Grammar

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 LESSON 1
Sentences
Content:

1. Sentences and Sentence Fragments

2. Sentence Types
a. Simple Sentence
b. Compound Sentence
Rules:

Rule #1: Sentences and Sentence Fragments

Rule #1 Application

For each of the following, write S on the line if it is a complete sentence. Write F if it is a
sentence fragment.

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Rule #2: Simple and Compound Sentences

Simple Sentences - A simple sentence contains a subject and a verb. - It expresses a single
complete thought that can stand on its own.

Examples:

1. The baby cried for food.

^There is a subject and a verb that expresses a complete thought.
2. Professor Maple’s intelligent students completed and turned in their homework.
^A simple sentence does not necessarily have to be short. It can have adjectives. In
this case, there are two verbs “completed” and “turned in.” However, the sentence
expresses one complete thought and therefore is a simple sentence.
3. Megan and Ron ate too much and felt sick.
^Although there are two subjects and two verbs, it is still a simple sentence because
both verbs share the same subjects and express one complete thought

A compound sentence has two complete sentences (independent clauses). An independent

clause is a part of a sentence that can stand alone because it contains a subject and a verb
and expresses a complete thought.

- Basically, a compound sentence contains two simple sentences.

- These simple sentences (independent clauses) are joined by a coordinating conjunction

(for, and, nor, but, or, yet, so). Examples:

1. The shoplifter had stolen clothes, so he ran once he saw the police.

^Both sides of the conjunction “so” are complete sentences. “The shoplifter had stolen
clothes” can stand alone and so can “he ran once he saw the police.” Therefore, this is a
compound sentence.

2. They spoke to him in Spanish, but he responded in English.

^This is also a compound sentence that uses a

conjunction to separate two individual clauses

And: adds information

But: contradicts and offers a contrast
Or: offers a choice
So: means as a result
For: means because

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Rule #2: Application

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Exercises

Exercise 1:

Exercise 2: Refer to Reading One. Pick the following:

1. Compound Sentence (paragraph 5):

__________________________________________________________________________

__________________________________________________________________________

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 LESSON 2
Simple Present Tense
Content:

1. Uses
2. Form
3. Negative
Rules:
 The simple present tense is used to talk about a habitual action; e.g. He drinks tea in the
morning.
 The simple present tense can be used to talk about general truths; e.g. The sun rises in the
east.
 The simple present tense is used to talk about future events that are part of a fixed
timetable; e.g. The train leaves at 6 p.m.

Rule #1: Form and the Base Meaning of Simple Present Tense.

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Rule #1 Application

Choose the correct completions.

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Rule #2: Using Frequency Adverbs: Always, Usually, Often, Sometimes, Seldom, Rarely,
Never

Rule#2 Application 1

Complete the sentences in the chart. Use each frequency adverb once.

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Rule #2 Application 2

Write S over the subject and V over the verb in each sentence. Then rewrite the sentences,
adding the italicized frequency adverbs.

Rule #3: Using Frequency Adverbs with Be

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Rule# 3 Application

Add frequency adverbs to the sentences.

Rule#4: Spelling and Pronunciation of Final –es

Rule#4 Application

Use the verbs in italics to complete each sentence.

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Rule #5 Adding Final –s / -es to Words that End with in y

Rule# 5 Application

Use the words in italics to complete the sentences.

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Rule# 6: Irregular Singular Verbs: Has, Does, Goes

Rule# 6 Application

Use the given verbs to complete the sentences.

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Rule#7: The Simple Present Negative

Rule#7 Application

Use the words in italics to make negative sentences. Use contractions.

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Exercises

Exercise 1: Refer to the reading selection The Friendship Page and pick 5 simple present
tense verbs.

_______________ __________________ ___________________

_________________ ____________________

Exercise 2: Complete each sentence with the correct simple present form of the verb in
parentheses.

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Exercise 3: Add –s or –es where needed.

Exercise 4: Proofread the sentences correcting all errors.

