.
I tasted her cookies.

9. Irregular Verbs
They do not form their simple past tense and past participle
forms by adding -d nor -ed.
e.g. She wrote the script for the movie.
Uncle Ben came to work.
Aira forgot to finish her coffee.

Properties of Verbs
1. Voice
The voice of the verb describes the relationship between the
action or state that the verb expresses and the participants identified by
its arguments. In other words, it is a term used to describe whether a
verb is active or passive.

a. Active Voice
In active voice, the subject of the verb is doing the action of the
verb.
e.g. The dog bit the postman.
We play basketball.
The sharks will attack the cage.

b. Passive Voice
In passive voice, the subject of the verb is being acted upon.
e.g. Our dinner was eaten by the dog.
The bank got robbed last night.
Philosophy was considered science once.

2. Mood
Mood is the attitude a verb conveys in a sentence. Verb moods
indicate a state of being or reality. Changing the verb’s mood will change
the tone of the sentence.

a. Indicative
It expresses an assertion, facts, or opinions. It is the “normal”
verb form.
e.g. She is happy.
This book is three-hundred pages long.
I walk my dogs to the park every day.

b. Imperative
It expresses command, prohibition, entreaty or advice. This
mood is used to give order or make requests. Often the subject is
implied rather than stated.
e.g. Smile!
Call me when you get home.
Get in this house right now!

c. Interrogative
It expresses a state of questioning. You will often notice
inversion in the order of subject and verb.
e.g. Is she happy?
Are you going home?
Did you turn off the lights?

d. Conditional
It indicates a conditional state that will cause something else to
happen. It is used to make requests and to refer to situations which
are uncertain or which depend on something else happening or
being the case.
It is made from the auxiliary verb would, could, or should and
the infinitive of the other verb without “to”. They are often set
off by the words if or when.
e.g. They could be happy.
If I study hard, I will do well on the test.
 We would live in Spain if we had the money.

e. Subjunctive
It is used to express a wish or possibility. Specifically, it
expresses doubt or something contrary to fact. Something is not
factual, but probable, unlikely, hoped for, or feared.
It is typically found in formal English constructions with “that”
and with verbs such as suggest, demand, insist, ask,
recommend, and others.

 Present Subjunctive
The form in the present tense is exactly the same as the
base form in all persons of the verb. That is, there is no -s on
the 3rd person singular.
The subjunctive is used in subordinate clauses that follow
verbs expressing a desire, a demand, a formal
recommendation, or a resolve.
e.g. I only ask that he cease behaving in this extraordinary
manner.
I demand that he do something to make up for this.
Is it really necessary that she work all hours of the day?

 Past Subjunctive
The past subjunctive form were is sometimes used with
the 1st and 3rd person singular, in place of the normal past
form was.
The past subjunctive may be used after if or I wish to
express regret or longing.
e.g. If your father were alive he would help you.
I wish I were taller.
If I were rich I would buy a Ferrari.

The past subjunctive may be used after as if / as though

and similar expressions, to express doubt or improbability.
 e.g. You talk to him as if he were your slave.
Some people behave as though dogs were human.
She cries a lot as if she were a two-year old brat.

3. Tense
The tense of a verb is determined by when the action took
place. The three main tenses are past tense, present tense, and future
tense. The tense of a verb can also tell us things like whether the action
is habitual, ongoing, or completed. This is called the aspect of the verb,
which is part of tense.
a. Simple Present
It refers to the present in general.
 We use it to talk about our thoughts and feelings at the present
moment or about our immediate reactions to something.
e.g. I am terribly busy.
He looks excited.
She seems sad about the result.

 We use it to talk about a settled state of affairs which includes

the present moment.
e.g. He lives in Tangub City now.
Our teacher is very competent and considerate.
We study in GADTC.

 We use it to say something that is always or generally true.

e.g. There are 24 hours a day.
The earth revolves around its own axis.
The earth’s natural satellite is the moon.

 We use it to talk about something about a particular person or

thing does regularly or habitually.
e.g. I read a book every day.
Shelly gets up early every day to take a bath.
Every Sunday, Leonard attends church services.
  We use it to discuss what happens in a book, play, or film.
e.g. In the movie, he plays the character of Juan Tamad.
In those early chapters, he keeps himself isolated from the
other people in the village.
In the TV sitcom, Kaley plays the character of Penny.

 We use it to describe an event such as a sports match or a

ceremony at the time it is happening as radio and TV
commentators do.
e.g. Doods takes the ball, then passes it quickly to Alfie. Alfie turns,
shoots, and scores two points.

b. Simple Past
It states a definitive time in the past. An adjunct of time or other
time expression is necessary to specify the particular time in the
past we are referring to.
 We use it to say that an event occurred or that something was
the case at a particular time in the past.
e.g. The university officials flew into Jakarta last week to sign a
memorandum of agreement with a sister school.

 We use it to say that a situation existed over a period of time in

the past.
e.g. He lived in his ancestral home in the countryside during his last
years.

 We use it to talk about an activity that took place regularly or

repeatedly in the past, but which no longer occurs.
e.g. We swam in the river a great deal in my childhood.

c. Simple Future
It is an expression of what we think might happen or what we
intend to happen.
  We use it to say that something is planned to happen, or that
we think it is likely to happen in the future.
e.g. What do you think will Ella do to fix it?

 We use it to talk about general truths and to say what can be

expected to happen if a particular situation arises.
e.g. An attack of dengue fever will keep a man off work for a few
days.

d. Present Perfect
It talks about past in relation to the present. We cannot use
adjuncts or expressions which place the action at a definite time in
the past.
 We use it to mention something that happened in the past but
we do not want to state a specific time.
e.g. I have read the book several times.

e. Past Perfect
It talks about events before a particular time in the past.
 We use it to talk about a past event or situation that occurred
before a particular time in the past.
e.g. Mimi washed the dishes after she had finished her homework.

f. Future Perfect
 We use it to refer to something that has not happened yet, but
will happen before a particular time in the future.
e.g. By the time he graduates, his parents will already have left for
New Zealand.

g. Present Progressive
 We use it to talk about something that is happening at the
moment we are speaking.
e.g. He is already feeling bored and hungry.
  We use it to emphasize the present moment or to indicate that
a situation is temporary.
e.g. She is spending the summer in her hometown.

