T

h
STRUCT
e
U R E
OFENGLISH
A Comprehensive Guide for College Students
 PREFACE

This instructional material is designed and

developed in support of the course title
Structure of English with the course code of
BSEE 24. It is prepared by eleven students of
Cavite State University – Silang Campus who
spend their time and give their best to
accomplish the most promising module from
conducting their own scheme. All the seven
topics included within this module are intended
as an effort to address the demands of the
provided subject given by the instructor. Aside
from the definition, examples, and exercises, it
also includes learning resources and teaching
ideas for the implementation of the specialized
field as a comprehensive guide for college
students.
Hopefully, this module will provide a useful
and realistic product, as if it were created by
expert educators. Thus, as we progress in this
field, we may be able to improve our ability to
create better modules.

i
 ABOUT THE AUTHORS
ANGELICA JOY B. AREVALO She is currently a second-
year student at Cavite State University, a graduate from
Philippine Christian University. As an honor student who
brings pride to her family, Angelica believes that "It doesn't
matter how long you go as long as you do not stop."

PATRICIA DENNISE B. CAPARAS

She graduated from Tagaytay City National High School with
flying colors. A strong independent woman who stands as
an inspiration to others. Patricia believes that "If you fail,
don't think you're a failure. Success comes after struggle"

IVAN DALE L.
A successful student-athlete of his
CRUZ
time. Ivan simply doesn't know how to give up. In 2019, he
graduated from Philippine Christian University with flying
colors. "Don't stop until you achieve what really makes you
happy"
IAN CHRISTOPHER A. GILE
At a young age, he won many prestigious Art competitions. In
2020, Ian represented his school at the National Schools
Press Conference in Tuguegarao City, Cagayan. He
graduated from Cabangan High School, Legazpi City with
flying colors in the same year. "Everyone is a subject painted
in their own gold-coated frame; A masterpiece"
THEA JULYEN R. LAGUNDINO A beauty queen inside and
out. She joined the Mr. and Ms, EAP NHS in 2018. Thea was
also a dancing enthusiast for most of her teenage years. She
graduated from General Vito Belarmino Integrated National
High School in 2020. "If you're always trying to be normal,
you will never know how amazing you can be" -Maya Angelou

ii
 CLARISSE ANNE D. ORO
Since childhood, Clarisse had a real passion for dancing
Nothing else is better than being able to dance in front of
many people. She graduated from Philippine Christian
University. Clarisse believes that "Every day is a second
chance"

MARIEL SHANE Y. PEÑA From being a model, cook, poet,

and photographer, Mariel does everything to perfection. She
was one of the Philippine delegates to the 2019 United
Nations Student Leadership Conference on Development. In
2020, she graduated with flying colors at Dr. Jose P. Rizal
High School. "Future educator, world changer"

MIYUKI LYKA A. ROJO

She excels at almost everything. Miyuki triumphs in many
academic competitions including Math Wizard (2018), Speech
competition (2018), and Creative writing (2020) She
graduated from Dasmarinas East Integrated High School
with flying colors and awards such as to conduct awards. .
"Failure is not the opposite of success; it's part of success"

EUGINE A.
A former Supreme Student Government
VALLES
(SSG) president, discus-throwing athlete, cook, musician, and
calligraphist; he's indeed a polymath. He also won many
awards such as the Leadership award (2018), in Journalism,
and overall champion in the debate on Philosophy. In 2020,
he graduated from Dao Integrated School with flying colors.
"There's no shortcut to success, always choose the trail that
make an impact to your life"

ii
 ACKNOWLEDGEMENT
We would like to acknowledge and give our deepest gratitude
to our adviser, Ms. Kristine Ditan, who made this work possible. Her
guidance carried us through all the stages in writing up the book. We
are thankful beyond words. To each member who gave their time and
effort in writing up this book. It is indeed fulfilling.

Also, we are more than proud of ourselves for accomplishing

this module. We dedicate this book to all the college students who
want to easily understand how the Structure of English will help
them in the academe.

To our loving parents, we would like to give you the warmest

thanks for your moral encouragement, advice, and support in
finishing this book and making it happen.

Lastly, to our Almighty God who gives the wisdom, knowledge,

strength in exploring different platforms that serve as a guide in
writing up this book. We encounter difficulties throughout the
process of making but you, Lord, give us the determination to realize
our goal, pursue or study and make this happen.

iii
 Table of Contents
Preface............................................................................................................. i
About the Authors......................................................................................... ii
Acknowledgment.......................................................................................... iii
Table of Contents......................................................................................... iv

Lesson 1: Word: the definition and criteria.........................................................1

Introduction..................................................................................................... 2
Word Criteria................................................................................................... 5
Lesson 2: Parts of Speech..................................................................................13
Introduction.................................................................................................... 14
Noun........................................................................................................................ 17
Pronoun........................................................................................................... 21
Verb.................................................................................................................. 23
Adverb............................................................................................................. 25
Adjective................................................................................................................ 26
Conjunction............................................................................................................ 28
Interjection............................................................................................................. 31
Lesson 3: Pronoun........................................................................................35
Introduction................................................................................................... 36
Types of Pronoun........................................................................................... 39
Lesson 4: Subject-Verb Agreement..................................................................50
Introduction................................................................................................... 51
13 Rules of Subject-Verb Agreement.........................................................55
Lesson 5: Tenses of Verb...................................................................................62
Introduction.................................................................................................. 63
Present Tense................................................................................................. 64
Past Tense...................................................................................................... 67
Future Tense................................................................................................. 68
Lesson 6: Adverb and Adjective................................................................70
Introduction................................................................................................... 71
Defining Adjective...............................................................................................74
Defining Adverb............................................................................................ 75
Difference between Adjective and Adverb.................................................77
Lesson 7: Sentence Fragments....................................................................80
Introduction81
Two types of clauses83
iv
Structure of English

WORD:
DEFINITIONAND
CRITERIA
lesson 1

"Be mindful when it comes to your words. A string of some

that don't mean much to you may stick with someone else for
a lifetime."

RACHEL WOLCHIN
PREPARED BY:
THEA JULYEN R. LAGUNDINO
MARIEL SHANE Y. PEÑA

For details, you can contact us at:

[email protected]
[email protected]

1
Structure of English

Word: The definition and criteria

"Words are free. It's how you use them that may cost you." -KushandWizdom

INTRODUCTION

This course allows students to share a common understanding of a

word or subject; they enable the learners to all be on the same page while
speaking or reading about a topic. This course primarily seeks to offer the
literacy and speech skills required for acquiring content knowledge in other
areas of study. It equips students with the language skills they'll need to
succeed in their chosen field. Active reading of literary and informational
texts, academic language development of text embedded vocabulary,
speaking and listening exercises, and writing of various text kinds are all used
to build these skills. By completing online tasks, students improve their
critical thinking, comprehension, and application skills.

This course provides a wide range of lessons and exercises that

encompass both synchronous and asynchronous learning modalities for
maximum student involvement and material retention.

PERFORMACE STANDARD:

To ensure that this module is completed successfully, the learner will be required to
complete a variety of exercises that will assess whether he or she has gained both
enabling and essential skills in English language acquisition.

