MODULE 1

LEARNING THE PARTS OF SPEECH

COURSE NUMBER: ENGLISH 107

COURSE TITLE: STRUCTURE OF ENGLISH

COURSE DESCRIPTION:

This course is designed to review and build upon students’ grammatical

command of English language structures in order to enhance their written and spoken
performances in academic settings. It provides the grammatical knowledge necessary
for a descriptive analysis of the structure of contemporary English, from the level of
word class through phrase structure analysis to the description of complex sentence
patterns.
Students will learn about the syntactic structure of Standard English grammar:
word structure, phrase structure, clause structure, and sentence structure. Students will
also learn about some basic facts about English grammar.

Hazel D. Joaquin, PhD

Course Facilitator
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OVERVIEW
English grammar uses words based on eight parts of speech. These are  verbs,
nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, and interjections. Each
part of speech explains not what the word is, but how the word is used.

When first starting out with the learning of English language, it is essential to
have an overview of the basic parts of speech. Recognizing parts of speech is very
useful when learning a foreign language. The part of speech to which a word belongs
guides its use in a sentence and defines the correct word order and punctuation.
Knowing the role that each word has in a sentence structure clearly helps to understand
sentences and also to construct them properly.

Learning Outcomes
1. Define clearly and distinguish each part of speech.
2. Define clearly and distinguish each kind.
3. Explain the functions of each kind
4. Provide ample examples of each part.
5. Construct sentences using each part.
6. Write a paragraph using the 8 parts of speech.

INDICATIVE CONTENT
Parts of Speech:
1. Noun
2. Pronoun
3. Verb
4. Adjective
5. Adverb
6. Conjunction
7. Preposition
8. Interjection

PARTS OF SPEECH
A part of speech is a category into which one places a word depending on how it
functions in a sentence. In English, there are eight parts of speech.There are cases that
the same word may be different parts of speech depending on the word’s use in the
sentence.
Examples:

I have a part in the show. (“part” is used as a noun.)

I part my hair on the right. (“part” is used as a verb.)
My dog is part collie. (“part” is used as an adjective.)
My brother gives me a ring. (“ring” is used as a noun.)
They ring the doorbell. (“ring” is used as a verb.)
Do you have a ring holder in the bag? (“ring” is used as an adjective.)
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Only a close examination of what a word is doing in a sentence reveals its part
of speech. The Parts of Speech include nouns, pronouns, verbs, adjectives, adverbs,
prepositions, conjunctions, and interjections.

NOUN
The noun (Latin nomen = name) is the name of:
A person (Kiel, Angelina Jolie, Thessaly Cruz)
A place (Roxas City, Capiz, Panitan)
A thing (table, paper, car)
A quality (beauty, happiness, courage)
An activity (walking, praying, speaking)
A concept (friendship, materialism, spirituality)
A condition (peace, security, joy)

Types of Nouns:
1. Common
2. Proper
3. Abstract
4. Concrete
5. Count
6. Mass
7. Collective
8. Possessive
9. Compound

 Common Nouns. A common noun is the general name of a person, place, or thing.
Examples: actress, city, computer

 Proper Nouns. A proper noun is the specific name of a person, place, or thing
Examples: Judy Ann Santos, Quezon City, Samsung

 Abstract Nouns. An abstract noun refers to abstract objects, ideas, or concepts. It

could not be seen by the naked eye, but can be felt by the senses. In English, many
abstract nouns are formed by adding noun-forming suffixes to adjectives or verbs.
Examples: happiness, circulation,  tranquility

 Concrete Nouns. A concrete noun refers to objects that can be experienced through
our senses.  That means we can touch, feel, smell, taste or hear them. In other words,
a concrete noun is something you can perceive with at least one of our senses.
Examples: flowers, cookies, blackboard

 Count Nouns. A count noun can be counted or quantified. Usually, it is a noun that

can take a plural, can combine with numerals or counting quantifiers, and can take an
indefinite article such as a or an.
Examples:
 Names of persons, animals, insects, plants, and their parts: a girl, a
dog, a mosquito, an eye, five plants, two legs
 Objects with a definite shape:  a cake, a house, an octopus, six
buildings, two balloons, three houses
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 Units of measurement and words of classification: a milligram, a
pound, a bottle, an item, a language, a paragraph

Tests on how to know that they are Count Nouns:

 Count nouns can be quantified by a number.
 Count nouns have singular and plural forms.
 Count nouns can use a, an, or number as modifiers.
 Count nouns can use "many" as a modifier.