Exercise 5: Write 2 sentences using simple present tense verbs and frequency adverbs.

______________________________________________________________________________
______________________________________________________________________________

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 LESSON 3
Simple Past Tense
Content:

1. Uses
2. Form
3. Negative
Rules:
Simple past tense is used when describing something that is completed.

Rule #1: Using Be: Past Time

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Rule #1 Application

Change the sentences to past time.

Rule #2: Simple Past: Negative

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Rule #2 Application

Study the time expressions. Then complete the sentences. Use wasn’t or weren’t. Use a past
time expression.

Write each sentence in the negative form.

1. Hala ordered her favorite meal.

______________________________________________________________________

2. He lived in Lebanon last year.

______________________________________________________________________

3. She tasted the chilly juice.

______________________________________________________________________

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Rule #3: The Simple Past Tense Using -ed

Rule #3: Application

Complete the sentences below using the past tense.

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Rule #4: Past Time Words: Yesterday, Last, and Ago

Rule #4 Application:

Complete the sentences. Use yesterday or last.

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Rule #5: The Simple Past: Irregular Verbs

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Exercises

Exercise 1: Complete the sentences. Use the words in parentheses.

Exercise 2: Proofread the sentences correcting all errors.

1. I feeled excited yesterday. _______________

2. I am at the college last morning. ___________________

3. My best friend were upset this morning. ____________________

4. I read this book ago a year. _________________

5. Maria lives in Dublin all her life. She died last year. ____________________

Exercise 3: Write one compound sentence using irregular past-tense verbs.

______________________________________________________________________________

______________________________________________________________________________

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 LESSON 4
Simple Future Tense
Content:

1. Uses
2. Form
3. Negative
Rules:
 The simple future is a verb tense that’s used to talk about things that haven’t happened
yet.
 The simple future tense is used to predict a future event; e.g. I think it will rain
tomorrow.
 The simple future tense is used to make spontaneous decisions; e.g. I don’t have cash
money; I will pay for the tickets by credit card.
Rule #1:

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Rule #1 Application

Complete the sentences with the future simple (will). Keep the same meaning.

Example: I think Jim's birthday party is on Saturday. (have)

I think Jim will have his birthday party on Saturday.

1. You can't take my car. I use it at weekends. (need)

You can't take my car. I ................................... it next weekend.
2. Waiter, we would like two glasses of orange juice. (have)
Waiter, we .............................. two glasses of orange juice.
3. Do you think our English teacher is preparing a test for tomorrow? (write)
Do you think we .......................................... a test tomorrow?
4. I don't mind going to the cinema if you help me with the housework. (go)
I ........................ to the cinema if you help me with the housework.
5. I have a lot of work to do in the evening. (work)
I ................................ a lot in the evening.
Rule #2: Simple Future Tense: Affirmative / Negative

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 Rule #2 Application
Complete the sentences with will in the negative form.

Exercises
Exercise 1: Write the verbs in the simple future form.

Jim asked a fortune teller about his future. Here is what she told him:
will earn
1. You (earn) a lot of money.

2. You (travel) around the world.

3. You (meet) lots of interesting people.

4. Everybody (adore) you.

5. You (not / have) any problems.

6. Many people (serve) you.

7. They (anticipate) your wishes.

8. There (not / be) anything left to wish for.

9. Everything (be) perfect.

10. But all these things (happen / only) if you marry me.

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Exercise 2: Write the verb between parentheses in the correct tense. Then write simple
present, past, or future on the line.

1. The smart student always (win) __________________ the contest. _______________

2. We (write) __________________ an essay last week. _______________
3. I think I (volunteer) __________________ to clean the school tomorrow.
_________________
4. Volunteers usually (enjoy) ____________________ their work. _________________
5. Whenever we have a project, we always (work) ________________ together.
__________________
6. Researchers (visit) _________________ LIU Library soon. __________________
7. Last night, I (send) ________________ an email to my friend. ______________
8. Every day, mom (prepare) _______________ delicious meals. ________________

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 LESSON 5
Present Continuous / Progressive
Content:

1. Form
2. Use
3. Negative

Rules
Rule #1: Be + ing: The Present Continuous / Progressive Tense

Rule #2: Spelling of – ing

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Rule #2 Application

Write the –ing form of the following verbs.

