Roseville Secondary School Enugu

A project of Ikota Educational Foundation.

First Term 2024/2025 ACADEMIC SESSION
SUBJECT: ENGLISH GRAMMAR
CLASS: SS 3
EXPECTATIONS
1. COPY YOUR NOTE OR PRINT AND SPIRAL BIND
2. THREE GRADED ASSESSMENT OF 20 MARKS BEFORE CAT = 60%
3. CAT 40%
4. NON-GRADED ASSESSMENT
5. PROJECT TO BE SUBMITTED IN WEEK 6 …………
6. THREE GRADED ASSESSMENT OF 20 MARKS BEFORE EXAM= 60%
7. EXAMINATION 40%

Teacher: Eze Gertrude Email:[email protected]

WEEK1: Subjunctive Mood in English
Objectives:
1. Identify and recognize triggers for the subjunctive mood in sentences.
2. Accurately form and use the subjunctive mood in appropriate contexts.
3. Differentiate the subjunctive mood from other grammatical moods in English.
4. Construct and analyze sentences using the subjunctive mood to express hypothetical
scenarios and wishes.
Definition:
The subjunctive mood is a grammatical mood used to express wishes, hypotheticals, demands, or
suggestions. It often conveys situations that are not guaranteed to happen, emphasizing a desired
or imagined outcome.
Usage of the Subjunctive Mood
1. Wishes and Desires:
Examples:
 "I wish he were here."
 "She wishes it were true."
2. Hypothetical Situations:
Examples:
 "If I were you, I would study more."
 "If it were to rain, we would cancel the picnic."
3. Demands, Recommendations, and Suggestions:
Examples:
 "The teacher insists that every student be on time."
 "I recommend that she see a doctor."
 "It is important that he finish his homework."
4. Expressions of Necessity or Urgency:
Examples:
 "It is essential that he be informed immediately."
 "It is crucial that they arrive on time."
Forming the Subjunctive: The subjunctives can either be in the Present or past form
 1. Present Subjunctive:
The present subjunctive uses the base form of the verb, regardless of the subject. This
form is used in sentences that convey urgency, necessity, or suggestions.
o "It is important that he attend the meeting."
o "They suggest that she study harder."
o I demand that she sing again
o I command that he leave
o the manager orders that the secretary resign next month
o I must insist that he finish his work

2. Past Subjunctive:
For the verb "to be," the past subjunctive form is always "were," regardless of the subject.
o "If I were a millionaire, I would travel the world."
o "She acts as if she were the boss."
o I wish that you were my sister.
o I wish I lived in New York
o Karla acts as if she were famous.
o It is high time we left this place
o My father is very busy now, I would rather you came back tomorrow

Common Triggers for the Subjunctive

 Verbs and Phrases that attract the subjunctive mood are: advise, ask, demand,
desire, insist, propose, recommend, request, suggest, urge
 Conjunctions used with the subjunctives are: if, though, although, as if, as though, lest
 Fixed Expressions: God save the Queen, Heaven forbid, Long live the King

Exercise 1: Rewrite the Sentences

Instructions: Rewrite the following sentences using the subjunctive mood.

1. It is essential that John is prepared for the presentation.

2. I recommend that she visits the museum.
3. The coach demands that the team is ready to play.
 4. If I am the president, I would lower taxes.
5. He acts as if he is the manager

Exercise 2: Fill in the Blanks

Instructions: Fill in the blanks with the correct form of the verb in parentheses to complete the
sentences using the subjunctive mood.

1. It’s crucial that he ________ (finish) his report by Friday.

2. The teacher insists that she ________ (practice) her presentation.
3. If I ________ (be) you, I would take that job.
4. It is necessary that the application ________ (submit) by the deadline.
5. Heaven ________ (forbid) that anything bad happens.