 We use it to indicate changes, trends, developments, and

progress.
e.g. Their performances in class are improving.

 We use it to talk about a habitual action that takes place

regularly, especially one which is new or temporary.
e.g. I am spending a lot of time on my assignments these days.

h. Past Progressive
 We use it to talk about continued states or repeated actions
which occurred in the past.
e.g. His body was trembling; his fever was rising.

 We use it to contrast a situation with an event which happened

just after that situation existed. We use the past continuous to
describe the first event and the simple past to describe the
event which occurred after it.
e.g. We were standing at the main gate waiting to welcome the
guest speaker when Howard arrived 20 minutes later.

i. Future Progressive
 We use it to say something will surely happen because
arrangements have been made.
e.g. They will be sending their students regularly to the university
for English proficiency enhancement.

j. Present Perfect Progressive

 We use it to talk about an activity or situation that started at
some time in the past, continued, and is still happening now.
e.g. The economy has been declining in many parts of the world.
 k. Past Perfect Progressive
 We use it emphasize the recentness and duration of a
continuous activity which took place before a particular time in
the past.
e.g. The old woman had been living alone in that dilapidated house
when she died last month.

 We use it to say that something was expected, wished for, or

intended before a particular time in the past.
e.g. I had been expecting a phenomenal rise in his political career
before he suddenly gave up on it.

l. Future Perfect Progressive

 We use it to emphasize the duration of an event at a specific
time in the future.
e.g. By September 2025, Clara will have been serving this college
for 23 years.

Perfect
Simple Progressive Perfect
Progressive

Base form + s Am/is/are + Has/have + Has/have +

Present base form + past participle been + base
-ing form + -ing
Base form + was/are + Had + past Had + been +
Past -d/-ed base form + participle base form +
-ing -ing
Will/shall + Will/shall + be Will/shall + Will/shall +
base form + base form + have + past have + been +
Future
-ing participle base form +
-ing

4. Person
There are three persons of the verb in relation to the subject of
the sentence. They are first person, second person, and third person.
First person refers to the person who is speaking. Second person refers
to the person being spoken to. Third person refers to the person who is
 spoken of.

5. Number
Just like nouns and pronouns, the numbers of the verb depend
on the subject of the sentence. There are two namely singular and
plural.

(Note: To see the relationship between person and number relating to verbs,
examine the table below.)

Singular Number Plural Number

First Person I am We are
Second Person You are You are
Third Person He/she/it is They are

Principal Parts of the Verbs

In English, there are four principal parts or forms of a verb. These parts are
used to form tenses, which tell us when an action occurred.

Principal Parts
Present Past
Base Present Past
Participle Participle
walk walk/s walking walked walked

dance dance/s dancing danced danced

write write/s writing wrote written

sing sing/s singing sang sung

Verbals
They are words formed from a verb but function as a different part of
speech. There are three kinds of verbals: gerunds, participles, and infinitives.

1. Gerunds
These are formed by adding -ing to the base form of the verb. They
function as nouns.
 e.g. Watching TV makes me happy.
My hobby is baking chocolate cakes.
There is no point in talking.

2. Participles
These are formed from verbs and function as adjectives. There are
two types of participles: present participles and past participles.
Present participles end in -ing, while past participles end in -d, -ed,
or -en.
e.g. The soaring price of wool affected my business.
He is a forgotten hero.
The singing bird made my day.
She had some grilled beef for lunch.

3. Infinitives
These are formed by using “to” + verb. They function as nouns,
adjectives or adverbs.
e.g. I like to run.
To win, you need the highest number of points.
This is the best time to start.

Integration

Verb on
Tense!
Directions: Use the verb inside the parenthesis to be written on the blanks. Make
sure to transform the verb into its correct tense before writing it on the
blank. Review your previous lesson on the 12 tense-aspects.
1. Fashion is important to Caroline, so he always ____________ the latest and
most popular style. (select)
2. Grace ___________ it to me in detail yesterday. (explain)
3. Mike ____________ on thin ice for two hours when he heard the first crack.
(skate)
4. In Jane Austen’s Sense and Sensibility, Marianne ____________ her ankle.
(sprain)
5. Last Saturday, Natalie _______________ hours watching public television.
(spend)
6. In one scene, William’s character ______________ the murder of a
veterinarian. (investigate)
7. After Jessa ___________ an hour in the emergency room, the doctor
examined him and announced that the gymnast was free to go. (wait)
8. It is still very early. I am sure we __________________ on time. (arrive)
9. When he turns fifty years old this year, he ___________________ a bicycle
for 45 years. (ride)
10. The company _______________ moving its facilities to Oroquieta, but
chose Dipolog instead. (consider)
11. Damon ______________ his love for Elena for numerous times
already. (confess)
12. The children ________________ patintero when a dog suddenly
barked at them. (play)
13. The construction worker _________________ that house all summer.
(build)
14. Freddy __________________ books before the nanny began taking
him to the library. (skim)
15. Seagulls ___________________ from the fishermen’s nets as they
pulled them in. (steal)
16. The lake ___________________ water for the town since 1902.
(supply)
17. Some audience members ______________ when the sad movie
ends. (cry)
18. The dog ____________ the neighbor last night. (bite)
19. She is allergic to sea foods. She ______________ mussels again.
 (eat)
20. The hedge _______________ very fast last summer, so it needed
trimming every week. (grow)

The Better Ending

Directions: Choose any movie/novel/story/anime/TV drama series that you wish

to change its ending. Write your own ending in at least two (2)
paragraphs. Make sure to employ the correct form of verbs in your
writing. Do not forget to include the title of the
movie/novel/story/anime/TV drama series that you have chosen.
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 ______________________________________________________
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______________________________________________________

ACTIVIT
Y
4
ADVERBS

Activity Intended Learning Objectives

At the end of the activity, you must have:

3.4.1. consolidated ideas on adverbs;UILO1

3.4.2. constructed paragraphs which employ proper usage of

adverbs;UILO3 and

3.4.3. evaluated appropriate usage of adverbs in varied

contexts.UILO2
 Introduction

Hot Adverb
Mechanics:
1. Write a sentence with one adverb on the board/screen.
2. Model the action in front of the class/camera.
3. Draw a student’s name from the mystery box as music plays.
4. Stop the music. Change the adverb in the sentence by choosing a new one
from a list of adverbs.
5. The student whose name is picked from the mystery box performs the action
in front of the class/camera. If they’re incorrect or don’t want to perform it,
they’re out.
6. Continue playing until you run out of adverbs or one student is left.