LEARNING RESOURCE 1.1 – WORD

• In traditional grammar, word is the basic unit of language. Words can be
classified according to their action and meaning, but it is challenging to define.
• A word refers to a speech sound, or a mixture of two or more speech sounds
in both written and verbal form of language. A word works as a symbol to
represent/refer to something/someone in language to communicate a specific
meaning.
• Example : 8love9, 8cricket9, 8sky9 etc.
• "[A word is the] smallest unit of grammar that can stand alone as a complete
utterance, separated by spaces in written language and potentially by pauses in
speech." (David Crystal, The Cambridge Encyclopedia of the English Language.
Cambridge University Press, 2003)

2
Word: Definition and Criteria
Structure of English

PRE- TEST:
Direction: Read the questions carefully and choose the letter of the
correct answer in the options.
1. Which of the following are considered as the rules of word criteria.
I. must have potential pause and space.
II. there is no meaning
III. contains at least one root
IV. word must have meaning
a. I & II b. I, II, III c. I, II, IV d. I, II, III, IV
2. Content words are also known as ___ class words.
a. closed b. enter c. extent d. open
3. In the choices below, these are examples of function words EXPECT
for:
a. fun b. few c. they d. with
4. It is the study of internal structure of words, it includes the rule of
word formation.
a. Morphology
b. Phonetics
c. Phonology
d. Semantics
5. Which one describes the importance of morphology?
a. Morphology is predictable.
b. If we learn morphology, we do not need to study the other branches
of linguistics.
c. It decreases the learners9 vocabulary, it saves them time.
d. By analyzing the structure, we may understand the meaning of new
words.
6. It is a word with a single morpheme.
a. Binomorphemic
b. Monomorphemic
c. Multimorphemic
d. Trinomorphemic
7. It is a type of affix attached to a base both initially and finally.
a. prefix b. suffix c. infix d. circumfixes.

3
Word: Definition and Criteria
Structure of English

8. It is a type of affix attached at the end of the base/ root.

a. prefix b. suffix c. infix d. circumfixes
9. Inflectional bound morpheme indicates aspects of_________word.
a. grammatical criteria
b. grammatical function
c. grammatical category
d. grammatical disciplinary
10. In English inflectional morphemes the <s= denotes the following
EXPECT to:
a. plural
b.possessive
C. superlative
D. third person singular present

WORD CRITERIA

1. There must be a potential pause in speech and a space in written form between two
words. 8the9 and 8mat9 Thecatisonthemat – the cat is on the mat Ilgattoesultapetto.

2. Every word must contain at least one root. If you break this root, it cannot be a word
anymore. <unfaithful <

3. Every word must have a meaning

ACTIVITY 1. 1
Direction: For each word below, find and write the root word in a separate
paper.

1. bravest
2. faithfully
3. acidity
4. unluckiness
5. resistance

4
Word: Definition and Criteria
Structure of English

ACTIVITY 1.2: Content or Functional?

Direction: Identify if the given example of words is Content words then write
( LW ), while if the word is Functional word write ( FW ).

1. might
2. rapid
3. enormously
4. little
5. walk
6. horse
7. quick
8. from
9. soft
10. without

LEARNING RESOURCE 1.3

MORPHOLOGY is the study of the internal structure of words: the component of

grammar that includes the rules of word formation. While MORPHEME - the linguistic
term for the most elemental unit of grammatical form

Why is morphology important?

The form of a word can give us important information about its function. If we learn to
analyze the structure of words we may understand the meaning of new words.
Morphology is very unpredictable.
MORPHEME The meaning that a morpheme gives can be Grammatical (part of speech,
singular/plural, tense of verb, etc.) Lexical (dictionary meaning) Both grammatical and
lexical 5
Word: Definition and Criteria
 Structure of English

6
Word: Definition and Criteria
Structure of English

ACTIVITY 1.3: Bound Morpheme

Direction: Encircle the morpheme and underline the affix/es used in each word below.
calmly8. assistance
ducks9. reviewing
sportive10. teacher
farmer
eating
delivery
boyish

Part II.
Write a four (4) stanza poem with any theme using morphemes with affixes and underline it.
PREFIX – an affix attached to the front of the base/root
SUFFIX – an affix attached to the end of the base/root
INFIX – an affix that occurs within the abase
CIRCUMFIXES – affix attached to a base both initially and finall

7
Word: Definition and Criteria
 Structure of English

8
Word: Definition and Criteria
 Structure of English

POST-TEST:
Direction: Read the questions carefully and choose the letter of the
correct answer in the options.
1. Which of the following are considered as the rules of word criteria.
I. must have potential pause and space.
II. there is no meaning
III. contains at least one root
IV. word must have meaning
a. I & II b. I, II, III c. I, II, IV d. I, II, III, IV
2. Content words are also know as ___ class words.
a. closed b. enter c. extent d. open
3. In the choices below, these are examples of function words EXPECT
for:
a. fun b. few c. they d. with
4. It is the study of internal structure of words, it includes the rule of
word formation.
a. Morphology
b. Phonetics
c. Phonology
d. Semantics .

9
Word: Definition and Criteria
Structure of English

5. Which one describes the importance of morphology?

a. Morphology is predictable.
b. If we learn morphology, we do not need to study the other branches of
linguistics.
c. It decreases the learners9 vocabulary, it saves them time.
d. By analyzing the structure, we may understand the meaning of new
words.
6. It is a word with a single morpheme.
a. Binomorphemic
b. Monomorphemic
c. Multimorphemic
d. Trinomorphemic

7. It is a type of affix attached to a base both initially and finally.

a. prefix b. suffix c. infix d. circumfixes
8. It is a type of affix attached at the end of the base/ root.
a. prefix b. suffix c. infix d. circumfixes
9. Inflectional bound morpheme indicates aspects of_________word.
a. grammatical criteria
b. grammatical function
c. grammatical category
d. grammatical disciplinary
10. In English inflectional morphemes the <s= denotes the following
EXPECT to:
a. plural
b.possessive
C. superlative
D. third person singular present

10
Word: Definition and Criteria
Structure of English

KEY TO CORRECTION:
Direction: Read the questions carefully and choose the letter of the
correct answer in the options.
1. Which of the following are considered as the rules of word criteria.
I. must have potential pause and space.
II. there is no meaning
III. contains at least one root
IV. word must have meaning
c.
a. I & II b. I, II, III I, II, IV d. I, II, III, IV
2. Content words are also known as ___ class words.
a. closed b. enter c. extent d. open

3. In the choices below, these are examples of function words EXPECT

for:

a. fun b. few c. they d. with

4. It is the study of internal structure of words, it includes the rule of
word formation.
a. Morphology
b. Phonetics
c. Phonology
d. Semantics
5. Which one describes the importance of morphology?
a. Morphology is predictable.
b. If we learn morphology, we do not need to study the other branches
of linguistics.
c. It decreases the learners9 vocabulary, it saves them time.
d. By analyzing the structure, we may understand the meaning of new
words.
6. It is a word with a single morpheme.
a. Binomorphemic
b. Monomorphemic
c. Multimorphemic
d. Trinomorphemic
7. It is a type of affix attached to a base both initially and finally.
a. prefix b. suffix c. infix d. circumfixes.