Week 2: Revising Noun and Noun Phrases/clauses

Objectives:
1. Identify noun phrases and noun clauses in sentences.
2. Determine the function of noun phrases and clauses within a sentence.
3. Distinguish between noun phrases and noun clauses based on their structure and role.
Noun Phrases and Clauses
A noun phrase is a group of words without a finite verb that performs the functions of
a noun (subject of a verb, object of a verb, subject complement, object complement,
object of a preposition, noun in apposition) in a sentence.
A noun clause on the other hand is a group of words with a finite verb that functions
as a noun.

Features of a Noun phrase and Clause:

a. Noun Phrases can be introduced by an article, such as “a”, “an” or “the”
b. Noun Phrases can be introduced by a quantifier(number) such as; two, three, many, some
c. Noun phrases can be introduced by demonstrative, e.g. this, that, these, those
d. Noun phrases can be introduced by possessive e.g. my, your, his, her,
e. A noun clause can be introduced by words like “that, whatever, what, whomever’
f. Noun Phrases and Clauses replace nouns in sentences.
g. Noun phrases and clauses can be replaced with “it”
h. Noun phrases and clauses answer the questions: what? And who?
Example of noun phrases:
 A. An examiner in an examination hall is always alert
GN:
GF:
B. The beautiful thing about these insects is that they pollinate flowers
GN:
GF
C. All I need is a pinch of salt
GN:
GF:
D. Kelvin smashed these paints on my head
GN:
GF:
E. He stepped on her beautiful artwork
GN:
GF:
F. She was saddened by what she had read.
GN:
GF:
G. Why my pet turtle stares at me all day is beyond me.
GN:
GF:
H. I do not know what he does
GN:
GF:
I. She chose to photograph whomever was willing to pose for her.
GN:
GF
J. When she will arrive is dependent on traffic.
GN:
GF:
K. When she arrives, we will eat dinner.
GN:
GF:
Class Exercise: Supply the grammatical names(GN) and Grammatical Functions (GF)of the
examples above
WEEK 3: Pronouns and Their Uses
Objectives:
1. Identify different types of pronouns (e.g., personal, possessive, relative) in sentences.
2. Determine the correct use of pronouns based on their function and context.
3. Distinguish between similar pronouns, such as "who" vs. "whom" and "that" vs. "which."

Pronouns are words that replace nouns to avoid repetition and improve sentence flow.
Types of Pronouns:
1. Personal Pronouns:
Subject Pronouns: I, you, he, she, it, we, they.
 Example: "She is going to the market."
Object Pronouns: me, you, him, her, it, us, them.
 Example: "Can you help me?"
Possessive Pronouns: mine, yours, his, hers, ours, theirs.
 Example: "This book is mine."
2. Reflexive Pronouns:
Examples: myself, yourself, himself, herself, itself, ourselves, yourselves,
themselves.
 Example: "She taught herself to play piano."
3. Demonstrative Pronouns:
Examples: this, that, these, those.
 Example: "These are delicious."
4. Interrogative Pronouns:
Examples: who, whom, whose, which, what.
 Example: "Who is coming?"
5. Relative Pronouns:
Examples: who, whom, whose, which, that.
 Example: "The book that you gave me was interesting."
6. Indefinite Pronouns:
 Examples: anyone, everyone, someone, nobody, each, few, many, all, some.
 Example: "Someone left their umbrella."
7. Reciprocal Pronouns:
Examples: each other, one another.
 Example: "They care for each other."
Exercise:
Choose the correct pronoun to complete the sentence:
1. After sharing the books, the teacher asked if everyone had seen _______ books.
a. her
b. their
c. hers
d. she
2. The family members love –
a. One another
b. Each other
c. Themselves
d. Theirselves