 Mass Nouns. A mass noun is uncountable by a number. It can be quantified by a

word that signifies amount.
Examples:
 Materials, food, metals, and natural qualities: bread, cotton, wood
 Names of liquids, gases, and substances made of many small
particles: water, smoke, oxygen, rice, sugar, milk, gravel

A number cannot be used to quantify a mass noun. It is incorrect to say two

rice, nine courages. To quantify or classify mass nouns, we can use "of" after a
measurement like a platter of rice, an ounce of courage or a piece of music.

Test on how to know that they are mass nouns:

 Mass nouns can be quantified by an amount rather than a number.
 Mass nouns have only one form (singular).
 Mass nouns cannot have "a," "an," or "one" before them as modifiers.
 Mass nouns can use "much" as a modifier.

 Collective Nouns. A collective noun refers to groups consisting of more than one
individual or entity, even when they are inflected for the singular.
Examples: fleet of ships constellation of stars
colony of ants school of fish

 Possessive Nouns. A possessive noun shows ownership or possession of something.

Examples:
Gina’s shoulderbag matches her shoes perfectly.
The boys’ toys were lined up neatly on the shelves.

Making Singular Nouns Possessive

For most singular and plural nouns that don't end in "s," you can make
them possessive by adding an apostrophe and an "s" to the end of them.

Examples:
The man's collar is blue.
Ann's car is brand new.
John’s work will be published next week.

 English has some words that are plural but do not have an "s" at the end
of them, like "children," "sheep," and "women." These irregular plural
words are treated as if they were singular words when making noun
possessives.
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Examples:
Children’s place
Women’s section

 If a singular noun ends in "s," you can either add an apostrophe + "s" to
the end or just an apostrophe. Both are considered correct.
Examples:
"Mr. Sans's house"
"Mr. Sans' house" 

Making Plural Nouns Possessive

Add just an apostrophe to the end of plural nouns that already end in "s" to
make them possessive. You don't need to add an extra "s" to plural nouns that
already end in "s.“
Examples:
The schools' teachers are given compensation.
The two countries' armies amassed on the border.

 Compound Nouns. A compound noun is made up of two or more words.

Examples: classmate, editor-in-chief, swimming pool

Compound nouns can be written in three (3) ways:

Single word Two words Hyphenated
water tank passer-by
eyelashes
toothbrush ice cream sister-in-law
 Two-word proper nouns can be classified as compound nouns.
Examples:
Eiffel Tower, Pacific Ocean
 If the compound noun is hyphenated or composed of two
separate words, remember to add s only to the word that is
plural.
Examples:
one father-in-law two fathers-in-law
(There are two fathers, not two laws.)

Forming Plural Nouns

 For Regular Plural Nouns
 Most singular nouns are made plural by adding -s to the end of the singular
form.
Examples: pen – pens
plant - plants
 When a noun ends in a sibilant sound – /s/, /z/, /ʃ/, /ʒ/, /tʃ/ or /dʒ/ – the plural is
formed by adding -es, or -s if the singular already ends in -e.
Examples: bus – buses
church - churches
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 The plural form of some nouns that end in ‘f’ or ‘fe’ is made by changing the
ending to -V(es).
Examples:
knife – knives
wife - wives
 When a noun ends in “o” preceded by a consonant, the plural in many cases is
spelled by adding -es.
Examples:
hero – heroes
tomato - tomatoes
 Nouns that end in ‘o’ preceded by a vowel are made plural by adding -s.
Examples:
video – videos
zoo - zoos
 When the ‘y’ follows a consonant, the plural is formed by changing ‘y’ to ‘i’ and
adding -es.
Examples:
puppy – puppies
army - armies
 When the ‘y’ follows a vowel, the plural is formed by retaining the ‘y’ and
adding -s.
Examples:
monkey – monkeys
boy - boys
Properties of Nouns

1. Gender refers to whether the noun names something masculine, feminine, common
or neutral.
a. Masculine – these are words referring to males
Examples: janitor, hero
b. Feminine – these are words referring to females
Examples: janitress, heroine
c. Common – these are words referring to either males or females
Examples: doctor, child
d. Neuter – these are words with no gender
Examples: dress, glass

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

a. First Person – refers to the person speaking
Benz talks about his experience.
b. Second Person – refers to person spoken to
Benz talks to Jade about his experience.
c. Third Person – refers to person spoken about
Benz and Jade talk about the experience of John.