11
Word: Definition and Criteria
Structure of English

8. It is a type of affix attached at the end of the base/ root.

a. prefix b. suffix c. infix d. circumfixes
9. Inflectional bound morpheme indicates aspects of_________word.
a. grammatical criteria
b.
grammatical function
c. grammatical category
d. grammatical disciplinary
10. In English, inflectional morphemes that has <s= denotes the following
EXPECT to:
a. plural
b.possessive
C. superlative

D. third person singular present

REFERENCES:

https://www.learngrammar.net/english-grammar/word-definition-
n criteria#:~:text=There%20are%20several%20criteria%20for,bat'%20are%20two%20diff erent
%20words.&text=Every%20word%20must%20have%20a%20meaning..

12
Word: Definition and Criteria
Structure of English

PARTSOF
SPEECH
lesson 2

"There are ten parts of speech and

they are all troublesome."

-MARK TWAIN

PREPARED BY:
IAN CHRISTOPHER A. GILE

For details, you can contact us at:

[email protected]

13
Structure of English

Parts of Speech

"The adjective is the banana peel of the parts of speech." -Clifton Fadiman

INTRODUCTION

This lesson aims at helping learners to understand and use parts of

Speech in constructing sentences, phrases, and paragraphs in their essays,
research papers, and other academic writing as a necessary approach in
denoting the functions of a word in a sentence regarding its meaning and
grammar.

This lesson will cover eight important subtopics which are:

1. Nouns
a. Types of noun
b. Functions of noun
2. Pronouns
a. Types of the pronoun
3. Verbs
a. Types of the verb
b. Verb Categories
4. Adverbs
5. Adjectives
6. Conjunction
7. Prepositions
a. Types of the preposition
8. Interjection

LESSON OBJECTIVES

At the end of the lesson, the students should have

been able to:
1. Identify the different parts of speech and their functions
2. Describe words based on their functions in the parts
of Speech
3. Complete a passage using the parts of speech; and
4. Apply all parts of Speech in writing a short story

14
Parts of Speech
Structure of English

PRE-TEST:
Direction: Read the questions carefully and choose the letter of the
correct answer in the options.
1. He was eating and talking. What is the subject of the sentence?
a. was b. eating c. he d. talking
2. Jenny and I opened all the gifts. What pronoun is used in the sentence?
a. all b. Jenny c. and d. I
3. The paper and pencil sat idle on the desk. What is the verb of this
sentence?
a. idle b. paper and pencil c. on d. sat
4. She is very funny _______ he is boring.
a. besides
b. whereas
c. therefore
d. although
5. A large car cannot pass through a narrow road. What is the adjective of
this sentence?
a. large b. large car c. narrow d. through
6. He is certainly a very smart and sane man, you can trust him. What
adverb is used in this sentence?
a. He b. smart c. man d certainly.
7. This is the most beautiful place on Earth. What part of speech does the
underlined word belongs to?
a. article b. noun c. interjection d. conjunction
8. This part of speech tells you the relationship between the other words
in a sentence.
a. interjections b. conjunctions c. articles d. clauses
9. This part of speech make it possible to build complex sentences that
express multiple ideas.
a. interjections b. conjunctions c. articles d. clauses
10. These are words that describe a noun.
a. noun b. verb c. adverb d. adjective

15
Parts of Speech
Structure of English

KEY TO CORRECTION:
Direction: Read the questions carefully and choose the letter of the
correct answer in the options.
1. He was eating and talking. What is the subject of the sentence?
a. was b. eating c he d. talking
2. Jenny and I opened all the gifts. What pronoun is used in the sentence?
a. all b. Jenny c. and d I
3. The paper and pencil sat idly on the desk. What is the verb of this
sentence?
a. idle b. paper and pencil c. on d sat
4. She is very funny _______ he is boring.
a. besides
b. whereas
c. therefore
d. although
5. A large car cannot pass through a narrow road. What is the adjective of
this sentence?
a. large b. large car c. narrow d. through
6. He is certainly a very smart and sane man, you can trust him. What
adverb is used in this sentence?
a. He b. smart c. man d certainly.
7. This is the most beautiful place on Earth. What part of speech does the
underlined word belongs to?
a. article b. noun c. interjection d. conjunction
8. This part of speech tells you the relationship between the other words
in a sentence.
a. prepositions b. conjunctions c. articles d. clauses
9. This part of speech make it possible to build complex sentences that
express multiple ideas.
a. interjections b conjunctions c. articles d. clauses
10. These are words that describe a noun.
a. noun b. verb c. adverb
d adjective

16

Parts oaf .SpBeiencoh morphemic

 Structure of English

LET'S EXPLORE!

What are Parts of Speech?

In the English language, words can be considered as the smallest

elements that have distinctive meanings. Every word has its own function
and role to play in written and spoken language. A brick is placed upon
each other to make a concrete structure. The actual name of a person is
different from how that person is described or how an action is done.

The parts of Speech are the classification of words categorized by their roles
and functions within the structure of the language. It encompasses
everything a language has in itself. Can you imagine all the words of a
language can be sorted into these categories? They play different roles in the
structure of a language.

NOUN

17
Parts of Speech
Structure of English

18
Parts of Speech
Structure of English

19
Parts of Speech
Structure of English

20
Parts of Speech
Structure of English

PRONOUN

21
Parts of Speech
 Structure of English

22
Parts of Speech
 Structure of English

VERB

23
Parts of Speech
 Structure of English

24
Parts of Speech
Structure of English

ADVERB

25
Parts of Speech
 Structure of English

ADJECTIVE

26
Parts of Speech
Structure of English

27
Parts of Speech
Structure of English

CONJUNCTIONS

28
Parts of Speech
Structure of English

PREPOSITIONS

29
Parts of Speech
 Structure of English

30
Parts of Speech
Structure of English

INTERJECTIONS

31
Parts of Speech
Structure of English

32
Parts of Speech
Structure of English

POST -TEST
Direction: Encircle the letter of correct answer. Your score here will not
be reflected in your grade.
_______1. He ate the chocolate cake gre e d i l y .
a. adjective b. adverb c. verb d. pronoun
_______2. London is on the bank of the river Thames.
a. noun b. pronoun c. verb d. subject
_______3. Anthony went to the market.
a. noun b. adverb c. verb d. gerund
_______4. James coughed loudly to attract her attention.
a. verb b. adjective c. adverb d. pronoun
_______5. This glass is breakable .
a. verb b. adjective c. adverb d. pronoun
_______6. She’s usually a happy toddler, provided that she’s fed
regularly. What conjunction is used in this sentence?
a. usually a b. regularly c. a happy d. provided that
_______7. Well, I don't think I'll be home before 6.
a. adverb b. preposition c. conjunction d. interjection
_______8. She was hiding under the table.
a. adverb b. preposition c. conjunction d. interjection

33
Parts of Speech
Structure of English

_______9. What did she ask you to do?

a. noun b. pronoun c. verb d. subject
_______10. The racing car blew up after it crashed into the fence.
a. noun b. pronoun c. verb d. subject