Interaction

ADVERBS

Adverbs are words/set of words that modify verbs, adjectives, and other
adverbs. They tell when, where, and how an action is performed or indicates the
quality or degree of the action.
 Many adverbs end in –ly but some words which end in –ly are not adverbs;
some may be adjectives. Many words can be both adverbs and adjectives
according to their activity in the sentence.

Classes of Adverbs
1. Adverbs of Time
It tells us when something is done or happens. We use it at the
beginning or at the end of a sentence. We use it as a form of emphasis
when we place it at the beginning.
Adverbs of time include afterwards, already, immediately, last
month, now, soon, then, and yesterday.
e.g. He collapsed and died yesterday.
Ian’s factory was burned down a few months ago.
Last week, we were stuck in the list for an hour.

2. Adverbs of Place
They tell us where something is done or happens. We use it after the
verb, direct object or at the end of a sentence. Adverbs of place include
words such as above, below, here, outside, over there, there, under, and
upstairs.
e.g. We can stop here for lunch.
The schoolboy was knocked over by a school bus.
They rushed for their lives when fire broke out in the floor below.

3. Adverbs of Manner
They tell us how something is done or happens. Most adverbs of
manner end in –ly such as badly, happily, sadly, slowly, quickly, and
others that include well, hard and fast.
e.g. The Salvatore brothers were badly injured in the fight.
They had to act fast to save the others floating on the water.
At the advanced age of 88, she still sang very well.

4. Adverbs of Degree
 They tell us the level or extent that something is done or happens.
Words of adverb of degree are almost, much, nearly, quite, really, so,
too, very and others.
e.g. The room was too dark when we came in.
The referee had to stop the match when it began to rain really heavily.
The victim nearly died from his injuries.

5. Adverbs of Frequency
They tell us how often something is done or happens. Words used as
adverbs of frequency include again, always, frequently, generally, hardly,
never, occasionally, seldom, sometimes, twice, usually and others.
e.g. He watched that movie thrice already.
Sometimes, Ma’am Angel stays late in the office to finish encoding
her students’ grades.
She never said that to me.

Comparison of Adverbs
There are three degrees of comparison in adverbs – positive, comparative,
and superlative. The adverbs form their comparatives and superlatives using –er
and –est, and more and most. Adverbs that end in –ly use the words more and
most to form their comparatives and superlatives.

The one-syllable adverbs use –er in their comparative form, and –est in the
superlative form.
Positive Comparative Superlative
Early earlier earliest
Fast faster fastest
Loud louder loudest
Near nearer nearest
Soon sooner soonest
Late later latest
hard harder hardest
Adverbs which end in –ly or have three or more syllables each form the
comparative with more and the superlative with most.
Positive Comparative Superlative
angrily more angrily most angrily
freely more freely most freely
dimly more dimly most dimly
quietly more quietly most quietly
loudly more loudly most loudly
gladly more gladly most gladly
sweetly more sweetly most sweetly

Some adverbs form the comparative and the superlative irregularly.

Positive Comparative Superlative
badly worse (than) worst (the)
far farther farthest
far further furthest
little less least
much/many more most
well better Best

The comparative form is used to compare two things.

e.g. We must reach there not later than 7 o’clock.
You speak more loudly than a loudspeaker.
Sirius shines more brightly than all the other stars.

The superlative form is used to compare three or more things.

e.g. Elena arrived the earliest in the classroom, so she had to wait for the
others.
Why do you have to speak the most quietly of all the meeting?
Of all the girls, my best friend sang the most sweetly.

Irregular adverbs are formed differently from the other adverbs.

e.g. Of the two teddy bears, which do you like better?
 This has to be the farthest I have ever walked in my life.

Special Uses of Adverbs

1. Short and shortly
Short is used as an adverb in expressions like stop short (which
means stop suddenly) and cut short (which means interrupt).
Shortly means “soon”.
e.g. You will hear from us shortly.
The celebration was cut short because of the accident.

2. Slow and slowly

Slow is an adjective; slowly is an adverb. However, slow can be used
as an adverb after verbs like go and drive.
e.g. Go slow.

3. Sound and soundly

Sound is used as an adverb in a few expression. In other cases, we
usually use soundly.
e.g. The baby is sound asleep.
The baby is sleeping soundly.

4. Straight
Straight is used both as an adjective and as an adverb.
e.g. A straight road goes straight from one place to another.

5. Tight and tightly

Tight is an adjective; tightly is an adverb. After certain verbs, tight can
also be used as an adverb. Common expressions are hold tight and packed
tight. Note that before a verb, we always use tightly.
e.g. I need you to hold this tight.
The lid was tightly closed.

6. Wrong and wrongly

The normal adverb is wrongly. In an informal style, wrong can be used
 instead of wrongly after a verb.
e.g. I wrongly believed that I was going in the right direction.
You guessed it wrong.

Integration

Adverb Narrative
Directions: Compose a two-paragraph narration of your happiest/best experience
during your stay in GADTC as a student. You can include as many
adverbs as you want but make sure to employ its proper usage.
Write your narrative below. Do not forget to include a short title.
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Correct Me If I’m
Wrong
Directions: Evaluate whether the underlined words or adverbs are properly used
or not. Put a  mark on the blank before the number if the underlined
word shows proper usage of an adverb and a  mark if it does not. If
it is not properly used, write the correct word beside the  mark.

_________ 1. The alligator, a loyal member of the Union of Fictional Creatures,

sure resented the cartoon duck’s presence near the drainpipe.
_________ 2. The knight raised his sword and held it highly.
_________ 3. “How dare you invade my personal space?” inquired Seline angrily.
_________ 4. My friends entered a particularly narrow tunnel.
_________ 5. The two fighters swift circled each other, both looking for clear
advantage.
_________ 6. Just then a poor dressed figure appeared in the driveway.
_________ 7. Toby left the room happily because he thought he had found a new
friend.
_________ 8. Recognizing the accurate signature and statement, the worker
sincerely apologized to her boss.
_________ 9. The whole group of soldiers celebrated noisy because they won the
war for their enemies were dumb enough to enter the zone.
_________ 10. Jane had to thread careful since she was in danger.
ACTIVIT
Y
5
PREPOSITIONS

Activity Intended Learning Objectives

At the end of the activity, you must have:

3.5.1. determined appropriate usage of prepositions;UILO1 & UILO2 and

3.5.2. used correct prepositions in either oral or written

discourses.UILO3
 Introduction

Bathroom Dilemma!
Directions: Answer the following items by referring to the picture below. Choose
the more appropriate word from the parentheses to be placed on each

blank.