3. Number refers to whether the noun is singular or plural.

a. Singular – refers to only one
The child cries loudly.
b. Plural – refers to two or more
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The children cry loudly.
4. Case tells the use of a noun in relation to other words in the sentence.
a. Nominative – use as subject of the sentence
Shella eats her breakfast.
b. Objective – functions as the recipient of action or the object of a preposition.
Lovely bought David a new dress.
c. Possessive – shows ownership or possession
The principal’s talk was well delivered and understood.

PRONOUN

Pronoun is a word that is used to substitute a noun or noun phrase.

Examples: he, she, they, we, her, it, his
He is the father-in-law of Martha.
They arrive late in the party.
The girl in the story is she.

Antecedent is the word for which a pronoun stands.

Example: Ron brings his new phone in school. (RON is the antecedent of HIS.)
The man who comes here has left. (The antecedent of WHO is GIRL.)

Types of Pronouns

1. Personal Pronouns – use as substitute for names of persons.

Examples: I, you, them, him, us, me
2. Possessive Pronouns – show possession or ownership of a noun.
Examples: my, our, her, his, its, their, your
3. Indefinite Pronouns – do not point to particular nouns. We use them when an
object does not need to be specifically identified.
Examples: everyone, everybody, few, all, some, many, each,
4. Relative Pronouns - use to connect a clause or phrase to a noun or pronoun. 
Examples: whom, which, when, that, whoever, whichever
5. Reflexive Pronouns –are used to intensify or emphasize nouns or pronouns.
Usually, they are used right after the noun they
are intensifying. These pronouns typically end in -self or -selves.
Examples: myself, yourselves, himself, herself, itself, ourselves
6. Demonstrative Pronouns - take the place of a noun that has been mentioned.
They can be singular or plural.
Examples: that, those, this, these
7. Interrogative Pronouns – use in asking questions.
Examples: who, when, where, which, whom, what

Cases of Personal Pronouns

The three (3) cases of pronouns are nominative, objective, and possessive.

The cases of pronouns tell you how they are being used in a sentence.
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Nominative Objective Possessive

I we me us my, mine our, ours

you you you you your, yours your, yours

he, she, they him, her, it them his, her, their, theirs
it hers, its

A nominative pronoun is used as the subject of a sentence or as a subject

complement following a linking verb. The subject of a sentence is the person doing the
action in a sentence. A subject complement is a word that renames or gives more
information about the subject. A linking verb, such as is or seems, connects the subject
to the subject complement.
Examples: We walk along the seashore every morning.
The woman standing near the big tree is she.
An  objective pronoun is used as a direct object, an indirect object, or the object
of the preposition
Direct object: Lito sent it. (What did Lito send? He sent it.)
Indirect object: Lito sent her the package. (For whom was the package? Her.)
Object of a preposition: Lito sent the package to her. (Her is the object of the
preposition to.)
A possessive pronoun shows ownership. There are two sets of possessive
pronouns. My, your, his, her, its, our, your, and their are usually classified as possessive
pronouns, but they are more accurately described as possessive adjectives because they
always modify nouns.
My book fell on the ground, and his book ended up on her desk.

The second set of possessive pronouns consists of the

words mine, yours, his, hers, its, ours, and theirs. These pronouns are different from the
others because they do not modify nouns. They completely replace the nouns they refer
to.
Hey! That's mine, not yours!
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VERBS

Verbs are words that describe an action or talk about something that happens.
They take many different forms depending on their subjects, the time they refer to, and
other ideas we want to express.
Examples: Teachers prepare their modules for remote learning.
She speaks with dignity.

Tenses of Verbs

1. Present Tense – action happens at the present or at the moment.

2. Past Tense – action happens in the past.
3. Future Tense – action will happen in future time.

Regular Verbs

Present Tense Past Tense

walk walked
play played
pledge pledged

Irregular Verbs

Present Tense Past Tense Past Participle

bring brought brought
sing sang sung
drive drove driven
eat ate eaten

Transitive Verbs
A transitive verb is a verb that requires an object to receive the action. 

Example: The teacher discusses different teaching strategies in the webinar.

The verb "discuss" requires an object ("different teaching strategies"). It is

necessary to state what the teacher discusses.

Direct and Indirect Objects

A transitive verb can take more than one object.

Example: Dave gave his brother a cellphone.