KEY TO CORRECTION
Direction: Encircle the letter of correct answer. Your score here will not
be reflected in your grade.
_______1. He ate the chocolate cake greedily.
b.
a. adjective adverb c. verb d. pronoun
_______2. London is on the bank of the river Thames.
a. noun b. pronoun c. verb d. subject
_______3. Anthony went to the market.
a. noun b. adverb c. verb d. gerund
_______4. James coughed loudly to attract her attention.
a. verb b. adjective c. adverb d. pronoun
_______5. This glass is breakable.
a. verb b. adjective c. adverb d. pronoun
_______6. She’s usually a happy toddler, provided that she’s fed
regularly. What conjunction is used in this sentence?
a. usually a b. regularly c. a happy d. provided that
_______7. Well, I don't think I'll be home before 6.
a. adverb b. preposition c. conjunction d. interjection
_______8. She was hiding under the table.
a. a d ve r
___ _ _ _ _ 9 dbid.pshreepaosskityi c. conjunction d. interjection
b n
. What o u to do?
a. noun b. pronoun c. verb d. subject
_______10. The racing car blew up after it crashed into the fence.
a. noun b. pronoun c. verb d. subject

REFERENCES:

https://www.grammar.cl/english/parts-of-speech.htm
https://www.learngrammar.net/english-grammar/en-parts-of-speech
https://www.aje.com/arc/editing-tip-capitalization-proper-and-common-nouns/
https://www.learngrammar.net/english-grammar/adjective
34
Parts of Speech
Structure of English

PRONOUN
lesson 3

"The pronoun is one of the most

terrifying masks man has
invented."

-JOHN FOWLES

PREPARED BY:
EUGINE A. VALLES

For details, you can contact us at:

[email protected]
35
Structure of English

Pronoun

"The personal pronoun 'I' should be the coat of arms of some individual"
-Antoine Rivarol

INTRODUCTION

This lesson aims at helping learners to understand and use of pronoun

in constructing sentences, phrases, and paragraphs in their essays, research
papers, and other academic writing.

A pronoun is a term that replaces a proper noun or a common noun in

a sentence. In most cases, a pronoun takes the place of a noun. The
antecedent of the pronoun is referred to. Learning pronouns can be
incredibly beneficial because they help us avoid excessive repetition in our
writing and speech.

Pronouns, on the other hand, are terms that can be used instead of a
noun. The word <pronoun= means <for a noun=.

Let's look at a few examples to assist us to comprehend pronouns:

• John is replaced with the word 'he,' which is known as a
pronoun. Let9s understand pronouns with the help of a these example
sentences:
• Look at John. John is a good boy.
• John loves to study. John is good at skating.
• Instead of John we can use 8he8.
Now read these sentences again:
• Look at John. He is a good boy.
• He loves to study. He is good at skating.
• The word 8he8 takes the place of John and is called pronoun.

LESSON OBJECTIVES
Pronoun
A ave been able to:
t 1.Define pronouns using their own interpretation.
2.Identify the different kinds of pronouns and
t their function.
h 3. Complete the given sentences with the
e appropriate pronoun; and
4. Construct at least 5 sentences using any of these pronouns.
e 36
n
d

o
f

t
h
e

l
e
s
s
o
n
,

t
h
e

s
t
u
d
e
n
t
s

s
h
o
u
l
d

h
Structure of English

PRE-TEST:
Direction: Determine the appropriate pronouns used in the given
statement(s). Write the correct answer in the space provided. Your grade
will not be affected by your performance here.

1. This is Luna’s house and also that car is _____________

a. them b. hers c. him d. they
2. I know the person _____________ you love.
a. which b. whom c. who d. whose
3. A tension has appeared between _____________ and me.
a. his b. it c. its d. him
4. My Aunt Elena lives in Paris. _____________ visit us twice a year.
a. they b. he c. them d. their
5. Where is my cup? This one isn't _____________
a. mine b. yours c. their d. hers
6. _____________ finished reading the book last night. (personal)
a. it b. her c. she d. its
7. _____________ It's already eleven o’clock and yet the bakeshop
hasn’t still open
a. Its b. it c. this d. it’s
8. You are going to hurt _____________ because of your carelessness.
a. myself b. yourself c. yourselves d. ourselves
9. Where are Kris and Joan? Didn’t you invite_____________________?
a. they
a. their
b. them
c. her
10 She cut_____________ with a knife.
a. theirselves
b. ourselves
c. herself
d. herselves

38
Pronoun
Structure of English

KEY TO CORRECTON:
Direction: Determine the appropriate pronouns used in the given
statement(s). Write the correct answer in the space provided. Your grade
will not be affected by your performance here.

1. This is Luna’s house and also that car is _____________

a. them b hers c. him d. they
2. I know the person _____________ you love.
a. which b. whom c. who d. whose
3. A tension has appeared between _____________ and me.
a. his b. it c. its d. him
4. My Aunt Elena lives in Paris. _____________ visits us twice a year.

a she b. he c. them d. their

5. Where is my cup? This one isn't _____________

a
mine b. yours c. their d. hers
6. _____________ finished reading the book last night. (personal)
a. it b. her c. she d. its
7. _____________clothes she is wearing look very expensive.

a. these b those c. that d. this

8. You are going to hurt_____________ because of your carelessness.
a. myself b yourself c. yourselves d. ourselves
9. Where are Kris and Joan? Didn’t you invite_____________________?
a. they
a. their
b them
c. her
10 She cut_____________ with a knife.
a. theirselves
b. ourselves
c. herself
d. herselves

37
Pronoun
 Structure of English

What is a Pronoun?
A pronoun can replace a noun or another pronoun. You use pronouns
like "he," "which," "none," and "you" to make your sentences less cumbersome
and less repetitive. Grammarians classify pronouns into several types,
including the personal pronoun, the demonstrative pronoun, the
interrogative pronoun, the indefinite pronoun, the relative pronoun, the
reflexive pronoun, and the reciprocal pronoun.
Pronoun is a word that takes place of and functions as a noun.

Examples:
·She is a good athlete.
·He sends e-mail messages to a customer in Spain.
·I use the telephone frequently, but she prefers to use e-mail.
·You can send an e-mail message to many people at once.
·It is inexpensive to use e-mail for communication.

Often a pronoun takes the place of a particular noun.This noun is

known as the antecedent. A pronoun <refers to=, or directs your
thoughts toward, its antecedent.

Examples:
·Let’s call Marilyn and ask her to join the team.
(Her is a pronoun; Marilyn is its antecedent)

·One of the students must give his oral report tomorrow.

·If anyone doesn't like the music I'm playing, he or she can go somewhere
else.
TYPES OF PRONOUN

39
Pronoun
Structure of English

Personal Pronouns / Possessive Pronoun

Stands in for people, places, things and ideas.
Refers to a specific person or thing and changes its form to indicate
person, number, gender, and case.

Personal pronouns can also be divided into three groups called persons.

1.First person is the person speaking.