1. The cat is _______ the towel. (behind, by)

2. The toilet is _______ the sink. (next to, below)
3. The shampoo is _______ the conditioner. (beside, among)
4. The soap is _______ the things on the shelf. (among, above)
5. The books are _______ the soap. (above, under)
6. The toilet paper is _______ the toilet. (below, beside)
7. The cat is _______ the shower. (near, far from)
8. The mirror is ________ the sink. (above, in front of)
 9. The sink is ________ the toiler and the towel. (in front of, between)
10. The towel is _________ the sink. (under, next to)

Interaction

PREPOSITIONS

A preposition is a word that indicates the relationship between a noun and

the other words of a sentence. They explain relationships of sequence, space,
and logic between the object of the sentence. They help us understand order, time
connections, and positions.

Some Trivia on Prepositions

1. They are closed class of words. This means that no new preposition gets
added to the language. We use a fixed set of prepositions.
2. Prepositions do not have any other form. They cannot be plural, possessive,
inflection, or anything else.
3. Most of the prepositions have many different contextual and natural uses.
So, it is easy to be confused about preposition.
4. Sometimes a preposition works as nouns, adjectives, and adverbs.
5. Prepositions can be of one, two, three, or even more words. Prepositions
with two or more words are called phrasal prepositions.

Types of Prepositions
1. Prepositions of Time
 They show the relationship of time between the nouns to the other
parts of a sentence.
On, at, in, from, to, for, since, ago, before, till/until, by, and others
the most common prepositions of time.
e.g. He started working at 10 AM.
The company called meeting on December 4.
There is a holiday in April.
He has been ill since Monday.

Prepositions of Time
Prepositions Uses Examples
 Many shops don’t
 days
open on Sundays.
on  weekend (American
 What did you do on
English)
the weekend?
 I visited Italy in July, in
spring, in 1998.
 months/seasons/year
 In the evenings, I like
 morning/evening/
in to relax.
afternoon
 This is the first
 period of time
chocolate I’ve had in
three years.
 night  It gets cold at night.
 weekend (British  What did you do at the
at English) weekend?
 used to show an exact  There’s a meeting at
or a particular time 2:30 this afternoon.
 from a particular time  England have not won
since in the past until a later the World Cup in
time, or until now football since 1966.
 used to show an  I’m just going to bed
for
amount of time. for an hour or so.

ago  back in the past; back  The expansion started

 in time from the
14 million years ago.
present
 at or during a time  I am always up before
before
earlier than sunrise.
 used when saying the
time, to mean before
 It’s fifteen to seven.
the stated hour
to  It’s only two weeks to
 until a particular time,
summer vacation.
marking end of a
period of time
past  telling the time  It is five past ten.
 used to show the time  The bank is open from
from
when something starts 8:30 to 3:00 everyday.
 We waited till/until half
until / till  up to (the time that)
past 12 for you.
 not later than; at or  She had promised to
by
before be back by 10:00 AM.
 a following
 Robin felt confident
after event/period of time
after the interview.
from a point
 a period of time
 I don’t entertain
throughout the course
during question during my
or duration of any
lunch break.
event or action

2. Prepositions of Place and Direction

They show the relationship of place between the nouns to the other
parts of a sentence.
On, at, in, by, from, to, towards, up, down, across, between,
among, through, in front of, behind, above, over, under, below, and
others are the most common prepositions of place/direction.
e.g. He is at home.
He came from England.
 The police broke into the house.
I live across the river.
Prepositions of Place and Direction
Prepositions Uses Examples
 present in a place or  He lives in the
in
enclosure Philippines.
 I met her at the bus
 used to show an exact stop.
position or particular  She placed the empty
place plates at the table.
at  table  We performed at an
 events orchestral concert.
 place where you are to  I studied at Gov.
do something typical Alfonso D. Tan
College.
 Look at the picture on
 attached
the wall.
 used to show that
 The apple is on my
something is in a
desk.
position above
 The shop is on the left
something else and
of the library.
on touching it
 My room is on the
 left, right
second floor.
 a floor in a house
 I love traveling on a
 used for showing some
plane.
methods of traveling
 My favorite program on
 television, radio
TV is WandaVision.
 The dog which is
 not far away in standing by / next to /
by, next to, beside, near
distance beside / near the
house is not mine.
between  in or into the space  The municipality lies
which separates two halfway between
 places, people or Ozamiz City and
objects Tudela.
 I hung my jacket
behind  at the back (of)
behind the door.
 further forward than  She asked something
in front of someone or something to the woman in front
else of the churchyard.
 lower than (or covered  The cat is sleeping
under
by) something else under the chair.
 lower than something  The bird is flying just
below
else below the thick cloud.
 above or higher than
 Tina held the umbrella
something else so that
over her head.
one thing covers the
 Most of the vases are
other
over Php 1,000.
over  more than
 I crossed over the
 across from one side
plank.
to the other
 I jumped over the
 overcoming an
puddle.
obstacle
 higher than something  They built a skywalk
above else, but not directly above the pedestrian
over it lane.
 from one side to the
other of something
 The pirates sailed
across with clear limits /
across the Pacific.
getting to the other
side
 a motion in the middle  We crawled slowly
through
of something through a tunnel.
 We are going to the
to  in the direction of
beach.
into  a motion towards/  The bike crashed into
 a fence.
going inside something  The police broke into a
drug den.
 a motion in the
direction of something  I stood up and walked
towards
or closer to someone towards him.
or something
 used to show
 I slipped as I stepped
onto movement into or on a
onto the stage.
particular place
 used to show the place
 The flight from Manila
from where someone or
is delayed again.
something starts

