ENGLISH 10- 2ND GRADING

REVIEW LESSON 1: What is a sentence? 4. Is awful._________________________________________

5. Looks comfortable.________________________________________
In formal spoken or written English, every sentence must be complete. The basic
rule is that all sentences must have a subject S, which can be a pronoun, a noun, REVIEW LESSON 1.2: NOUN PHRASES
or a noun phrase, and a verb V, which can also be a verb phrase. In many cases,
the verb can be followed by a direct object O. The subject of a sentence can be a noun phrase, which can be simple or complex.
The subject can be one word or a group of words that includes a noun together
Consider the following examples: with other words that provide information about the noun. Some noun phrases
She works. S + V can be quite complex.
Fish swim. S + V
The children played. S + V Consider the following sentences:
The bus driver needs a break. S + V + O The boy went to the playground.
My mother liked the movie. S + V + O The lively boy went to the playground.
The lively boy next door went to the playground.
Every sentence must have a subject. The imperative sentence is an exception to
this basic rule, because the subject, you, is understood. No matter how complex a noun phrase is, it still remains the subject of the
sentence and determines the form of the verb. The verb in the sentences above is
Imperative sentences are used to instruct someone to do something. went.
Go to class.
Pick up your mess, please. Exercise 2: Underline the subjects in each sentence.
Read objective newspapers. 1. Children ought to be more careful.
2. Water is good for you.
Verbs that do not require a direct object are called intransitive verbs. Some 3. Prague is an amazing and historic Eastern European city.
common intransitive verbs are exist and rise. They are typically used with 4. The furry, clean, calm cat slept on the couch.
prepositional phrases, as illustrated in the following examples. 5. The furry, clean, calm, black cat ran outside.
It is possible that life existed on Mars millions of years ago. 6. The furry, clean, calm, black cat with a scar jumped on the counter.
Black smoke rose from the burning tires. 7. The big, ugly, dirty, brown bear with long ears and large claws attacked a
hunter.
Exercise 1: Rewrite each verb phrase as a complete sentence by adding a subject. 8. She read a magazine yesterday.
1. Were eating an Italian specialty. 9. Peter went to the circus.
_______________________________________________ 10. Lending money and giving too much advice can cause problems.
2. Have worked in Australia for two years.
_______________________________________________ REVIEW LESSON 1.3: VERB PHRASES
3. Purchased it last week. The verb in a sentence can also appear in a verb phrase.
_______________________________________________ He has often spoken of you.
ENGLISH 10- 2ND GRADING
She will not be able to understand this document. Examples:
• “You can have a candy if you like.”
Sometimes extra information is added before the subject and verb, or between • “Jhon will be a singer someday.”
the subject and the verb. This information is often adverbial. • “We might spend summer in Baguio.”
Modals include the following:
In the first example below, the adverbial phrases tell where, how frequently, and can, could, may, might, must, shall, should, ought to, will, and would
when the action took place. In the second example, the adverbial phrase tells Modals Examples Uses
why and when the action took place. • Anna can sing high notes. • ability/possibility
In Pennsylvania, Marc often went running in the morning. • Jesse can’t cook. • inability/impossibility
Can
Marc, because he was feeling unhealthy, went running in the morning. • Can I sit here? • asking for permission
• Can you close the door? • making a request
• Could I borrow your pen? • asking for permission
In both of these examples, when we ask the question “Who went running?” the
• Could you make me a sandwich? • making a request
answer is “Marc”—the subject of both sentences. The added information is that
• We could try other options. • giving a suggestion
he often ran in the morning when he was in Pennsylvania, and that he ran Could
• I think we could have another • future possibility
because he felt unhealthy. meeting.
• She could sing before the accident. • ability in the past
Exercise 3: Box the subject, encircle the verb/verb phrase, and underline the • May I have a coffee please? • asking for permission
May
adverbial phrase. • I may visit tomorrow. • future possibility
1. The big, brown dog sitting in the shade is hungry. Might • They might give us another chance. • future possibility
2. I always drink coffee in the morning before work. • You must wear your ID. • necessity/obligation
Must • You mustn’t wear your sunglasses • prohibition
3. After getting to the hotel room, Saul ordered room service.
inside the class.
4. The youth hostels we stayed in while we were in Budapest weren’t too • We ought to check your IDs. • saying what’s right or
expensive. Ought to
correct or necessary
5. My professor, after noticing that I had been studying hard, was nicer to • Shall I help you with your work? • making an offer
me. Shall • Shall we leave at 4PM? • giving a suggestion
• Shall I send the letter tomorrow? • asking what to do
Proper Lesson 1: MODALS • We should address this problem. • stating urgency or
necessity
Modals- are auxiliary/helping verbs except: “be” (am, is, are, was, were); “do”;
• I think we should revise our work. • recommending
and “have” verbs. Should
action
• Employment rate should increase • uncertain prediction
Unlike other auxiliary verbs, modals have these characteristics: next year.
• only exists in their helping form • I will call him for you if you like. • making an offer
• cannot stand as the principal verb in a sentence Will • I will return the charger tomorrow. • making a promise