2. Second person is the person spoken to.
3. Third person is the person or thing spoken about.

Please note…
Several contractions and possessive pronouns sound alike and may cause
writing difficulties.
· These pronouns may be confusing:
Its it’s
Their they’re
Theirs there’s
Your you’re
Example:
·I was glad to find the bus pass in the bottom of the green knapsack.
·You are surely the strangest child I have ever met.
·He stole the neighbor’s dog and forced it to live with him.
·I use the telephone frequently, but she prefers to use e-mail.
·You can send an e-mail message to many people at once.
·It is inexpensive to use e-mail for communication

40
Pronoun
Structure of English

·Reflexive Pronouns
A reflexive pronoun ends ...self or ...selves and refers to another noun or
pronoun in the sentence. The reflexive pronouns are:

• Myself • yourself • herself • himself

• Itself • ourselves • yourselves • themselves
·It refers back to the subject of a sentence.

Please note:
The words hisself, ourselfs, theirself, theirselfs, yourselfs, or theirselves
are not standard English words

Example:
·I learned a lot about myself at summer camp.
·They should divide the berries among themselves.
·Michael bakes all the bread himself. (In this example, the reflexive pronoun
"himself" refers back to the noun "Michael".)
·Diabetics give themselves insulin shots several times a day.
·The Dean often does the photocopying herself so that the secretaries can
do more important work.
·After the party, I asked myself why I had faxed invitations to everyone in my
office building.
·Richard usually remembered to send a copy of his e-mail to himself.
·Although the landlord promised to paint the apartment, we ended up doing
it ourselves.

41
Pronoun
Structure of English

Demonstrative Pronouns
Is a special kind of pronoun that has specific function which point out
specific items, focusing attention on the nouns or noun phrases they
replace? It stands in for a persons, places or things.

Example:

·The food you’re cooking smells delicious.

®That smells delicious.
·The cockroaches currently giving birth under ICSA toilet sink are totally
gross.
®Those are totally gross.

You will either need to indicate what you’re talking about by pointing or
otherwise gesturing toward it, or your listener(s) will need to be looking at it
as well.

·You take these bags and I'll take those.

®("Those" refers to bags that are at a distance from the speaker.)
·We bought this last year.
®("This" refers to something that is singular, near the speaker and readily
understood in the context of the conversation.)

For determining the grammatical construction of a sentence. Providing you

with useful information and telling you three different functions, if the
demonstrative and the word it is referring is a subject, direct object and
object of the preposition.
Examples of demonstrative pronoun functions when referring to a singular
form (<this= & <that=) and plural form (<these= & <those=).
1. As a subject:
·This has been a difficult decade for the Philippine Presidency.
·That is fantastic.
·This is what I am meant.
·Those attempting to purchase handguns must wait seven days.
·These are the best pants I have ever bought.
·Those are terrible jokes.
42
Pronoun
Structure of English

2. As a direct object:

·Would you deliver this?

·Give me that!
·Cristina initiated this.
·Jenny donated those to the charity.
·We should have sent these messages this morning.
·Lilibeth ate those chocolates.

v As object of the preposition:

·Wendell will put a new coat of paint on that if necessary.

·Snoring in class is not allowed in this room.
·Gina's gift is hidden under that old coffin.
·Please climb over these before you continue the course.
·We marched behind those sickly Camels.
·Arlan and Allen, will you stop sneaking among these ladies?

Ø if the context makes clear the noun to which the demonstrative pronoun
refers. A list, for example, in close proximity to (either before or after)
<these= or <those= would be clear enough.
·<Raindrops on roses and whiskers on kittens, bright copper kettles and warm
woolen mittens, brown paper packages tied up with strings – these are a few of
my favorite things.”
Ø Or if you could refer to a description of an object, activity or situation as
<this= or <that= if you do so immediately following the description.
·They make you wear rented shoes, you always smell bad when you leave, my
thumb nail always breaks off, and I9m not good at it. That is why I hate bowling.

Indefinite Pronouns

Are words which replace nouns without specifying which noun they
replace. It also refer to one or more non-specific persons, objects, or
places.
Although they can seem to refer to more than one person or thing, most
of it take singular pronouns.
Indefinite pronoun, like collective nouns, can be singular or plural,
depending on how they are used in a sentence. Singular indefinite
pronouns take a singular verb; plural indefinite pronouns take a plural
verb.

43
Pronoun
Structure of English

Most common indefinite pronouns and guidelines:

Indefinite pronouns that end in -one and –body are always singular.
-one,
-no one, everyone, anyone, someone, everybody, anybody, nobody,
somebody.

Example:
1.Someone should fix that.
2. Clearly somebody murdered him. It was not
suicide. 3.Everyone need an up-to-date e-mail
address book. 4.Everybody has arrived.
5.Can anyone answer this question?
6.Is everyone happy with their gift?
7.Is everyone happy with his gift?
8.Other Indefinite pronouns that are always singular forms:

-another, anything, each, either, everything, little, much, neither, nothing,

other, something.

Example:
1.He has one job in the day and another at night.
2.Anything can happen if you just believe.
3. They lost everything in the typhoon.
4. One was singing while the other played the drum
5. Indefinite pronouns that are always plural forms:

-both, few, many, others, and several.

Example:
1. Both are guilty.
2. Many showed their supports.
3. ’m sure that others have tried before us.
4.They all listened and several fell sleepy.
5.Few are deleting old e-mail messages from their inbox

Some Indefinite pronouns that are Singular or Plural forms, that varies if
there's an intervening modifying phrase are:

-all, any, more, most, none, some

Example:
1. We are all in the gutter, but some of us are looking at the comet.
2. Some think that the delete key permanently erases e-mail and that nobody
will ever see it.
44
Pronoun
Structure of English

Absolute Possessive Pronouns

These pronouns also show possession. Unlike possessive pronouns,
which are adjectives to nouns, these pronouns sit by themselves.

The absolute pronouns are:

Mine yours ours hers his theirs

Absolute possessive pronouns are actually used quite often even though
you may be accustomed to simply referring to them as possessive
pronouns.

Example:
·The tickets are as good as ours.
·Shall we take yours or theirs?
·Their money is as good as ours.
·Is this coat yours?
·Mine is the coat with the fur collar.
·This gift is hers.
·Our dog is well behaved but theirs barks all night long.

Reciprocal Pronouns
Reciprocal pronouns are used for actions or feelings that are
reciprocated. The two most common reciprocal pronouns are each
other and one another.
The term <reciprocate= means to give in return. This definition will serve
you well as you learn about a type of pronoun called reciprocal pronoun.
For this reason, it always refers to more than one person.
Example:
·Melita is talking to Leilani and Leilani is talking to Melita.
So we say:
Melita and Leilani are talking to each other.

45
Pronoun
Structure of English

So we say:
Melita and Leilani are talking to each other.
Actually, the two reciprocal pronouns are actually phrases, not individual
words, and they are:
each other one another
Example:
In the sentences below there is emphasis on the fact that the people involved
are equally participating in an action or feeling. Read on and you’ll see what I
mean.

1.Jingle and Allen admire each

other. 2.They like one another.
3.Lyn and Eric waved goodbye to each other as they left the school.
4.They talk to each other like they're babies.
5.The students helped one another perform the group activity.
6.The twelve angry men were all pointing fingers at one another.

Please note
You may have noticed that in our examples –

one another was used when three or more people or things were
involved. That’s what some grammar experts state as correct, even
though we don’t commonly use the phrase.