Rule #3: The Present Continuous/ Progressive Negative

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Rule #3 Application

Use the present continuous/ progressive to make two sentences about each situation:
negative and affirmative.

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Rule #4 The Simple Present vs. The Present Continuous/ Progressive

Exercises

Exercise 1: Write the verb either in simple present or in present continuous.

Exercise 2: Write two sentences using a present continuous verb in each.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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 LESSON 6
Past Continuous / Progressive Tense
Content:

1. Form
2. Uses
3. Negative
Rules:
Rule #1: Form of Past Continuous/ Progressive

Form [was/were + present participle (verb + ing)]

Examples:  You were studying when she called. He Was reading yesterday at 8:00 p.m.

Use “was” with singular subjects and I, he, she, it; e.g. I was cleaning. The researcher was
investigating. Use “were” with plural subjects and you, we, they; e.g. They were cleaning.
The researchers were investigating.

Rule #2: Spelling

 - Add ing to most verbs; e.g. play > playing, cry > crying, bark > barking
 - For verbs that end in e, remove the e and add ing; e.g. slide > sliding, ride > riding
 - For verbs that end in ie, change the ie to y and add ing; e.g. die > dying, tie > tying
 - For a verb whose last syllable is written with a consonant-vowel-consonant and is stressed,
double the last letter before adding ing; e.g. beg > begging, begin > beginning. However:
enter > entering (last syllable is not stressed)

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Rule #1 Application

Write each verb in the past continuous tense.

The Thompson family: What were they doing on Sunday at 7 o'clock?

Rule #2: Uses of Past Continuous/ Progressive Tense

1. USE 1: Specific Time in the Past: The past continuous tense is used to refer to actions
that were in progress at or around a specific point in time in the past. This point can
be implied or expressed with a time expression or a clause with a verb in the past simple
tense.
Examples:
 At 9 o'clock, I was sitting on the train.
 A few minutes ago, they were still dancing.
 When I called her, she was studying.
Do not confuse simple past to past progressive:
 Last night at 6 PM, I ate dinner. (I STARTED EATING AT 6 PM.)
 Last night at 6 PM, I was eating dinner. (I STARTED EARLIER; AND AT 6 PM, I
WAS IN THE PROCESS OF EATING DINNER).

2. USE 2: Interrupted Action in the Past: Use the Past Continuous to indicate that a
longer action in the past was interrupted. The interruption is usually a shorter action in
the Simple Past.
Examples:

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  I was watching TV when she called.
 When the phone rang, she was writing a letter.
 While we were having the picnic, it started to rain.
 I was listening to my iPod when I heard the fire alarm.

3. USE 3: Parallel Actions: When you use the Past Continuous with two actions in the
same sentence, it expresses the idea that both actions were happening at the same time.
The actions are parallel.
Examples:
 I was studying while he was making dinner.
 While Ellen was reading, Tim was watching television.
 They were eating dinner, discussing their plans, and having a good time.
Rule: #4: The Past Continuous/ Progressive Negative

(Negative form) - Subject + "to be" + not + verb present participle

Examples: I was working. > I wasn’t working.

Exercises

Exercise 1: Look at Jane's diary. What was she doing at these times?

My diary

1. On Monday at 5 p.m. she ......................................an appointment at the dentist.

2. On Tuesday between 7 - 8 p.m. Jane and Mimi ......................................tennis.
3. On Wednesday at 9 o'clock she ......................................the Black Widows.
4. On Thursday from 8.30 to 9.30 she ......................................for an English test.
5. On Friday at 6 o'clock Jane and Carrol ......................................the shopping.
6. On Saturday between 11.30 and 12.30 she ......................................lunch.
7. On Sunday at 9.30 Jane and her mum ......................................the house.
8. But I don't know what she ......................................at 12 p.m. on Sunday. Was she sleeping?