In this sentence, there is an indirect object, "his brother," and a direct object, "a
cellphone”. However, there is another way to say this same idea using a prepositional
phrase.
Example: Dave gave a cellphone to his brother.
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In English, an indirect object may come between a transitive verb and the direct object,
like the first example sentence about Dave, or the indirect object could be in the form of
a prepositional phrase, like the second example sentence about Dave.

An indirect object is only needed if the action is being done to or for somebody; when
using a transitive verb, you need to include a direct object, but you may not need to
include an indirect object.

Finding the Object

You can figure out the direct object by using this question format: “The subject did
what?” or “The subject [verb] what?”
Example: The instructor addressed what?
the student’s question

The faculty members will raise what?

money

Finding the Indirect Object

You can find the indirect object by asking the question “To whom?” or “For whom?”
Example: Dave gave a cellphone to whom?
his brother

Intransitive Verbs

An intransitive verb does not take an object. Using an object immediately after an
intransitive verb will create an incorrect sentence.  However, there may be other
information after the verb, such as one or more prepositional phrases or an adverb.

Example:
 
Correct: The guests arrived at the hotel in Manila.
 
Incorrect: The guests arrived Manila.

The second sentence is incorrect because the verb cannot take an object.

Note: An intransitive verb can take more than one prepositional phrase or adverb.
Examples:
The Covid patient’s health deteriorated quickly during the last few days.
The people voted for the incumbent  in the barangay election.

Perfect Tense
We use perfect aspect to look back from a specific time and talk about things up
to that time or about things that are important at that time.
Examples: They have always enjoyed working in London. 
I have left home, so I cannot take her call.
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Present perfect:
Present perfect tense is used in the following conditions:

 for something that started in the past and continues in the present:

They have been separated for 10 years now.
He has lived in Capiz all his life.

 when talking about an experience up to the present:

I have played the piano ever since I was a child.
Joenas has written two books and he is working on another one.

 for something that happened in the past, but is important in the present:

The workers can't get in the office. They have lost their keys.
Feliz is not at home yet. I think she has gone malling.
 We normally use the present perfect continuous to emphasize that something is still
continuing in the present:
It has been raining for days.
I am so tired. I have been working all day.
Past Perfect:
Past perfect tense is used in the following conditions:

 for something that started in the past and continued up to a later time in the past:

When Harry left, he and Anne had been married for nearly 10 years.
She didn't want to move. She had lived in Capiz all her life.

 when we are reporting our experience up to a point in the past:

My eighteenth birthday was the worst day I had ever had.
I was pleased to meet Geneva. I had not met her before, even though I had
met her husband several times.

 for something that happened in the past and is important at a later time in the past:
The workers could not get into the office. They had lost their keys.
Feliz was not at home. She had gone malling.
 We use the past perfect continuous to show that something started in the
past and continued up to a time in the past or was important at that time in the
past:
Everything was almost wet. It had been raining for days.
He was a wonderful accompanist. He had been playing ever since he was a
teenager.
Future Perfect
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 We use will with the perfect to show that something will be completed at or before
some time in the future:
In a few years they will have discovered a cure for the Covid-19.
I can come out tonight. I will have finished my homework by then.
 We use other  modals with the perfect when we are looking back from a point in time.
The point of time may be in the future:
They will meet again tomorrow. They might have finished the work by then.
I will call her at six o'clock. She should have got home by then.
Modal Verbs

The modal verbs include can, must, may, might, will, would, should. They are used
with other verbs to express ability, obligation, possibility, and so on. Below is a list
showing the most useful modals and their most common meanings:

Modal Meaning Example

can to express ability I can speak a little Russian.
can to request permission Can I open the window?
may to express possibility I may be home late.
may to request permission May I sit down, please?
must to express obligation I must go now.
must to express strong belief She must be over 90 years old.
should to give advice You should stop smoking.
would to request or offer Would you like a cup of tea?
would in if-sentences If I were you, I would say sorry.

 We use modals to show if we believe something is certain,possible or impossible.

Melvin’s keys must be in his car.
It might rain tonight.
He shall be back.
 We also use them to do things like talk about ability, ask, permission, and make
requests and offers:
Mary can swim.
May I ask a query?
Could I have some coffee, please?
Would you like some tea?
ADJECTIVES

Adjectives are words that describe or modify another person or thing in the
sentence. The articles— a, an, and the — are adjectives.
Examples
 the clever teacher
 a five-year-old child
 an angel in heaven
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A participle is a verb form used as an adjective.
Example: The burning grass lighted up the night.