But if only two people or things are involved, all agree to use each other.
In case you were wondering, reciprocal pronouns also have possessive
forms. Adding the apostrophe <s= to the end of the reciprocal pronoun
creates them.
For example:
·Carla and Angie can wear each other’s clothes.
(Since Carla and Angie both own clothes that the other can wear, then this is
correct expression of the possessive form.)

46
Pronoun
 Structure of English

Pronoun 4
 Structure of English

POST-TEST

Part I
Direction: Highlight the words that are pronouns in each sentence. Each
sentence has at least one pronoun. Some have more than one. Choose all
that apply.

1. My son dropped his bottle on the ground.

2. The girls standing under the tree are eating their lunch.
3. When I looked over at him, I noticed that he was reading a book.
4.The guys ate all of their pizzas.
5.Grandma is waiting for her shawl.

Part II
Direction: Read the story below, carefully review the underlined portions
to choose the correct pronoun. For each underlined pair of words, circle the
one that is correct.

Last night, I / me went outside to play with my friend Jane. We/ Us played
jump rope and chased spiders before the moon came out. Mine / My
mother came out to find me/ mine. When her / she found I / me my
mother told me/ I it was time for bed. When I / me said goodbye to my
friend, her / she told me us / we would play again tomorrow. Today I / me
ate ice cream and it was very tasty. So did Jane. After lunch, we / us went
to play in the park. There were swings, slides and seesaws. She / Her
laughed loudly when us / we played. It was very fun. After a while we / us
went back with my mom, and her / she took us / we home again.

48
Pronoun
Structure of English

KEY TO CORRECTION:

Let’s Practice!
1. Itzel and Camila are the antecedent for the pronoun They.
2. There are two pronoun/antecedent pairs in this sentence. People is the
antecedent for their, and Jorge is the antecedent for he.
3. Henry is the antecedent for his.

Post-test Part I
1. My son dropped his bottle on the ground.
2. The girls standing under the tree are eating their lunch.
3. When I looked over at him, I noticed that he was reading a book.
4.The guys ate all of their pizzas.
5.Grandma is waiting for her shawl.
Post-test Part II

Last night, I went outside to play with my friend Jane. We played jump rope
and chased spiders before the moon came out. My mother came out to find
me. When she found me my mother told me it was time for bed. When I said
goodbye to my friend, she told me us would play again tomorrow. Today I
ate ice cream and it was very tasty. So did Jane. After lunch, we went to play
in the park. There were swings, slides and seesaws. She laughed loudly when
we played. It was very fun. After a while we went back with my mom, and
she took us home again.

REFERENCES:

https://www.slideshare.net/jenny_sanchez/module-2-pronoun-class-presentation-17092011-2
·https://www.englishgrammar101.com/module-2/pronouns/lesson-2/cases-of-personal-pronouns
·https://www.btb.termiumplus.gc.ca/tpv2guides/guides/hyper/index-fra.html?
lang=fra&page=pronouns.html
·https://sites.newpaltz.edu/owrc/wp-content/uploads/sites/16/2013/11/Handout-Pronoun-
Antecedent-Agr.pdf
·https://www.scribd.com/document/447403233/41233456-Pronouns-Module-docx
·https://fscj.pressbooks.pub/engcomp1/chapter/pronoun-cases-and-types/

49
Pronoun
Structure of English

SUBJECT
VER AGREEMENT
lesson 4

B
"Look at the subject then the verb"

-ENGLISH

PREPARED BY:
IVAN DALE L. CRUZ
MIYUKI LYKA A. ROJO

For details, you can contact us at:

[email protected]
[email protected]

50
Structure of English

Subject-Verb Agreement

"Singular subject requires a singular verb, Plural subject requires a plural verb."
-ENGLISH

INTRODUCTION

This lesson aims at helping the students understand that the agreement
in number between the subjects and verbs is known as a "subject-verb
agreement." Besides changing their form to indicate the passage of time,
verbs can also alter their form to indicate the number of subjects they have.

The term "subject-verb agreement" refers to the unique method in which

a subject and a verb collaborate to ensure that a phrase is accurate.
Essentially, the two parties must agree on a total number. The subject and
verb must be in the same case, for example, if the subject is singular.

For example, the word <walk= when we are in the present tense the verb
<walk= changes form to show that its subject is singular when its subject is
anything but <I= or <You=

Explore the following:

SINGULAR SUBJECTS PLURAL SUBJECTS

First Person: I walk We walk

Second Person: You walk You all walk

Third Person: He walks. She walks. The Girl walks. They walk

This lesson aims to understand how to use of adjectives and adverbs.

Students will be able to:
Understand the different rules of subject-verb agreement.
Apply these rules using sentences and phrases.
Appreciate the concept and importance of subject-verb agreement through group activity.
51
Subject-Verb Agreement
Structure of English

PRE-TEST:
Direction: Determine the appropriate pronouns used in the given
statement(s). Write the correct answer in the space provided. Your grade
will not be affected by your performance here.
1. Carlos is the only one of those students __________ lived up to
who the potential described in the yearbook.
A. Has C. Haven’t
B. Have D. Has not
2. The International Club, as well as the Choral Society and the Rowing
Club, __________ to submit a new constitution.
A. Need C. Want
B. Needs D. Wants
3.One of my best friends
_____________ an extra on Seinfeld this
week.
A. Is C. That
B. Are D. Those
4. Not only the students but also their
________ been called
instructor to the principal's office.
A. Has C. Have
B. Whose D. Whose
5. Most of the
_____ gone bad. Six gallons of milk _______ still in
milk the
refrigerator.
A. Has/Are C. Have/is
B. Haven’t/This D. Hasn’t/Should
6. Each and every student and instructor in this
__________
building for a new facility by next year.
A. Hope C. Hopes
B. Hoping D. Hopefully
7. The students and instructors
________for a new facility by next
each year.
A. Hoping C. Hope
B. Hopes D. Hopefully
8. Rice and beans, my favorite dish,
__________ me of my native
Puerto Rico.
A. Reminder B. Reminds
C. D.

52
Subject-Verb Agreement
Structure of English

9. A large number of voters still

___________ along straight-party
lines.
A. Voting B. Votes
C. Voted D. Vote

10. Politics __________ sometimes a dirty business.

A. Are C. Is
B. Am D. None of the above

KEY TO CORRECTION:
1. Carlos is the only one of those students who __________ lived up to
the potential described in the yearbook.
A. Has C. Haven’t
B. Have D. Has not
2. The International Club, as well as the Choral Society and the Rowing
Club, __________ to submit a new constitution.
A. Need C. Want
B Needs D. Wants
. of my best friends
3. One
_____________ an extra on Seinfeld this
week.
Is C. That
A Are
B. D. Those
4. Not only the students but also their instructor
________ been called
to the principal's office.
A. Has C. Have
B. Whose D. Whose
5. Most of the milk
_____ gone bad. Six gallons of milk _______ still in
the refrigerator.
Has/Are C. Have/is
A Haven’t/This
B. D. Hasn’t/Should

6. Each and every student and instructor in this building __________

for a new facility by next year.
A. Hope C. Hopes
B. Hoping D. Hopefully

53
Subject-Verb Agreement
Structure of English

7. The students and instructors each

________for a new facility by next
year.
A. Hoping C. Hope
B. Hopes D. Hopefully
8. Rice and beans, my favorite dish,
__________ me of my native
Puerto Rico.
A. Reminder
B Reminds
C. Remind D. Reminding
9. A large number of voters still
___________ along straight-party
lines.
A. Voting B. Votes
C. Voted D. Vote
10.Politics __________ sometimes a dirty business.
A Are C. Is
B. Am D. None of the above

54
Subject-Verb Agreement
Structure of English

Subject-Verb Agreement

You may want to take a moment to consider the following verbs: eat;
sleep; try; study, and work. Give these verbs "I" as a subject." The first-person
pronoun "I" and the second-person pronoun "you" are the only two words
that can be used to refer to the subject of a sentence. "You" and "I" use the
same verb in the present tense. Running, walking, and eating are all part of
your daily routine.