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Exercise 2: Complete the dialogues with negative forms of the past continuous tense.

Exercise 3: Choose the correct past tense form.

1. As the stranger came | was coming to the station, a car stopped | was stopping behind him.
2. My grandma never watched | was never watching TV. But she read | was reading books.
3. I started | was starting work at 6 o'clock.
4. He got up | was getting up and switched off | was switching off the light.
5. When I finished | was finishing my homework, I cooked | was cooking dinner.
6. While we listened | were listening to the news, the telephone rang | was ringing. Kate
stood up | was standing up and answered | was answering it.
7. As I drove | was driving to work last Friday, a car crashed | was crashing in front of me.
I stepped | was stepping on the brakes.

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Exercise 4: Complete the text with the correct form of the verbs in parentheses. Use the past
simple or the past continuous.

My friends and I (1) .............. (enjoy) my birthday party when suddenly the lights (2) ............
(go) out. I (3) ………....... (think) that my brother (4) ……….. (try) to scare everyone. I (5)
…….…... (shout), ‘Switch the lights on!’ but nothing (6) ………..... (happen). While we (7)
………... (wait) in the darkness, somebody (8) …......... (scream). Suddenly, I felt scared!

Exercise 5: Write three sentences using the past progressive tense.

Sentence 1 (Apply Use 1):

______________________________________________________________________________
______________________________________________________________________________

Sentence 2 (Apply Use 2):

______________________________________________________________________________
______________________________________________________________________________

Sentence 3 (Apply Use 3):

______________________________________________________________________________
______________________________________________________________________________

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 Tenses Revision:

Simple Tenses: (Simple Present – Simple Past – Simple Future)

Continuous/ Progressive Tenses: (Present Continuous – Past Continuous)
Exercise 1: Write the verb in the correct simple tense as indicated between parentheses.

Exercise 2: Write the verb in the correct continuous/ progressive tense as indicated between
parentheses.

1. Despite her height, Kate ___________ to make the basketball team. (hope‐present
progressive)
2. The rain ______________ all of our plans. (ruin‐present progressive)
3. The architect _______________ his plans. (explain‐present progressive)
4. They _________________ important political issues. (discuss‐present progressive)
Exercise 3: Complete the passage with the correct form of the verbs in parentheses. Use the
Present Simple, Present Continuous, Past Simple or the Past Continuous.

Today, it 1) …………….…………... (seem) that everyone recognizes the paintings of Vincent

Van Gogh. However, few people 2) …………...…….. (know) the sad details of his difficult life.
Van Gogh was born in 1853 in a small village in the Netherlands. He drew pictures when he was
a boy but 3) ………….…….... (not consider) art as a career. When he was 16 years old, he 4)
………….……... (go) to work for a company which bought and sold art. He had periods of deep
depression, which 5) ….……...…….. (affect) his work, and as a result, the company 6)
………..……..(dismiss) him in 1876. Van Gogh then 7) ………….……...(teach) in England and
later 8)………………..(give) Bible lessons in Belgium. He finally decided to become an artist.
Between 1880 and 1890, while he 9)…….……..…….. (produce) his famous paintings and
drawings, he suffered from frequent periods of depression. On 27 July 1890, when he was 37, he
10)…………..…….. (shoot) himself. He died two days later.

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 LESSON 7
Main and Helping Verbs
Rules
Rule #1: Helping Verbs: Definition

Rule #2: Helping Verbs (Pay attention to the form of the main verb after each helping
verb)

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Exercise 1: In each sentence, underline the main verb twice and the helping verb once.

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Exercise 2: Use one of the helping verbs in the box to complete each sentence. Then
underline the main verb in each sentence twice. One helping verb will be used more than
once.

am / is / are / will

Exercise 3: Read the sentences below. Choose the correct form of the main verb.