3. Ade and Bisi looked at ---- and simled

a. One another
b. Each other
c. Themselves
d. Theirselves

4. Mummy gave Chike and --- some oranges

a. Me
b. I
c. Myself
d. We
5. It was --- who locked the door yesterday
a. Me
b. I
c. Them
d. Us
6. At last, Emeka and --- were able to agree on something
a. Me
b. Them
c. Us
d. I
 7. I know the land is---
a. Theirs
b. Their’s
c. Theres
d. There’s
8. I don’t know --- to give the books to
a. Who
b. Whom
c. Whose
d. When
9. The teacher _______ assigned the homework is very strict.
a. who
b. whom
c. which
d. whose
10. The professor… ….I respect, will be retiring soon.
a. Who
b. Whom
c. Which
d. Whose

Week 4: Revising verbs and verb Phrases

Objectives:
1. Identify verbs and verb phrases in sentences.
2. Differentiate between action verbs and linking verbs.
3. Transform sentences from active to passive voice.

Verbs
Definition: A verb is a word that expresses an action, occurrence, or state of being.

Types of Verbs:
Action Verbs: Indicate physical or mental actions.
Examples: run, jump, think, write
Linking Verbs: Connect the subject with a subject complement (e.g., state of being).
Examples: am, is, are, was, were
 Auxiliary (Helping) Verbs: Assist the main verb to form different tenses, voices, or moods.
Examples: is, are, was, were, have, has, had, will, can, should

Verb Phrases
Definition: A verb phrase consists of a main verb and one or more auxiliary (helping) verbs.
Components:
Main Verb: The principal verb in the phrase.
Auxiliary Verbs: Help the main verb to express different tenses, voices, or moods.
Verb Phrases can come in form of the following:
1. Present continuous: she is reading the book
2. Present Perfect: She has read the book.
3. Present perfect continuous: she has been reading since morning
4. Past Continuous: She was reading when I called.
5. Past perfect: she had read the book
6. Past perfect continuous: she had been reading
7. Future continuous: she will be reading the book
8. Future Perfect: She will have read the book by tomorrow
9. Future perfect continuous: She will have been reading the book for one hour
10. Passive Verb Phrase: The letter was read by her. (Auxiliary: was, Main verb: written)
11. Modal Verb Phrase: She can read a letter. (Modal verb: can, Main verb: write)
Exercise:
Instructions: Combine the following verbs with appropriate auxiliary verbs to create verb
phrases. Then, use the verb phrases in a sentence.
1. eat
2. study
3. finish
4. play
5. build

Summary
Verbs express actions, occurrences, or states. Verb Phrases include a main verb and one or
more auxiliary verbs to convey tense, mood, or voice.
 Week 6: Use of Modifiers
Objectives:
1. Identify different types of modifiers (e.g., adjectives, adverbs, phrases) in
sentences.
2. Determine the function of modifiers in providing additional information and
detail.
3. Correctly place and use modifiers to avoid ambiguity and enhance sentence
clarity.

Modifiers are words, phrases, or clauses that provide description in sentences. They are
used to add detail, clarify meaning, or give more information about other words or
elements in a sentence.
Types of Modifiers
1. Adjectives: Modify nouns or pronouns by describing or qualifying them.
o Examples:
 The blue sky looked beautiful.
 She wore a stunning dress.
2. Adverbs: Modify verbs, adjectives, or other adverbs by describing how, when, where, or
to what extent an action is performed.
Examples:
 He ran quickly.
 She is very smart.
3. Phrases as Modifiers:
Adjective Phrases: A group of words that describe a noun or pronoun.
 Example: The man with the red hat is my uncle.
Adverb Phrases: A group of words that modify a verb, adjective, or adverb.
 Example: She arrived in the morning.
4. Clauses as Modifiers:
Adjective Clauses: Dependent clauses that describe a noun.
 Example: The book that I read was thrilling.
Adverb Clauses: Dependent clauses that modify a verb, adjective, or adverb.
 Example: She sings as if she were a professional.