When the subject is changed from "I" or "you" to "he" or "the cat," a
"s." must be added to each verb. Walking the cat, running after the cat,
eating the cat, and so on are all activities that cats engage in. Every single
third-person verb in the English language, from walk/, walks to run/runs
to laugh/laughs to cry/cries, follows this simple rule without us even
realizing it. The aiding verbs do/does, is/are, and has/have are also
included here.

While we are not likely to write or speak the following sentences: I

walks; They walk; The cat walk, if we do, we create a Subject-Verb
Agreement Error

Agreement of the subjects and verbs The writer's lack of command of

the English language is evident by the number and severity of the writer's
errors. Writers should be aware of the following thirteen situations in
which subject-verb agreement can go awry: Thirteen rules are in place to
make sure that our subjects and verbs are always the same numbers.

13 RULES OF SUBJECT AND VERB AGREEM

55
Subject-Verb Agreement
 Structure of English

1. Two or more subjects joined by <and= are considered plural and require a
verb form without an <s.=

Example:
The vendors and the suppliers agree to sign a business contract before the
transaction begins.

2. If a subject is modified by the words <each= or <every= that subject is

singular and will take a verb form that ends in <s.=

Example:
Each Man and Woman eats together.
Every girl dreams to marry a good guys someday.

3. If plural subjects are joined by <or,= <nor,= or <but,= the verb must only
agree with the subject that is closest to it.

Example:
Either You and Me runs to the shop.
Neither You nor Me run to the
shop. Not Me but You run to the
shop.
Not Me but You run to the shop.

4. Indefinite pronouns* are usually singular and take a verb form that ends in
<s.= (You will find a list of indefinite pronouns at the end of this handout.)

Example:
Everyone runs to the shop.
Everything comes back at the time normally.

5. The subject of a verb is never in a prepositional* or verbal phrase.

Therefore, you must isolate the phrase and find the proper subject.

Example:
The mother of the chicken (with all of her little chicks) runs to the shop.
The mother of the chicken (including all of her chicks) runs to the shop

56
Subject-Verb Agreement
 Structure of English

6. Some indefinite pronouns and nouns will be singular or plural depending

on the object of the prepositional phrase. These words are always about
numbers or amounts such as all, half, some, none, most, part, etc.

Example:
Some (of the kids) are gone.
Some (of the Bibingka) is gone.
The mother chicken and all (of her chicks) run to the shop.

7. When a collective noun, such as family, group, committee, or class, is the

subject, the verb will end in <s.=

Example:
My groupmates with all my classmates sometimes run to the shop.

8. A few nouns, such as economics, mumps, measles, or news end in <s= but are
considered singular. You can tell these <s= words are singular because if you
take the <s= away, you don’t have a noun. For example, algebra and new are
adjectives that describe a noun. Mump and measle just don’t make any sense
.

Example:
Algebra is his new favorite math

9. When a subject is a unit of measurement of time, distance, money, weight,

etc. The unit is considered singular, and the verb will end in s.

Example:
The three kilometerwalk drainsher.
She barely gets five hours of sleep.

10.In a question or in a sentence that begins with there or here, the verb will
often come before the subject.
Example:
There are five pieces of stickers left.
Here is my payment for my food.

57
Subject-Verb Agreement
 Structure of English

11. The verb must agree only with the subject.

Example:
The high levels of pollution cause global warming.
Her collection of photo cards is piling up in her room.

12. Gerunds (ingwords) can be subjects and follow all the same rules above.

Example:
Laughing is proven to lose calories.
Sleeping with earphones is dangerous.

13.When using who, that, or which, you must look to the noun these relative
pronouns are referring to in order to determine whether the subject is
singular and will have a verb ending in sor is plural and have a verb without
an s.

Example:
The students who mocked the teacher are called to the disciplinary office.
The man who posted his opinion online is being criticized.

58
Subject-Verb Agreement
 Structure of English

Post-Test:
Directions: Choose the correct form of the verb that agrees with the
subject.

1. Emily and Greg (comes, come) to my house every Friday for lunch.

2. The man with all the birds (live, lives) on my street.

3. My friends who are in the band (wants, want) me to play a musical

instrument.
4. The movie, including all the previews, (take, takes) about two hours to
watch.
5. Everyone (needs, need) time to relax.

6. That bag of oranges (looks, look) fresh.

7. The lacrosse team (hopes, hope) to win the tournament next week.

8. Your trousers (needs, need) to be cleaned.

9. The Prime Minister, together with his wife, (greets, greet) the press
cordially.

10. Even though the students like the class, a few (thinks, think) that it is
too complicated.

Activity 1: FILL ME IN!

Direction: Write is or are in the blank to complete each statement.

1. ____ the tweezers in this drawer?

2. There ____ time to watch the movie.
3. Eight dollars ____ the price of a movie these days.
4. My father ____ coming with me to the ball game.
5. One of my sisters ____ going on a trip to France.
6. ____ the news on at five or six?
7. Annie and her brothers ____ at school.

59
Subject-Verb Agreement
Structure of English

8. Some of the books on the shelf________dusty.

9. Your pants ____ at the cleaner's.
10. All of the CDs, even the scratched one, ____ in this case.
11. Either my shoes or your coat ____ always on the floor.
12. The dog________outside.
13. One of my sisters ____ going on a trip to France.
14-15. Mathematics
____ John's favorite subject, while Civics ____
Andrea's favorite subject.

Activity 2: COMPLETE ME
Direction: Fill the blanks with the correct form of verb to complete the
paragraph.

Within the state of Arizona, Rob ____ (moves, move) frequently, from
city to city.
After his arrival, one of his first tasks ___ (is, are) to find an apartment
close to work as he does not have a car. Usually, there ___ (is, are) many
different places to choose from, and he consider cost, location, and
luxury.
If one apartment ___ (has, have) a washing machine and dryer and costs
four hundred dollars a month, he _____ (prefer, prefers) to rent it over
another apartment with significantly less rent located two blocks from a
laundromat. He never ____ (rent, rents) an apartment on the thirteenth
floor since he ____ (fear, fears) heights.
He also ____ (try, tries) to choose an apartment with landlords
recommended by former tenants. Everybody knows that it is important to
find a responsible landlord. Rob and his best friend ____ (love, loves) to
cook together when his friend visits, so they need a spacious, well-
equipped kitchen.
Rob often also looks for a place with an air conditioner because there
___ (is, are) so many scorching days and nights in Arizona. Whenever
Rob ___ (find, finds) a new apartment, all of his concerns disappear.