1. Wilma had (weigh / weighed) only four pounds at birth.

2. Others have (expected / expect) little from her.

3. She is (become / becoming) a great athlete.

4. Not a single problem has (stop / stopped / stoped) her.

5. People are (noticing / noticeing / noticed) her skills in basketball.

6. Wilma will (surprising / surprise) everyone.

7. They are (urge / urgueing / urging) her to rum races.

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Exercise 4: Fill in the bubble next to the helping verb that correctly completes each
sentence.

Exercise 5: Write one sentence that includes a verb phrase (helping verb and main verb).

______________________________________________________________________________

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 LESSON 8
Linking Verbs
Rules:
Rule #1: Linking Verbs: Definition

Rule #2: Linking Verbs: Predicate Noun and Predicate Adjective

Rule #3: Difference between Linking Verbs and Action Verbs

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Do not confuse linking verbs with helping verbs: The following Venn Diagram helps you to
differentiate between linking verbs and helping verbs.

The following verbs are true linking verbs: any form of the verb be [am, is, are, was, were, has
been, are being, might have been, etc.], become, and seem. These true linking verbs
are always linking verbs.

Then you have a list of verbs with multiple personalities:

appear, feel, grow, look, prove, remain, smell, sound, taste, and turn. Sometimes these verbs
are linking verbs; sometimes they are action verbs.

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Exercise 1: Circle the linking verb in each sentence.

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Exercise 2: Circle the verb in each sentence. Write whether it is action or linking.

Exercise 3: Circle the verb in each sentence below. Label it an “action verb” or “linking
verb” on the line provided.

1. The hotdog sandwich tastes good. ____________________

2. The child will be tall five years from now. ______________________
3. She tasted the apple pie. _____________________
4. The dog became thin after his surgery. ____________________
5. This t-shirt smells bad. ______________________
6. I gladly smell spring flowers. ___________________

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 LESSON 9
Nouns
Content:

1. Singular and Plural Nouns

2. Common and Proper Nouns

I. Singular and Plural Nouns:

Rules:
Rule #1: Definition

 When a noun indicates one only, it is a singular noun. When a noun indicates more
than one, it is plural.
Singular Nouns:

1. The boy had a baseball in his hand.

2. My horse prefers to wear an English saddle.
3. That cat never seems to tire of jumping in and out of the box.
4. You stole my idea and didn’t give me any credit.
5. Your mom is going to be upset about that broken lamp.

Plural Nouns:

1. The boys were throwing baseballs back and forth between bases.
2. Our horses are much happier wearing lightweight English saddles.
3. Those cats never seem to tire of chasing one another in and out of those boxes.
4. You stole my ideas and didn’t give me any credit.
5. Our moms are going to be upset that we stayed out all night going to parties.

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Rule #2: Changing Singular Nouns into Plural Form

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Irregular Plural Nouns

Exercise 1: Write these nouns in the plural form.

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Exercise 2: Some of these plural nouns are wrong. Correct them or write “ok” if they are
correct.

Exercise 3: Change the sentences.

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 II. Common and Proper Nouns:
Rules:
Rule #1: Definition

Rule #2: List of Proper Nouns

Examples of when to capitalize

 The first and last names of a person

Examples: Gillian Welch, Steve Jobs, Francis Crick, Michael Jackson

 Names of companies and organizations

Examples: World Wildlife Fund, United Nations, Volkswagen, Springer Nature

 Countries and cities

Examples: Australia, India, Germany, New York, London, Beijing

 Months of the year, days of the week

Examples: January, August, Monday, Saturday

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Exercise 1: Underline the proper noun in each sentence.

1. I met James at the post office.

2. Peter is my classmate.
3. India is the biggest democracy in the world.
4. Millions of people speak English as a second language.
5. She comes from Nigeria.
6. The Amazon is the largest river in the world.
7. Jupiter is the largest planet in our solar system.
8. Which is the capital city of Australia?
9. Greenland is the largest island in the world.
10. Jack and Jill went up the hill to fetch a pail of water.