A proper adjective is a word formed from a proper noun and, like a proper noun,
begins with a capital letter.
Examples: Chinese cuisine
Asian costumes

Degrees of Adjectives

1. Positive – simply describes

2. Comparative - comparing two things
3. Superlative - comparing three or more things.

Positive Comparative Superlative

happy happier happiest
tall taller tallest
intelligent more intelligent most intelligent

Certain adjectives have irregular forms in the comparative and superlative degrees:

Positive Comparative Superlative

good better best
little less least
bad worse worst
much, many more most
far further furthest

Notice that the word than frequently accompanies the comparative and the

word the precedes the superlative. The inflected suffixes -er and -est suffice to form
most comparatives and superlatives, although we need -ier and -iest when a two-
syllable adjective ends in/ y (happier and happiest); otherwise we
use more and most when an adjective has more than one syllable.

Adjectives usually form their comparative and superlative degrees:

1) by addition of '-er' and '-est' to the positive degree
POSITIVE COMPARATIVE SUPERLATIVE
strong stronger strongest
old older oldest
weak weaker weakest
2) by addition of '-r' and '-st' to the positive degree ending in 'e'
POSITIVE COMPARATIVE SUPERLATIVE
brave braver bravest
simple simpler simplest
large larger largest
3) When the positive ends in 'y' and has a consonant before it, we change 'y' into 'i'
and then add 'er' and 'est'.
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By deleting the final ‘y’ and adding ‘ier’ and ‘iest’
POSITIVE COMPARATIVE SUPERLATIVE
pretty prettier prettiest
dry drier driest
easy easier easiest
4) when the positive degree ends in a consonant with a vowel before it, we double
the consonant & then add '-er' and '-est'
POSITIVE COMPARATIVE SUPERLATIVE
big bigger biggest
dim dimmer dimmest
slim slimmer slimmest
5) by addition of '-er' and '-est' to the positive degree when it ends in '-y'
POSITIVE COMPARATIVE SUPERLATIVE
gay gayer gayest
grey greyer greyest
6) by placing 'more' and 'most' before the positive form
POSITIVE COMPARATIVE SUPERLATIVE
active more active most active
attractive more attractive most attractive
beautiful more beautiful most beautiful

The categories in the following table can be described as follows:

Determiner Quantity Quality Size Age Shape Color Origin/Proper Qualifier/ Noun
or of adjective Purpose
Number Opinion
An elegant old American sports car
The four lovely little kids
A triangle red Filipino kite

ADVERBS

Adverbs modify a verb, adjective, and another adverb.

Examples:
Sophia sings beautifully. (Beautifully modifies the verb sings.)
She is a very kind woman. (Very modifies the adjective kind.)
The man smiles rather arrogantly. (Rather modifies the adverb arrogantly.)

Kinds of Adverbs

1. Adverbs of degree tell us more about the intensity of the verb in the sentence, in other
words, they describe how much, or to what degree.
Examples: enough, hardly, just, nearly, quite, simply, so, too
We are so excited to move to London next year.
2. Adverbs of frequency tell how often the verb occurs. These adverbs tend to appear
right before the main verb in the sentence.
Examples: always, never, normally, rarely, seldom, sometimes, usually
I always pray every night before going to bed.
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3. Adverbs of manner tell us how, in what manner, or something was carried out. This
category comprises the most common adverbs - the ones that end in -ly.
Examples: beautifully, generously, happily, neatly, patiently, softly
The gardener trims the flowers neatly.
4. Adverbs of place tell about where the action took place.
Examples: above, below, everywhere, here, in, inside
5. Adverbs of time tell when the verb took place.
Examples: annually, daily, monthly, recently, tomorrow

CONJUNCTIONS

Conjunctions are words that link other words, phrases, or clauses together in a sentence.
Example: Danica likes cooking and eating, but she does not like washing dishes.
Kate is really exhausted, yet she insists cooking for the family.

Types of Conjunctions
1. Coordinating Conjunctions
Coordinating conjunctions 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. We can remember them by using the mnemonic
device FANBOYS.
Examples: I like vegetable salad or fish for lunch.
Carla did not have much money, but she got by.

2. Correlative Conjunctions
Correlative conjunctions are pairs of conjunctions that work together. Some
examples are either/or, neither/nor, and not only/but also.
Examples: We are instructed either to take a rest or to continue with the project.