• Profits will increase next year. • certain prediction
• can express ideas such as possibility, intention, obligation, and
Would • Would you mind if I sit for a while? • asking for permission
necessity
ENGLISH 10- 2ND GRADING
• Would you pass the catsup please? • making a request Exercise 4.d: Complete the given sentences. Encircle your answer from the given
• Would you mind giving me a hand? • asking for help choices.
• “Would Friday suit you?” – “That’d • making 1. You ____ cook dinner because everyone will arrive home late.
be fine.” arrangements
a. will b. would have
• Would you like to play basketball • issuing an invitation
on Saturday? 2. You will come, _____ you?
• “Would you prefer orange or • stating preferences a. can’t b. won’t
chocolate?” – “I’d like orange 3. The meeting ____ end late tonight, so you must fetch me.
please.” a. will b. would have
4. If the car hadn’t broken down, she ____ missed the train.
When making a request, the use of imperative sentence (commands) are not very a. won’t have b. wouldn’t have
polite. Using expression with “would you mind…” can make these sentences very 5. Don’t phone them anymore, they ____ arrive soon.
polite. a. shall b. must
IMPERATIVE SENTENCE: “Close the door.” – “Would you mind closing the door?” 6. I’m running late. I _____ take a taxi.
IMPERATIVE SENTENCE: “Close the door.” – “Would you please close the door?” a. might b. must
7. It’s really hot. I think I ____a cool shower.
Exercise 4.a: Study the following imperative sentences. Rewrite each sentence a. may have b. will have
using “Would you mind…” or “If you don’t mind…” 8. He’s hungry. You ___ serve food now.
1. Bring me that book. _______________________________________ a. should b. might
2. Check the papers. _______________________________________ 9. They like Brad Pitt. ____ we watch his movie tonight?
3. Explain this to me. ________________________________________ a. must b. could
10. We had a car accident. We ____ a new car.
Exercise 4.b: Revise the following sentences using “Would you please…” a. could buy b. must buy
1. Post these letters. ______________________________________
2. Wait for a minute. ______________________________________ LESSON 2: Emphasizing a Point Through Persuasive Sentences
3. Move a bit. _________________________________________ One way to make convincing persuasive texts is by adding emphasis to it. In order
to add emphasis to shape our sentences, we need to use emphatic language using
Exercise 4.c: The following questions ask for permission, but they are not very these techniques: passive voice, inverted word order, cleft sentences, and the use
polite. Rewrite each using “Would you mind…” of “do” or “did.”
ex: Can I open the window? Would you mind my opening the window? 1. Use of Passive Voice
1. Can I see the video? _________________________________________ Used when the focus is on the action of the person or thing affected. The
2. Can I join you? _________________________________________ emphasis of the statement is at the beginning of a sentence.
3. Can she buy a dress? _________________________________________ Examples:
4. Can we go to the concert? _________________________________________ • Oral presentations are scheduled by the end of the month.
5. Can we end the meeting? _________________________________________ • Speeches will be delivered individually.
• The sandwich was eaten by Josh.
ENGLISH 10- 2ND GRADING
2. Use of Inverted Word Order 5. Give clear and logically sensible examples to illustrate your point.
Used by putting the expressions (rarely will, no suddenly into, little, seldom, not 6. Write complete sentences and pay attention to the conventions of good
until, etc.) before a subject. writing: grammar, spelling, punctuations, etc.
Examples:
• Little did she appreciate what I am doing for her. Exercise 5: Read this student’s persuasive text. Does the text convince you
• Seldom have I felt so lonely. enough?
3. Use of Cleft Sentence: It
Used when the focus is on a word or phrase and to emphasize the intention of
the message by changing the normal sentence pattern with relative pronoun “It
is” or “It was.”
Examples:
• It was she who received my letter.
• It is her loyalty that impressed the manager.
4. Use of Cleft Sentence: What
Used to emphasize a specific subject or object. The clause introduced by “what” is
used as the subject or object of the sentence.
Examples:
• What we need is a clear informative lecture to clear our doubts. After reading the text, answer the following questions on your paper.
• You must do what is good for you. 1. What is the main idea of the persuasive text? Write the sentences that
5. Exceptional Use of ‘Do’ or ‘Did’ answer this question.
Use auxiliary verbs “do” and “did” to emphasize negative sentences. 2. Why does the writer believe in this idea or these ideas? Write the reasons
Examples: for his or her beliefs?
• No that’s not correct. Jane did confront Jenny about the issue between 3. Did you feel that the student writer was trying his or her best to convince
them. or persuade the readers? Which sentences in the text serve as proofs?
• I do believe that you should rest now and stop working so hard. 4. What are the supporting details which show the student’s personal
thoughts and insights? Copy these sentences.
GUIDELINES ON HOW TO WRITE A PERSUASIVE PARAGRAPH 5. Did the writer include all the facts which support his or her belief? List
1. State the main idea you plan to stress in a paragraph. them below.
2. Why do you have this belief or point? State reasons that support your 6. Are there clear and logically sensible examples of his or her belief? Write
claim. Try your best to influence your readers to share your stance or them below.
belief. 7. Are the sentences in the paragraph clear? Do they show clear application