Exercise 2: Identify the underlined words in each sentence as proper or common nouns.

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Exercise 3: Proofreading.

Exercise 4: Write three sentences including one proper noun and one plural noun in each.

1.
______________________________________________________________________________
______________________________________________________________________________

2.
______________________________________________________________________________
______________________________________________________________________________

3.
______________________________________________________________________________
______________________________________________________________________________

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 LESSON 10
Pronouns
Content:

1. Pronoun and Antecedent

2. Subject Pronouns
3. Object Pronouns
4. Possessive Adjectives / Possessive Pronouns

Rules:

Rule#1: Pronouns and Antecedents

 In this lesson you are going to learn three types of pronouns: nominative/ subject (for
example, he); object (him); or possessive (his).

Rule #2: Personal Pronouns (Nominative/ Subject Pronouns and Object Pronouns)

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Rule #3: Possessive Pronouns

Pronouns Chart

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 Hint: Pronoun I is always capitalized
wherever it is located in the sentence.

Pronouns Chart with Examples

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Exercise 1: Underline the pronoun and circle the antecedent that the pronoun refers to.

Exercise 2: Use a subject pronoun as the subject of each sentence based on the word(s) in
parentheses.

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Exercise 3: Use an object pronoun as the object in each sentence based on the word(s) in
parentheses.

Exercise 4: Use a possessive adjective in the gap in each sentence based on the word(s) in
parentheses.

Exercise 5: Use a possessive pronoun in the gap in each sentence based on the word(s) in
parentheses.

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 LESSON 11
Conditionals
Content:

1. Zero Conditional
2. First Conditional

Rules

Rule #1: Definition

Conditionals are sentences with two clauses – an “if” clause and a main clause – that are closely
related. Conditional sentences are divided into different types. In this lesson you are going to
learn two types: Zero Conditional and First Conditional.

Rule #2: Zero conditional

We use the zero conditional to talk about things that are always true.

 If you heat water, it boils.

 When the sun goes down, it gets dark.
 It lights up if you push that button.

Form: The present simple is used in both clauses.

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Rule #3 First conditional

We use the first conditional when we talk about real and possible situations.

 I’ll go shopping on the way home if I have time.

 If it’s a nice day tomorrow, we’ll go to the beach.
 If Arsenal wins, it’ll be top of the league.

Form: In first conditional sentences, the structure is usually if + present simple and will +
infinitive (simple form of the verb). It’s not important which clause comes first.

Rule #4: Unless

Unless means the same as if...not. Like if, unless is followed by a present tense, a past tense, or a
past perfect tense (never by a conditional). Unless is used instead of if...not in conditional
sentences of all types. The order of the clauses doesn't matter with sentences using unless.

The following sentences can be joined using if or unless. Note that unless means if not and
hence it would be wrong to use another not in clauses with unless.

1. If you do not finish the job in time, you will be out.

Unless you finish the job in time, you will be out.

2. If you violate the rules, you will be in trouble.

Unless you violate the rules, you will not be in trouble.

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Exercise 1: Using the zero conditional, complete the sentences with the verbs in parentheses.

Exercise 2: Make zero-conditional sentences.

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Exercise 3: Using the first conditionals, write the correct forms.

Exercise 4: Write your own zero-conditional sentence.

______________________________________________________________________________

______________________________________________________________________________

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Exercise 5: Make first-conditional sentences.

Example:

Exercise 6: Write your own first-conditional sentence.

______________________________________________________________________________

______________________________________________________________________________

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 LESSON 12
Yes / No Questions
Content:

1. Yes / No Questions
2. How to Form Yes / No Questions

Rules
Rule #1: What are Yes / No Questions?

Yes or No Questions are questions whose expected answer is either "yes" or "no".

How to Form Yes / No Questions

Rule #2: If the main verb of the sentence is To be (Linking Verb)¸ simply invert the subject
and the verb:

Examples

- He is a teacher? Is he a teacher? Yes, he is. / No, he isn’t.