3. Subordinating Conjunctions
Subordinating conjunctions connect independent and dependent clauses. A
subordinating conjunction can signal a cause-and-effect relationship, a contrast, or some
other kind of relationship between the clauses. Common subordinating conjunctions are 
since, as, although, though, while, and whereas. Sometimes an adverb, such as until,
after, or before can function as a conjunction.
Examples: I can stay out until the clock strikes twelve.
Since last year, he is no longer connected to the university.

PREPOSITIONS

Prepositions indicate direction, time, location, and spatial relationships, as well

as other abstract types of relationships. Prepositions often tell us where one noun is in
relation to another.
Example: The cake is on the table beside her. 
I prefer staying in the room.
Beth climbed up the ladder to get into the roof.
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Types of Prepositions
1. Preposition of Time – indicates time such as before, after, during, and until.
 I was born on November 30, 1977.
 I was born in 1977.
 I was born at exactly 6am.
 I was born five minutes before my twin sister.
2. Preposition of Place - indicate position such as around, between, and against. 
 Carl is sitting between Jim and Rose.
 Kyle and Hanz are just around the park.
To confuse matters a bit, the most common prepositions to indicate time – on, at,
in – are also the most common prepositions to indicate position. 
 The cat is on the table.
 The dogs are in the kennel.
 We can meet at the crossroads.
3. Preposition of Direction/Movement - indicates direction such as across, up, to,
 over, down, and through.
 The children will go to the mall if they finish their assignments.
 Vicky and Liam are walking across the street.
 The bus passes through the tunnel.

A prepositional phrase is a group of words consisting of a preposition, its object,

and any word that modifies the object. Most of the time, a prepositional phrase modifies
a verb or a noun. These two kinds of prepositional phrases are called adverbial phrases
and adjectival phrases, respectively.
When a prepositional phrase acts upon a noun, we say it is
behaving adjectivally because adjectives modify nouns. A prepositional phrase that
behaves adjectivally is called, quite logically, an adjectival phrase.
 The lady in the middle is the winner.
 My sister has always wanted to live in a cabin by the lake.
When a prepositional phrase acts upon a verb, we say it is
behaving adverbially because adverbs modify verbs. A prepositional phrase that
behaves adverbially is called an adverbial phrase.
 To find the man who stole the last drink, look behind you.
 Harris drank his Butterbeer with fervor.

INTERJECTION
An interjection is a word added to a sentence to convey an emotion or a
sentiment such as surprise, disgust, joy, excitement, or enthusiasm. 
Examples: No, stay awayme from .
("No" is the interjection.)

Ouch, you step on my foot!

("Ouch" is the interjection.)

Exercise 1 - Directions: Choose the letter that corresponds to the correct answer. Write
your answer in a separate paper.
1. Which of the following words is an example of a preposition?
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(A) into
(B) if
(C) many
(D) you
2. Which of the following words is an example of an interjection?
(A) soon
(B) when
(C) ouch
(D) within
3. Choose the correct answer to the following question: Which of the following words is an
example of a conjunction?
(A) and
(B) run
(C) below
(D) her
4. Which of the following words is an example of a verb?
(A) tastes
(B) late
(C) not
(D) slowly
5. Which of the following words is an example of an adjective?
(A) Stephen
(B) under
(C) fifteen
(D) wait
6. Choose the answer that names the part of speech of the capitalized word in the following
sentence: The child CLOSED the door gently.
(A) noun
(B) pronoun
(C) verb
(D) adverb
7. Choose the answer that names the part of speech of the capitalized word in the following
sentence: Farmers had VERY poor havest this year due to climate change.
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(A) adjective
(B) pronoun
(C) verb
(D) adverb
8. Choose the answer that names the part of speech of the capitalized word in the following
sentence: EVERYONE met at the office before 6am.
(A) noun
(B) pronoun
(C) adjective
(D) adverb
9. Choose the answer that names the part of speech of the capitalized word in the following
sentence: Did you hear the GOOD news in the office?
(A) pronoun
(B) verb
(C) adverb
(D) adjective
10 Choose the answer that names the part of speech of the capitalized word in the following
. sentence: The rat knocked a vase OFF the shelf.
(A) pronoun
(B) verb
(C) adverb
(D) preposition

Exercise 2 – Directions: Read the sentences and decide which one is correct form
to use.