Placement of Modifiers
a. Correct Placement: Modifiers should be placed close to the word they modify to avoid
confusion.
Correct: She almost finished the entire cake. (Meaning: She nearly finished the
whole cake.)
 Incorrect: She finished almost the entire cake. (Meaning: She finished most of the
cake, but not all.)
b. Dangling Modifiers: Occur when the modifier doesn’t have a clear word to modify,
making the sentence unclear or awkward.
Incorrect: Walking down the street, the trees were beautiful. (Who was walking?)
Correct: Walking down the street, I admired the beautiful trees.
c. Misplaced Modifiers: When a modifier is placed too far from the word it modifies,
altering the intended meaning.
Incorrect: She served dinner to the guests on silver plates. (The guests aren’t on
silver plates.)
Correct: She served dinner on silver plates to the guests.
Importance of Modifiers
Summary
Modifiers are essential in providing additional details and clarifying meaning in
sentences. Proper placement is crucial to avoid confusion, and understanding the types of
modifiers helps in crafting clear and effective sentences.

Exercise 1: Identifying Modifiers

Instructions: Underline the modifiers in the following sentences and identify whether
they are adjectives, adverbs, adjective phrases, or adverb phrases.
1. The bright stars lit up the night sky.
2. She walked quickly to catch the bus.
3. The book on the table is mine.
4. He sang with great emotion during the concert.
5. The car that is parked outside belongs to my neighbor.
Exercise 2: Correcting Misplaced Modifiers
Instructions: Rewrite the following sentences to correct the misplaced modifiers.
1. The boy found a wallet walking to school.
2. She nearly drove her kids to school every day.
3. He served the pizza to the guests in large boxes.
4. The teacher explained the problem to the students on the board.
5. The man gave a presentation in the meeting wearing a red tie.

Week 7: Modals: Forms and Uses

Objectives:
1. Recognize and use common modals correctly in sentences.
2. Distinguish between different modals based on their functions.
 3. Form negative and question sentences using modals.

Modals are auxiliary verbs that express necessity, possibility, permission, ability, or
other conditions. Unlike other verbs, modals do not change form according to the subject
and are always followed by the base form of the main verb.
Common Modals and Their Uses
1. Can
Ability: "She can swim very fast."
Permission: "You can leave early today."
Possibility: "It can rain later."
2. Could
Past Ability: "When I was younger, I could run for miles."
Polite Requests/Permission: "Could you pass the salt?"
Possibility: "This could be the solution we need."
3. May
Permission: "You may go now."
Possibility: "He may arrive late."
4. Might
Possibility: "It might snow tomorrow."
Polite Suggestion: "You might want to check that again."
5. Must
Necessity/Obligation: "You must finish your homework."
Strong Probability: "She must be at home; the lights are on."
6. Shall
Formal Suggestion/Offer: "Shall we begin the meeting?"
Future Intentions (mostly British English): "I shall return by 5 PM."
7. Should
Advice/Recommendation: "You should see a doctor."
Expectation: "They should arrive by noon."
8. Will
Future Intentions: "I will help you with that."
Promises/Decisions: "I will call you tomorrow."
9. Would
Polite Requests: "Would you mind opening the window?"
Hypothetical Situations: "If I were you, I would apologize."
Past Habits: "When we were kids, we would play outside all day."
10. Ought to
Moral Obligation/Advice: "You ought to apologize."
Logical Conclusion: "She ought to be there by now."

Example Sentences
1. Can you help me with this problem?
 2. He might join us for dinner tonight.
3. You must wear a helmet while riding a bike.
4. Would you like some coffee?
5. They should be here by now.
6. She could sing beautifully when she was younger.
Exercise: Fill in the Blanks with the Correct Modal
1. You ____ (should/must) always tell the truth.
2. ____ (Will/May) you pass me the salt, please?
3. He ____ (could/can) not find his keys this morning.
4. We ____ (shall/would) meet at 3 PM tomorrow.
5. She ____ (might/ought to) be very tired after the long journey.

WEEK8: Adjuncts: Forms and Functions

Objectives:

1. Identify different forms of adjuncts in sentences.

2. Explain the function of adjuncts in adding detail to sentences.
3. Use adjuncts to expand and modify sentences effectively.