- They are Lebanese. Are they Lebanese? Yes, they are. / No, they aren’t.

Rule #2 Application

Change these sentences into question form. Make Yes/No questions. Provide answers.

1. The school is open today. 

2. The waiter was not rude. 
3. Yoga is popular. 
4. I am sick. 
5. You were tired. 
6. Sarah was his teacher. 

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Rule #3: If the sentence includes a main verb and a helping verb (auxiliary verb), invert the
subject and the helping verb.

Examples

- She can speak Spanish.  Can she speak Spanish? Yes, she can. / No, she can’t.

- I have got two sisters. Have you got two sisters? Yes, I have. / No, I haven’t.

- You should eat healthier. Should you eat healthier? Yes, you should. / No, you shouldn’t.

Rule #3 Application

Change these sentences into question form. Make Yes/No questions. Provide answers.

1. John can read. 

2. We will join. 
3. It might be broken. 
4. Peter is not going to the concert. 
5. Luan is going to be hired. 
6. He is interviewing the artist now. 

Rule #4: If the sentence includes a verb which is not the verb To be and doesn't include an
auxiliary verb, the transformation is more complex:

a) If the verb is in the present tense, add either do or does and put the main verb in its base
form: (Do if the subject is I, you, we, they or any plural noun and does if the subject is the
third-person singular he, she, it or any singular noun.)
Examples

- I like sweets. Do you like sweets? Yes, I do. / No, I don’t.

- They go to a high school. Do they go to a high school? Yes, they do. / No, they don’t.

- He hates basketball.  Does he hate basketball? Yes, he does. / No, he doesn’t.

- Nancy reads a lot. Does Nancy read a lot? Yes, she does. / No, she doesn’t.

b) If the verb is in the past tense, add did and put the main verb in its base form:

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Examples

- He discovered the truth.  Did he discover the truth? Yes, he did. / No, he didn’t.

- She wrote a nice essay.  Did she write a nice essay? Yes, she did. / No, she didn’t.

- They did the homework.  Did they do the homework? Yes, they did. / No, they didn’t.

c) If the verb is in the future tense, add will and put the main verb in its base form:

Examples

- He will go to University in three years. Will he go to University in three years? Yes, he will.
/ No, he won’t.

- They will buy a new car next year. Will they buy a new car next year? Yes, they will. / No,
they won’t.

Rule #4 Application

Change these sentences into question form. Make Yes/No questions. Provide answers.

1. He reads every day. 

2. The printer broke. 
3. We want more money. 
4. She had a smile on her face. 
5. The boss noticed the mistake. 

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Exercises

Exercise 1: Write short answers (with pronouns) to the following questions:

Exercise 2: Change these sentences into question form. Make Yes/No questions. Provide
answers.

1. She is a good person. 

2. They are studying hard. 
3. I don’t want a drink. 
4. The book was sold. 
5. My dog barks loudly. 
6. We are going to try it. 

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Exercise 3: Correct the following questions.

1. Have you a dog? 

2. You will go to the park? 
3. Did you went to the park? 
4. It is 4 o’clock? 
5. Are you agree? 

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 LESSON 13
WH-Questions
Content:

1. WH-Question Words
2. How to Form WH-Questions

Rules
Rule #1: What are WH-Questions?

A wh-question is used for seeking information relating to persons, things, facts, time,
place, reason, manner, etc. Wh-questions differ depending on the kind of content
information sought. Wh-questions cannot be answered by “yes” or “no”.

Wh-Question Words

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Rule #1 Application

Fill in the blanks with What, When or Where.

1. _________________ is the name of the president?

2. ________________did Neil Armstrong say when he first landed on the moon?
3. ________________did he first land?
4. ________________are you doing this afternoon?

Rule #2: Wh-Questions with Auxiliary (helping) Verbs

Rule #3: Wh-Questions without Auxiliary (helping) Verbs

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Rule #4: Questions about the Subject

When the question is about the subject, the WH- word (who, what) replaces the subject.