3. Prepositions of Agents or Things

They indicate a casual relationship between nouns and other parts of
the sentence. These are used for a thing which is the cause of another
thing in the sentence.
Of, for, by, with, about, and others are the most used and common
prepositions of agents or things.
e.g. This article is about smartphones.
Most of the guests have already left.
I will always be here for you.
He is playing with his brothers.
Prepositions of Agents or Things
Prepositions Uses Examples
 as a means of
conveyance
 They arrived by ship.
 through the agency,
by  The script was written
efficacy, work,
by Candice and Paul.
participation, or
authority of someone
with  by the use of; using  The wife opened the
 bedroom with her
spare key.
 by the agency or
means of
 I was talking on the
 used to indicate a
phone this morning.
on means of conveyance
 This car runs on
or a means of
diesel.
supporting or
supplying movement

4. Phrasal Prepositions
It is not a prepositional phrase, but they are a combination of two or
more words which functions as a preposition.
Along with, apart from, because of, by means of, according to, in
front of, contrary to, in spite of, on account of, in reference to, in
addition to, in regard to, instead of, on top of, out of, with regard to,
and others are the most common phrasal prepositions.
e.g. They along with their children went to Guimaras.
According to the new rules, you have to pay your fine.
In spite of being a good player, he was not selected.
I’m moving out of the dorm.
 Integration

How Do I Get
There?
Directions: Find a pair. Construct a short dialogue/script about giving directions
with your partner based on the picture below. Make sure to use
appropriate prepositions in your script. Utilize 10-15 prepositions in
your script/dialogue. Record yourselves in video while delivering the
dialogue.
ACTIVIT
Y
6
CONJUNCTIONS
 Activity Intended Learning Objectives

At the end of the activity, you must have:

3.6.1. explained the purpose of conjunctions;UILO1 & UILO2 and

3.6.2. displayed command on the appropriate usage of

conjunctions in written discourses.UILO3

Introduction

Conjunction ‘N Ladder
Mechanics:
1. Give each group of three an online copy of the conjunction ‘n ladder
game board, a dice and counters.
2. The players take turns to roll the dice and move their counter along the
board.
 3. When a player lands on a square with a conjunction, the player shall
construct a sentence using the conjunction and shares it to the members
of the group.
4. If the other members agree that the sentence is correct, the player stays
on the square. If not, the player goes back to their previous square.
5. The first player to reach the finish square wins the game.

Interaction

CONJUNCTIONS

A conjunction is the glue that holds words, phrases and clauses together.
There are three different kinds of conjunctions – coordinating, subordinating, and
correlative – each serving its own, distinct purpose, but all working to bring words
together. Through the use of conjunctions, we don’t have to write short, choppy
sentences.

Types of Conjunctions
1. Coordinating Conjunctions
They allow you to join words, phrases, and clauses of equal
grammatical rank in a sentence. The most common coordinating
conjunctions are for, and, nor, but, or, yet, and so. A comma is used when
a coordinating conjunction is joining two independent clauses.
e.g. I go to the park every Sunday, for I love to watch the ducks on the
lake.
I watch the ducks on the lake and the shirtless men playing soccer.
I don’t go for the fresh air nor for the ducks; I just like soccer.
I always take a book to read, yet I never seem to turn a single page.
I’m dating one of the players, so I watch the soccer game each week.

2. Subordinating Conjunctions
 They always introduce a dependent clause, tying it to an independent
clause. A dependent clause is a group of words that cannot stand alone as
a complete sentence. An independent clause, by contrast, can stand alone
as a complete sentence.
They often come first in a sentence. This is because of the nature of
the relationship between the dependent and the independent clause.
In English, there are many subordinating conjunctions. Here are the
most common examples:
Subordinating Conjunctions
After As long as Because Even though Lest
Although As though Before If Now that
As As much as By the time In order that Once
As if As soon as Even if In case Only
Only if So Than Unless Whenever
Provided that Supposing Though Until Where
Since That Till When Whereas
Wherever Whether or While In the event that
not

e.g. I can stay out until the clock strikes twelve.

Before he leaves, make sure his room is clean.
I drank a glass of water because I was thirsty.
As I write this letter, I know I must say goodbye.
Life has been happy since I moved to Calamba.

3. Correlative Conjunctions
They are tag-team conjunctions. They come in pairs, and you have to
use both of them in different places in a sentence to make them work. These
conjunction work together (co-) and relate one sentence to another. They
connect two equal grammatical terms. So, if a noun follows “both”, then a
noun should also follow “and”.
Here are some examples of correlative conjunctions:
Correlative Conjunctions
Both / and Either / or Not / but
Whether / or Neither / nor Not only / but also

e.g. I want either the pink sofa or the purple one.

I’ll study both English literature and art history.
I didn’t know whether you’d want milk or cream, so I grabbed both.
Why do you want to visit neither Ireland nor Scotland?
I took not only the red fan but also the grimoire.

Integration

Conjunct Thoughts
Directions: Express your agreement or disagreement on the statement below in
at least two (2) paragraphs. Make sure to use at least three (3)
coordinating conjunctions, at least three (3) subordinating
 conjunctions, and at least one (1) correlative conjunction. Underline
the conjunctions you have used.

Statement: In order to ease overpopulation in big cities, major companies should

move their businesses to remote provincial areas.

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ACTIVIT
Y
7
INTERJECTIONS
 Activity Intended Learning Objectives

At the end of the activity, you must have:

3.7.1. discussed the functions of interjections;UILO1 & UILO2 and

3.7.2. used interjections that match the context and feelings of the
writer or speaker.UILO3

Introduction

Word-o-Rama
Directions: Read the following set of sentences with a partner. Inject the
necessary
emotions as you read your line.
Student A: Oh! What a lovely surprise.
Student B: Hooray! It’s the summer holidays.
Student A: Ouch! It just stepped on a pin.
Student B: Ugh! I hate mice.
Student A: Oh no! The car won’t start.
Student B: Phew! I’ve finished that essay at last.
Student A: Wow! You look great in that dress.
Student B: Oops! I’ve just spilt some coffee.
Student A: Yippee! We’re going to the beach!
Student B: Shh! I think I found something.

Interaction

INTERJECTIONS

An interjection is a kind of exclamation inserted into regular speech.

Actually, it is a brief and abrupt pause in speech for expressing emotions. They
are unique and have interesting features:
 Interjections don’t have a grammatical function in the sentence function.
 They usually cannot be modified or inflected.
 They do not have to have a relation to the other parts of the sentence.
 They are highly context-sensitive.
In spoken language, interjections are the words we instantly use to show our
reaction to something which influences our emotion. They are the initial reaction
and sometimes do not even make sense. However, for formal speech or writing,
using interjections is not appropriate.