Adjuncts are words, phrases, or clauses that provide additional information to a sentence.
They can be removed without affecting the grammatical structure of the sentence. Adjuncts
often describe when, where, why, how, or under what conditions something happens.
Forms of Adjuncts
1. Adverbs
o Single-word Adverbs: These are the most common form of adjuncts. They
typically modify verbs, adjectives, or other adverbs.
 Example: "She sings beautifully."
o Adverb Phrases: A group of words that function as an adverb.
 Example: "They arrived very late."
2. Prepositional Phrases
o A prepositional phrase consists of a preposition followed by a noun or pronoun,
providing additional details about time, place, or manner.
o Example: "He sat on the chair."
3. Noun Phrases
o Noun phrases can also function as adjuncts when they provide extra information.
o Example: "She visited me last week."
4. Infinitive Phrases
o These phrases start with "to" followed by the base form of a verb, often indicating
purpose.
 o Example: "He worked hard to succeed."
5. Subordinate Clauses
o Clauses that provide extra information and are introduced by subordinating
conjunctions like "because," "although," "if," etc.
o Example: "She stayed home because she was sick."
Functions of Adjuncts
1. Manner: Describes how an action is performed.
o Example: "She spoke softly."
2. Time: Specifies when something happens.
o Example: "We will meet tomorrow."
3. Place: Indicates where an action occurs.
o Example: "They are playing in the park."
4. Reason/Purpose: Explains why an action is done or the purpose behind it.
o Example: "He left early to catch the train."
5. Condition: Indicates the condition under which something happens.
o Example: "If it rains, the event will be canceled."
6. Frequency: Describes how often something happens.
o Example: "She always arrives on time."
7. Degree: Expresses the intensity or extent of an action or adjective.
o Example: "He is very happy."
8. Concession: Shows a contrast or an exception.
o Example: "Although he was tired, he finished the work."
Example Sentences
 She completed the assignment quickly. (Manner)
 They went to the beach on Saturday. (Time)
 I found my keys under the couch. (Place)
 He exercises to stay healthy. (Purpose)
 Even though it was raining, they went for a walk. (Concession)
Exercise: Identify the Adjuncts in the Sentences
1. He drove carefully on the icy roads.
2. We are meeting at the library.
3. She studied until midnight.
4. If you are free, let's go out for dinner.
5. He travels every summer.

WEEK 9: Adjectival Clause and Adjectival Phrase

Objectives:
1. Recognize and define adjective phrases and adjective clauses in sentences.
 2. Analyze the role of adjective phrases and clauses in modifying nouns.
3. Differentiate between adjective phrases and adjective clauses in terms of structure and
usage.
An adjectival clause is a group of words that contain a finite verb and functions as an adjective
(modifying a verb). An Adjectival Phrase is a group of words that do not contain a finite verb
and functions as an adjective.
Features of Adjectival Clauses and Phrases:
1. Adjectival clauses and phrases usually come after nouns
2. Adjectival clauses are introduced by words like; which, who, whose, that, who, whom,
3. Adjectival clauses and phrases qualify the nouns or noun phrases that come immediately
before them.
4. Adjectival phrases are made up of adjectives: eg: I am a beautiful, brown, slim, Nigerian
Girl
Class Exercise: Complete the following sentences with an adjective clause and their functions.
1. I’ll never forget the time when
______________________________________________
2. I gave up my seat on the bus to a woman whose
________________________________
3. The person whom __________________________________________ suddenly
fainted.
4. Everyone criticized my opinion, which
_______________________________________
5. Often, people who ____________________________________ end up being
successful.
6. Many people find Maryland, where ___________________________________,
exciting.
7. I have reached the unpleasant conclusion that his critics were most probably right
after all ( what is the GN and GF)
8. The most lethal of these gases are the chlorofluorocarbons, or CFC, which are
used in making all kinds of foamed plastic products. (what is the GN and GF)