3. Establish the supporting details. Cite reasons or pieces of evidence to of correct and appropriate grammar and punctuation?
reinforce your main point. LESSON 3: COMMON ERRORS IN ENGLISH GRAMMAR WHEN USING MODALS
4. Use facts, data, researches, or statistics to substantiate your claim. 1. The following modal auxiliary verbs should be followed by the infinitive without
“to”: can, could, may, might, must, shall, should, will, would.
ENGLISH 10- 2ND GRADING
5. __ Do we have to take vitamin supplements?
Ex: When traveling, we should respect the customs of the countries we visit. __ Have you to take vitamin supplements?
When traveling, we should to respect the customs of the countries we visit. x __ Need you to take vitamin supplements?
When traveling, we should respecting the customs of the countries we visit. x
2. Modal verbs form questions and negatives without using “do”: LONG EXERCISE: Review the past lesson on writing convincing sentences. Write your own
Ex: Can I help you? Do I can help you? x examples of sentences with emphasis.
Exercise 7.A
Will you meet me when I arrive? Do you will meet me when I arrive? x
1. use of passive
You mustn’t worry about me. You do not must worry about me. x
Active: Students complete the assignment before the deadline.
Passive: ________________________________________________
3. When we talk about obligation or necessity using “have” or “need,” we use
“to” plus the infinitive:
Active: Scientists are studying the effects of climate change.
Ex: I have to finish my assignment this weekend. Passive: ________________________________________________
I need to talk to you.
Active: The artist created a stunning mural on the wall.
4. In questions and negatives, “have to” and “need to” behave like normal verbs Passive: ________________________________________________
and we use “do”. Exercise 7.B
Ex: Do you have to pay extra for breakfast? 2. inversion
Have you to pay extra for breakfast? x An inverted sentence is a sentence in which the usual word order is reversed.
Instead of following the typical subject-verb-object order, an inverted sentence may start
with the predicate or the object, often for emphasis or stylistic reasons. Inverted
They said I don’t need to bring my own sleeping bag.
sentences are common in literature, poetry, and certain rhetorical situations.
They said I needn’t to bring my own sleeping bag. x
For example: “In the garden bloomed beautiful flowers.” instead of “Beautiful
Exercise 6: Which sentence is correct? Put a check mark before it.
flowers bloomed in the garden.”
1. __ You can to read your lessons in the CD.
__ You can reading your lessons in the CD.
Write the following sentences in inverted sentence:
__ You can read your lessons in the CD.
1. A mysterious sound echoed in the silence.
2. __ You should not tolerate his negligence any longer.
2. A gentle stream flowed under the bridge.
__ You do not should tolerate his negligence any longer.
3. A group of laughing children came around the corner.
__ You not should tolerate his negligence any longer.
4. I hardly noticed the subtle changes in the landscape.
3. __ If we want to solve this problem, we must trying our best to change our attitude.
__ If we want to solve this problem, we must to try our best to change our attitude.
5. They consider giving up on their dreams at no time.
__ If we want to solve this problem, we must try our best to change our attitude. 6. We seldom witness such extraordinary events.
7. She knew little about the impact of her words on the audience.
4. __ We can solve the problem of poverty in our lifetime?
__ Can we solve the problem of poverty in our lifetime?
__ Do we can solve the problem of poverty in our lifetime?
ENGLISH 10- 2ND GRADING
3. cleft sentence using “it” or “what” 1. They understand the importance of punctuality.
A cleft sentence is a construction that allows us to focus on a particular part of a 2. We recognize the efforts you put into this project.
sentence. It typically begins with “It was” or “It is”, or “What is” or “What was.” 3. He completed the assignment before anyone else.
1. It was her dedication that impressed the team. 4. They visited the museum twice during their vacation.
In this cleft sentence, the focus is on “her dedication,” emphasizing what 5. She exceeded the required word count for the essay.
specifically impressed the team.
2. What surprised us was the sudden change in weather.
In this cleft sentence, it emphasizes the surprising element, which is the sudden
change in weather.

Simple sentence: The cat chased the mouse.

It Cleft sentence: It was the cat that chased the mouse. (The focus is on the cat.)
What Cleft sentence: What was chased by the mouse was the cat. (The focus is still on
the cat)

Exercise 7.C: Write the following sentences using “It” or “what” cleft sentence:
1. The sun sets in the west.
It Cleft sentence: ____________________________________
What Cleft sentence: _____________________________________
2. She solved the puzzle quickly.
It Cleft sentence: ____________________________________
What Cleft sentence: _____________________________________
3. We visited the museum last weekend.
It Cleft sentence: ____________________________________
What Cleft sentence: _____________________________________
4. The students completed the project before the deadline.
It Cleft sentence: ____________________________________
What Cleft sentence: _____________________________________
5. John fixed the broken computer.
It Cleft sentence: ____________________________________
What Cleft sentence: _____________________________________

4. Exceptional use of Do or Did

Exercise 7. D: Rewrite the sentences using do or did more than necessary.

For example:
I appreciate your help in this matter. I do appreciate your help in this matter.
We invited him to the party. We did invite him to the party.