Rules in Using Interjections

1. Interjections express a sudden mood, emotions, and feeling with emphasis.
There are also many taboo words that are usually used in everyday
 conversation but not in formal aspects. These words fall into the category of
interjections.
e.g. Wow! That’s an amazing scene.
Aw, I did not want him to come.
What? You never told me that!

2. Some interjections interrupt a conversation or a thought or hold someone’s

attention for a moment. These are just sounds, not words because these
sounds do not make any sense.
e.g. Your, um, shirt has a stain on the back.
I want to, uh, ask you out on a date.

3. Some interjections express only yes or no.

e.g. Yes! I will most definitely do it.
Nah, we are going.

4. Some interjections are used to get someone’s attention.

e.g. Yo, Alex! Get in the car!
Hey! Will you give me that ball?
Yoo-hoo! Is there anyone?

Integration

Appropriating Interjections
Directions: Choose the best and appropriate interjection that matches the context
and the speaker’s feelings. Write the letter of the correct answer on
 the provided before each number.

1. “______, I stepped into a burgundy puddle of something crunchy and

sticky,” Chris grimaced.
a. Mmm
b. Ew
c. Huh
d. Whee

2. “______, I hear the foreboding sound of lumbering footsteps,” Nat

whispered.
a. Oops
b. Ouch
c. Shhh
d. Aw

3. “______, those swarming zombies are about to break through our

barricade,” Tony warned.
a. Hooray
b. Phew
c. Duh
d. Uh-oh

4. “______! Driving this steamroller through this shopping mall sure is

exhilarating,” Nina exclaimed.
a. Um
b. Whee
c. No
d. Boo

5. Chuck questioned his party, “______, did you guys remember to bring
the beers?”
a. Phew
b. Shhh
 c. Um
d. Hooray

6. Kim slammed the door, barricaded it with a few pieces of furniture, and
said, “_________, they almost got us.”
a. Mmm
b. Aw
c. Huh
d. Phew

7. Earl discovered the hole in the fence and exclaimed, “_______! This
must be how they’ve been sneaking in.”
a. Ew
b. Aw
c. Aha
d. Er

8. Gina shouted in excruciating pain, “_______, my leg is caught on this

barbed wire fence!”
a. Yes
b. Aha
c. Ouch
d. Hooray

9. After Gina explained how to operate the machine, Mary said, “______,
now I get it.”
a. Aw
b. Ugh
c. Huh
d. Oh

10. When Conan offered Minami a small key chain, she rolled her eyes
and replied by saying, “_______, isn’t that cute?”
 a. Aw
b. Argh
c. Phew
d. Whew

11. “______, brains…” grunted the zombie as he stumbled toward Yumi,

dragging a loosely attached foot behind him.
a. Oops
b. Ahem
c. Phew
d. Argh

12. John whispered to Marky as they crouched behind the kitchen

cabinets, “______! When I give the signal, you run open the garage
door.”
a. Eeek
b. Pfft
c. Psst
d. Oh

13. Rose interrupted Jeremy by saying, “______! William has requested

your help in the kitchen, Jeremy.”
a. Eh
b. Huh
c. Ahem
d. Yay

14. Sheldon shouted at Howard over the sounds of explosions and

gunfire, “______! There’s one behind you, Howie!”
a. Shhh
b. Psst
c. Uh-huh
 d. Hey

15. As the arrow whizzed by Tyler’s head and hit the vampire behind him,
Tyler froze in his tracks and said, “______ …”
a. Shhh
b. Whoa
c. Eeek
d. Mmm

16. Diana opened the long-expired jar, took a big whiff of the putrescent
peanut butter, and said, “______.”
a. Ahem
b. Yuck
c. Duh
d. Ooh

17. As Ian tried to distract the werewolf from Katherine, he shouted,

“_______! Big, bad vampire here!”
a. Yoo-hoo
b. Mmm
c. Huh
d. Yikes

18. When Teddy gazed over the field and saw their last enemy fall, he
threw his hat in the air and shouted, “_______!”
a. Mmm
b. Hooray
c. Shh
d. Oops

19. As the giant boulder crushed Enzo’s leg, condemning him to a slow
death, Enzo let out a terrible sounding, “_______!”
a. Ew
b. Hm
 c. Duh
d. Argh

20. As Caroline jumped through the air, tucked her chin into her knees,
and did a cannonball into the water, she excitedly screamed, “______!”
a. Boo
b. Eek
c. Whee
d. Uh

UNIT 4
SYNTAX
 Unit Intended Learning Objectives

At the end of the unit, you must have:

4.1. identified the different phrase, clause and sentence

constructions in the English language;CILO1

4.2. analyzed how these constructions function and how they

contribute to meaning;CILO2

4.3. used English phrase, clause and sentence constructions in

constructing effective written and spoken discourse;CILO3 and

4.4. cited the importance of syntax in learning English

effectively.CILO4

ACTIVIT
Y
1
PHRASES AND
CLAUSES
 Activity Intended Learning Objectives

At the end of the activity, you must have:

4.1.1. pointed out phrases and clauses in varied contextualized

examples;UILO1 & UILO2

4.1.2. parsed phrases and clauses in English using tree

diagrams;UILO2

4.1.3. combined phrases and clauses appropriately to produce

meaningful and sensible sentences;UILO3 and

4.1.4. shared the importance of following the different phrase

structure rules in forming English phrases and clauses.UILO4

Introduction

K-W-L
Chart
Directions: Complete the following chart below. Accomplish the first two columns
first and finish the last one after the discussion.
 What I want to know What I have learned
What I know about
about phrases and about phrases and
phrases and clauses
clauses clauses

Interaction

PHRASES
A phrase is a group of words which has no finite verb in it and acts to
complete the sentence for making it meaningful. According to Oxford Dictionary, a
phrase is a small group of words that form a meaningful unit within a clause. In
linguistic analysis, a phrase is a group of words or possibly a single word that
function as a constituent in the syntax of a sentence, a single unit within a
grammatical hierarchy.