1. They have to ____ if they want to catch the last trip going to Dumaguete.
(A) run
(B) ran
(C) running
(D) runs
2. It is okay to spend that money, it’s _____.
(A) my
(B) me
(C) mine
(D) I
3. ____ was that old lady you are talking to in the phone?
(A) When
(B) Who
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(C) What
(D) Why
4. They forgot their umbrella ____ they got wet.
(A) though
(B) although
(C) because
(D) so
5. The restaurant opens ____ spring.
(A) at
(B) on
(C) in
(D) none of the above
6. He speaks English very ____.
(A) well
(B) good
(C) beautiful
(D) beautifully
7. _____ is a global issue.
(A) Poorness
(B) Poverty
(C) Poor
(D) Poorly
8. He ____ made his business presentation via zoom.
(A) confident
(B) confidence
(C) confidently
(D) None of the above
9. The principal in red dress sits ______ the visitor.
(A) besides
(B) into
(C) between
(D) beside
10. The alumnae received ______ most coveted award.
(A) their
(B) her
(C) his
(D) its

Evaluation 1
Directions: Choose the letter that corresponds to the correct answer.
1. My daughter ___ be home by now. Where can she be?
a. Have to b. Would c. Should d. Could
2. I think your thumb is broken. You ___ go to the emergency room.
a. Might b. could c. ought to d. can
3. If you are interested in losing weight, you ______ try this new diet.
a. Could b. mustn’t c. don’t have to d. had to
4. Jennie’s fallen down the stairs! I _______call an ambulance!
a. Will b. might c. may d. ought to
5. You _______ come too early. We won’t leave until 9 o’clock.
a. Has to b. must c. needn’t d. can’t
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6. Children ______be accompanied by an adult at the zoo.
a. Ought to b. must c. would d. mustn’t
7. You _________ talk during tests. It’s forbidden!
a. don’t have to b. mustn’t c. couldn’t d. ought to
8. I can feel the heat. We _________ be near the fire.
a. Can b. would c. must d. might
9. They ________ hear him because he was whispering.
a. Wouldn’t b. mustn’t c. shouldn’t d. couldn’t
10. You’ve never heard of Britney Spears! You ________ be serious!
a. Must b. had to c. can’t d. shouldn’t

Evaluation 2
Directions: The pandemic has caught us oblivious, which changed the normal way of
living. Banking on your own experiences, write a descriptive paragraph (at least four to
five paragraphs) of the effects of COVID-19 pandemic in your lives and the community
as well. Cite also the coping mechanisms that people initiated to lessen the effects of
pandemic. Be sure to use the eight parts of speech.

Evaluation 3
Directions: Read the excerpt below. After reading, write 10 questions that you wonder
about the reading. The questions should not be answerable by yes or no, and you don’t
need to provide the answer. The questions must be related to the excerpt.

Okonkwo was well known throughout the nine villages and even beyond. His fame
rested on solid personal achievements. As a young man of eighteen, he had brought honor to his
village by throwing Amalinze the Cat. Amalinze was the great wrestler who for seven years was
unbeaten from Umuofia to Mbaino. He was called the Cat because his back would never touch
the earth. It was this man that Okonkwo threw in a fight which the old men agreed was one of
the fiercest since the founder of their town engaged a spirit of the wild foe seven days and seven
nights.
The drums beat and the flutes sang and the spectators held their breath. Amalinze was a
wily craftsman, but Okonkwo was as slippery as a fish in water. Every nerve and every muscle
stood out on their arms, on their backs and their thighs, and one almost heard them stretching
to breaking point. In the end, Okonkwo threw the Cat. That was many years ago, twenty years
or more, and during this time Okonkwo’s fame had grown like a bush-fire in the harmattan.

Evaluation 4
Directions: Using your knowledge on the eight parts of speech, make a slogan showing
people’s different coping mechanisms in this time of pandemic.

1.0 References and Additional Readings

Altenberg, E. & Vago, R. (2010). English Grammar: Understanding the Basics.

Cambridge University Press.
Dykes, B. (2007). Grammar for everyone: Practical tools for learning and teaching
Grammar. Acer Press.
Eastwood, J. (1994). Oxford guide to English grammar. Oxford University Press
Walton Street, Oxford New York.
Hewings, M. & Haines, S. (2015). Grammar and vocabulary for advanced. Cambridge
English: Advanced (CAE).
Lopez, M. et. al (1995). Fundamentals of English. Malones Printing Press. Iloilo City
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