Example: The researcher wrote the final report  Who wrote the final report?

Exercises

Exercise 1: Read and look at the underlined phrases and words and form questions that
answer them, using wh-questions.

Example: Her bag is in the bus.  Where is her bag?

1. Pamela speaks slowly.

_____________________________________________________________________

2. Janet is sitting in front of Sam?

_____________________________________________________________________

3. Karen and Simon drive dangerously?

_____________________________________________________________________

4. He calls me at home.

_____________________________________________________________________

5. I often go to school on my bike.

________________________________________________________________________

6. He has passed the course since he studied well.

________________________________________________________________________

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Exercise 2: Ask wh-questions about the underlined parts.

Exercise 3: Ask wh-questions using the words given between parentheses.

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 LESSON 14
Adjectives
Content:

1. Adjectives
2. Types of Adjectives
3. Order of Adjectives

Rules

Rule #1: Definition

An adjective describes a person, place, thing, or idea. Adjectives modify nouns or pronouns.
An adjective may tell what kind, which one or how many.

An adjective comes before the noun it modifies (delicious cake) or after the verb if the sentence
has linking verb (The cake is delicious).

Rule #2: Types of Adjectives

There are different kinds of adjectives. In this lesson you are going to learn the most common
ones.

1. Descriptive Adjectives: Descriptive adjectives are the most numerous of the different types of
adjectives. These adjectives describe nouns that refer to action, state, or quality (careless,
dangerous, excited, sad, black, white, big, small, long, fat, English). Descriptive adjectives are
called proper adjectives if they are formed of proper nouns (English  England).

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2. Adjective of quantity: An adjective of quantity tells us the number (how many)
or amount (how much) of a noun. But it doesn't say exactly how many or how much.

3. Demonstrative adjective: There are four words that are used as demonstrative
adjectives: this, that, these, those. We use this and that with nouns to show the nouns are
singular (this/that computer = one computer) and these and those with nouns to show they are
plural (these/those ants = more than one ant).

4. Possessive adjective: A possessive adjective, also called a possessive determiner, expresses

possession of a noun by someone or something by modifying the noun. Possessive adjectives are
the same as possessive pronouns. All the possessive adjectives are listed in the following table:

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Rule #3: Order of Adjectives

Exercises

Exercise 1: Choose the correct answer.

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Exercise 2: Underline the adjective and state its type. Some sentences have more than one.

1. I cannot afford to give you more money. __________________

2. Each boy took his share. __________________

3. This is my own pen. __________________

4. That boy is very lazy. _______________

5. We are three brothers. __________________

6. Many girls participated in the amazing play. __________________

7. That British man has good communication skills. _____________________

8. Your car us very fast. ____________________

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Exercise 3: Write the proper adjective in each sentence. Circle any two adjectives whose
order needs to be switched.

Exercise 4: Write your own sentences. Include an adjective of the type indicated between
parentheses.

Sentence 1 (proper adjective):

______________________________________________________________________________
______________________________________________________________________________

Sentence 2 (demonstrative adjective):

______________________________________________________________________________
______________________________________________________________________________

Sentence 3 (adjective of quantity):

______________________________________________________________________________
______________________________________________________________________________

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 LESSON 15
Adverbs
Content:

1. Adverbs
2. Intensifiers
3. Adjectives vs. Adverbs (Good / Well)

Rules
Rule #1: Definition

Rule #2: Intensifiers

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Rule #3: Types of Adverbs

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Rule #4: Adjectives vs. Adverbs (Good and Well)

Exercises

Exercise 1: Underline the adverb in each sentence.

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Exercise 2: Underline the intensifier. On the line, write the adjective or adverb it modifies.

Exercise 3: In the following sentences, the adverb is underlined and bold. Write what type
of adverb it is in the blank provided.

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Exercise 4:

Fill in the blank using good or well correctly.

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