Types of Phrases
1. Noun Phrase
A noun phrase is usually assembled centering a single noun and
works as a subject, an object or a complement in the sentence. It consists of
a noun and other words (usually modifiers and determiners) which come
after or before the noun. A sentence can also contain more than one noun
phrases.
 Noun phrase = noun + modifiers (after or before the noun)
e.g. He is wearing a nice red shirt. (functions as an object)
= det + Adj P + N
She brought a glass full of water. (functions as an object)
= det + N + Adj + Prep + N
The boy with brown hair is laughing. (functions as a subject)
= det + N + Prep + Adj + N
The girl with blue eyes brought a beautiful chair.
(functions as a subject and as an object)
= det + N + Prep + Adj + N
= det + Adj + N

2. Adjective Phrase
It is a group of words that functions like an adjective in a sentence. It
consists of adjectives and any word that modifies a noun or pronoun. It
functions like an adjective to modify a noun or pronoun in a sentence.
e.g. He is wearing a nice red shirt. (modifies shirt)
= det + Adj
The girl with brown hair is singing a song. (modifies girl)
= Prep + Adj + N
He gave me a glass full of water. (modifies glass)
= Adj + Prep + N
A boy from America won the race. (modifies boy)
= Prep + N

3. Adverbial Phrase
It is a group of words that functions like an adjective in a sentence. It
consists of adverbs or other words such as prepositions, nouns, verbs and
other modifiers that make a group with works like an adverb in a sentence. It
functions like an adverb to modify a verb, an adjective or another adverb.
e.g. He always behaves in a good manner. (modifies behaves)
= Prep + det + Adj + N
They were shouting in a loud voice. (modifies were shouting)
= Prep + det + Adj + N
 She always drives with care. (modifies drives)
= Prep + N
He sat in a corner of the room. (modifies sat)
= Prep + det + N + Prep + det + N
He returned in a short while. (modifies returned)
= Prep + det + Adj + N

4. Verb Phrase
It is a combination of main verb and its auxiliaries in a sentence.
According to generative grammar, a verb phrase can consist of main verb,
its auxiliaries, its complements and other modifiers. Hence it can refer to the
whole predicate of a sentence.
e.g. He is eating an apple.
= Cop + MV
She has finished her work.
= Perfect have + PP MV
You should study for the exam.
= modal should + MV
She has been sleeping for two hours.
= perfect has + PP Cop + prog MV

5. Prepositional Phrase
It consists of a preposition, object of preposition, and may consist of
other modifiers.
e.g. He is on the way.
= Prep + det + N
Jane passed through the ricefield.
= Prep + det + N
Despite complaints, Liza remained composed in her work.
= Prep + N
Damon plans to visit Elena during summer.
= Prep + N

6. Conjunctional Phrase
 It is composed of a conjunction and other words, and functions as a
conjunction in the sentence.
e.g. As soon as Stef came in, Caroline went out.
Our team should work on this project so that we can also plan for our
holiday vacation together.
I will join the graduation ball provided that you attend.
Enzo worked as a part-time server of the bar in order that he could
save more money for his tuition.

7. Interjectional Phrase
There are interjections that have more than one word and thus, called
interjectional phrases.
e.g. What a pity! My cat is dead.
What a pleasure! I got Chris Evans sign my Captain America shield.
Oh, please! Don’t say that again Bonnie.

CLAUSES

Clauses are comprised of a group of words which includes a subject and a

finite verb. A clause contains only one subject and one verb. The subject might be
mentioned or not, but the verb should be distinguishable and present. Merriam-
Webster defines clause as a group of words containing a subject and predicate
and functioning as a member of a complex or compound sentence.

Types of Clauses
1. Independent Clause
It functions on its own to make a convey meaning and is also known
as a sentence.
e.g. I am Honey.
Can you chop the firewood?
Get the lamp.
Alex smiles.
 2. Dependent Clause
It cannot stand on its own because it does not convey a complete
thought. It also known as a subordinate clause because dependent clauses
are always headed by subordinating conjunctions. Dependent clauses are
always connected to independent clauses in order to complete its meaning.
e.g. When I was dating Matt, I attended Taylor Swift’s concert.
I know the person who broke inside my house last night.
Ian will not leave Nina’s side, unless she eats her porridge.
Though he couldn’t train for months, he still won the competition.

Integration

Meaningful Sentences
Directions: Use the following phrases and clauses to construct meaningful and
sensible sentences. Enumerate your sentences below.
Phrases Clauses
above the clear blue and turquoise after the big rain
seas while Lina sang her favorite song
the three clever, young French sisters because of her long-term illness
was already kneeling where we conducted our last meeting
in a good manner that they have to go home first
a big, metal spoon

1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
6. ____________________________________________________________
 7. ____________________________________________________________
8. ____________________________________________________________
9. ____________________________________________________________
10. ________________________________________________________

Parsing Time!
Directions: Parse the following phrases and clauses by using the different phrase
structure rules in the English language.

1. the famous city of New York

2. many very colorful jack-o-lanterns
3. very, very interesting news
4. before their father could find them
5. until Monday

ACTIVIT
Y
2
SENTENCES
 Activity Intended Learning Objectives

At the end of the activity, you must have:

4.2.1. constructed different types of sentences according to

structure and function;UILO1

4.2.2. parsed English sentences using tree diagrams;UILO2

4.2.3. improved sentence structures;UILO3 and

4.2.4. imparted ideas on the significance of applying the different

phrase structure rules in constructing English
UILO4
sentences.

Introduction

Meshed Thoughts
Directions: Revisit your previous learnings on sentences. Write any related ideas
 that come into mind about sentences using the diagram below.

Interaction

SENTENCES
Sentence is the largest unit of any language. It is generally defined as a
word or group of words that expresses a complete idea. Sentences begin with
capital letters and end with a period, or a question mark, or an exclamation mark.
They are categorized according to their structures and functions.

Types of Sentences according to Structure

1. Simple Sentence
A simple sentence must have a single clause which is independent
e.g. I always dreamed of going to South Korea.
Steven whispered something to me.
The trophy and the medals got stolen last night.
 2. Compound Sentence
A compound sentence must have more than one independent clause
with no dependent clauses. Coordinating conjunctions and/or punctuations
are used to link these clauses together.
e.g. I always dreamed of going to South Korea, but I have to finish my
studies first.
Steven whispered something to me, and he giggled endlessly.
The trophy and the medals got stolen last night, so the management
tightened the security.

3. Complex Sentence
A complex sentence contains one independent clause and one or
more dependent clauses. They are joined through subordinating
conjunctions and other connectors.
e.g. My brother knows that I always dreamed of going to South Korea.
Because the crowd was too noisy, Steven whispered something to me.
The trophy and the medals got stolen last night when everyone was
already asleep.

4. Compound-Complex Sentence
A compound-complex sentence is a mixture of the features of
compound and complex sentences in one sentence. It contains at least two
independent clauses and at least one dependent clause.
e.g. My brother knows that I always dreamed of going to South Korea, but I
have to finish my studies first.
Because the crowd was too noisy, Steven whispered something to me,
and he giggled endlessly.
The trophy and the medals got stolen last night when everyone was
already asleep; so, the management tightened the security.

Types of Sentences according to Function

1. Declarative Sentence
It simply expresses an opinion/feeling or a statement. In other words, it
declares something. It ends with a period.
 e.g. I want to be a good teacher.
Paul is very ecstatic today.

2. Imperative Sentence
It is used to make a request or to give a command. It usually ends with
a period, but under certain circumstances, it can also end with an
exclamation mark.
e.g. John, get me my reading glasses.
Get out!

3. Interrogative Sentence
It asks a question. It ends with a question mark.
e.g. When will you ask her out?
Is she around?

4. Exclamatory Sentence
It expresses overflow of emotions. These can be of joy, amazement,
sadness, anger and others.
e.g. What a party it is!
I am truly disappointed in you!

Integration

Sentence
Structures
Directions: Parse the following sentences through tree diagrams. Use your
previous background on phrase structure rules.
 1. John has been writing a book.
2. Gaby is allergic to cats.
3. Sally placed the book on the table.
4. He gave Ellen the money.
5. Sheila ate the cookies.
6. I might finish the work by Friday.
7. Someone was asking for you.
8. It is not going to rain on Monday.
9. Perhaps he can drive you home.
10. We haven’t done our homework.

Upgrade: Level 2
Directions: Rewrite the sentences below by adding more clauses or words to
make the sentences livelier and longer.
1. Joshua biked to school.
2. The circus clown rode a blue bicycle.
3. The teacher will conduct a review later.
4. My favorite subject is English.
5. Everyone saw the helicopter yesterday.
6. She wants to become a forensic scientist.
7. Boracay is very popular among tourists.
8. We will have a quiz tomorrow.
9. She said applesauce penguin.
10. Go.

ACTIVIT
Y
3
CONDITIONALS
 Activity Intended Learning Objectives

At the end of the activity, you must have:

4.3.1. discussed the concepts of conditionals;UILO1 & UILO2 and

4.3.2. used conditional sentences to describe an idea or

image.UILO3

Introduction

Wish Upon A Star

Directions: Imagine that you are sitting in a wide meadow while watching the
stars on a cool evening. A shooting star passed by and you wished
 something. What would those be? Kindly enumerate them below.

1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________

Interaction

CONDITIONALS
Conditionals or conditional sentences are statements discussing known
factors or hypothetical situations and their consequences. They contain a
conditional clause, which is also known as the if-clause, and the consequence.

Types of Conditionals
1. Real Conditionals
They express factual or habitual conditions which have the possibility
to occur in the future or generally occur in the present.
e.g. If you do not brush your teeth, you will get cavities.
If you do well in the exams, I’ll buy you the latest edition of your
favorite book.
I will surely join the competition if my foot heals.

a. Structures of the Real Conditionals

 For Future Conditions

If + subject + simple present tense … + subject + will/can/may/must

+ verb in base form …
 Subject + will/can/may/must + verb in base form … + if + subject +
simple present tense …

e.g. If I have the money, I will buy a new phone.

I can make you cry if you keep doing that.
If he goes there, he may get robbed.
You must wear thick clothes if you go outside.

 For Habitual Conditions

If + subject + simple present tense … + subject + simple present

tense …

Subject + simple present tense … + if + subject + simple present

tense …

e.g. If I receive my salary check, I always buy the necessary things.

Damon usually calls me if he gets a chance.
If Christine makes her assignment on time, Jane rewards her
with
a lollipop.
My friend works hard if the compensation is good.

 For Commands

If + subject + simple present tense … + command form (simple

present …

Command form (simple present) … + if + subject + simple present

tense …

e.g. If you receive the relief goods, divide it wisely.

Please send me the letter if you are free this afternoon.
If you are not available, kindly contact another personnel to join
the meeting.
 Make me a cup of tea if you do not mind.

2. Unreal Conditionals
They express hypothetical conditions which have no possibility to
occur in the past, present or future but describe what could/might have
occurred supposedly.
e.g. If I were rich, I would attend all EXO concerts.
If I had a car, I could have saved my bus fare.
We would have reached Aurora today if the storm had not arrived.

a. Structures of Unreal Conditionals

 For Present/Future Conditionals

If + subject + simple past tense … + subject + would/could/might +

verb in base form …

Subject + would/could/might + verb in base form … + if + subject +

simple past tense …

e.g. If I were the president of the Philippines, I would not approve the
Anti-Terror Law.
He might come with us if his schedule were not packed.
If I had the key, I would come to the office early in the morning.
I could win if I joined the championship tournament.

 For Past Conditions

If + subject + past perfect tense … + subject + would/could/might +

have + verb in past participle form …

Subject + would/could/might + have + verb in past participle form …

+ if + subject + past perfect tense …
 e.g. If I had bought food, my mother wouldn’t have cooked dinner.
The fox could have caught the rabbit if it had gotten a bit closer.
If Antoinette had finished the exam on time, she might have
received the highest score.
The bus could have arrived at 6 o’clock in the morning if it had
not
been jammed in the traffic.

Had + subject + verb in past participle form … + subject +

would/could/ might + have + verb in past participle form …

Subject + would/could/might + have + verb in past participle form

… had + subject + verb in past participle form …

e.g. Had I arrived earlier, the meeting could have started on time.
Stefan would have told me had he found the necklace.
Had I noticed his feelings for me, I would not have decided to
move out.
Gilbert might have joined the dance troupe had I have not
persuaded him to join the church choir.

Integration

Conditional Descriptions
Directions: Take a look at the pictures below. Write at least two conditional
sentences that would describe each picture.