60
Subject-Verb Agreement
Structure of English

KEY TO CORRECTION:
Pre-Test:
1. Has
2. Needs
3. Is
4. Have
5. Has/Are
6: Hopes
7. Hopes
8. Reminds
9. Vote
10. Are

Post-test:
1. Comes
2. Live
3. Wants
4. Take
5. Needs
6. Look
7. Hope
8. Needs
9 Greet
10. Think

REFERENCES:

Henry, A. (n.d.). A grammar help worksheet. Retrieved from

https://valenciacollege.edu/students/learning- support/osceola/labs/documents/13RulesofSubject-
VerbAgreement.pd

61
Subject-Verb Agreement
Structure of English

TENSES OF

VER lesson 5

B
"The verb, to love, has no
past tense"

ADAM STANLEY

PREPARED BY:
IAN CHRISTOPHER A. GILE
EUGINE A. VALLES
MARIEL SHANE Y. PENA
ANGELICA JOY B. AREVALO
THEA JULYEN R. LAGUNDINO

For details, you can contact us at:

[email protected]
[email protected]

62
Structure of English

Tenses of Verb

"Singular subject requires a singular verb, Plural subject requires a plural verb."
-ENGLISH

INTRODUCTION

This lesson aims at helping the students understand the tenses of the
verb and their functions as well as their significance in academic and
professional writing
The tense of a verb tells you when a person did something or when
something existed or happened. In English, there are three main tenses: the
present, the past, and the future.

In grammar, tense is a category that expresses time reference. Tenses are usually manifested by the use

Simple Present Present Continuous Present Perfect Present PC

Simple Past Past Continuous Past Continuous Past PC
Simple Future Future Continuous Future Continuous Future PC

LESSON OBJECTIVES

At the end of the lesson, the students should have been able to:
Define the tense of a verb using their own interpretation.
Identify the different kinds of tenses of a verb by giving examples
Appreciate tenses of verbs in various examples.
.

63
Verb Tenses
Structure of English

VERB TENSES

Verbs come in three tenses: past, present, and future. The past is
used to describe things that have already happened (e.g., earlier in the
day, yesterday, last week, three years ago). The present tense is used
to describe things that are happening right now, or things that are
continuous. The future tense describes things that have yet to happen
(e.g., later, tomorrow, next week, next year, three years from now).

Time Frames
Past, present and future are the three time frames that are used to
describe or indicate verb tense. Past tense is used to describe actions
that occurred in the past; present tense is used to describe actions
that are currently taking place; and future tense is used to describe
an action that will take place in the future.

DID YOU KNOW?

There are many uses of tense. In English grammar, we use present
tense to talk about something that is going on now(currently) or that is true
now and at any time. In other words, we use present tense to describe an
event in real-time, i.e. happening at that very moment. Let us learn more
about the present tense and its types.

What Is the Present Tense?

The present tense is the form of language used to refer to an event,

transaction, or occurrence which is happening now (at the present time), or
an object that currently exists. Compare with the past tense, which is the
form of language used to refer to an event, transaction, or occurrence that
did happen or has happened, or an object that existed, at a point in time
before now; or with the future tense, an event, transaction or occurrence
that has not yet happened, is expected to happen in the future, or might
never happen.

The present tense is a verb tense used to describe a current activity or

state of being. However, somewhat unusually, the present tense can also be
used to describe past and future activities.

64
Verb Tenses
Structure of English

For example:
® I swim in the sea every Saturday.
(This is a current activity.)
® I am happy.
(This is a current state of being)
® The meeting ends at 6 o'clock.
(This is a future activity.)
® A man walks into a bar. Ouch!
(This is a past activity.)

Simple Present Tense

The simple present tense uses the same verb form as the root form of
the verb. We use the simple present tense in the following conditions:
· To show a fact or something that is always true
· For activities that we do daily -regularly or habitually
· To express thoughts, feelings, opinions, and beliefs
· For a planned action or an event that will happen in the future
· We use this tense with a few adverbs to indicate something that happens
· We use it in news, reported speech such as in sports commentaries, a
· For schedules, plans, and programs
· To give instructions
When the singular form of the subject or a singular pronoun is used, the verb
is used in the simple present tense by adding a 8-s9 to it.
For example:
® This person goes to the library often.
® When does the flight to Seychelles depart from Mumbai airport?
® I always wake up at 6 am.
® We agree with most of your plan.
® I like chocolates.

Present Continuous Tense

This tense describes a continued or ongoing action at the present time.
In other words, it expresses an action that is in progress at the time of
speaking and has not yet been completed. In the following conditions we use
the present continuous tense:
·As mentioned above, when an action that is occurring at the time of
speaking
·When an action in the future is mentioned without specifying when it will
occur
·When we talk about a planned or arranged event or action that is set to take
place at a specified time in the future.
·In conditions where the action or event is occurring but not necessarily
while we speak
·It is used in a changing situation
65
Verb Tenses
Structure of English

It is formed from the present tense of the auxiliary verb 8to be9 and the
present participle of the verb 8-ing9.
For example:
® The noise is beginning to give me a headache.
® I am complaining to his mother about him.
® Why aren9t you doing your homework, Ravi?

Present Perfect Tense

The Present Perfect Tense is used in case of repeated actions, in those
actions where the time is not important, and actions that began in the past
but are not finished yet and will probably finish in the present as we speak.
We can use the present perfect tense in the following scenarios:
·For actions or events that began in the past and have continued into the
present
·To show an action that has been completed
·To indicate a time period that has not yet finished
·Used with phrases that begin with <This is the first= or <second time= and so
on.
·To describe or express an action that is repeated in the past
·Used to indicate or describe actions that have been completed in the
recent past
To form the present perfect tense, we need to use the simple present tense
of the auxiliary verb 8have9 or 8has9 based on whether the noun being referred
to is plural or singular. The past participle of the verb follows the auxiliary
verb. We can also write as: have/has + past participle.

Let us see some examples:

® We have known each other for a very long time.
® There have been many contenders for this role.
® Has there ever been a war during your lifetime?
® I have just eaten.
® We have had the same car for 8 years.

Present Perfect Continuous Tense

To describe or indicate an event that is going on at this moment we use the
present perfect continuous tense. We use this tense in the following
conditions:
·To describe an event that began in the past and is continuing into the future
·To tell about an activity or event that began in the past and is now over
(just recently completed or over)
·When there is no mention of time.
·Learn more about Uses of Tenses here in detail with examples.

66
Verb Tenses
Structure of English

The two parts of the present perfect continuous tense are:

I. The present perfect tense of the verb 8to be9: 8have been9 or 8has been9 and

II. The present participle of the main verb 8-ing.

Some examples of present perfect continuous tense are,

® My hands are very dirty as I have been painting the walls.
® They have been trying to contact her.
® I have been working for them for the last seven months.
® The party has been going on all night.

Past Tense

Complete Verb Tenses: Past

The complete past verb tenses are typically used to describe actions that
took place during the past time period. The four complete past verb
tenses are
Past + (Simple) = Past tense
Past + Progressive = Past progressive tense
Past + Perfect = Past perfect tense
Past + Perfect Progressive = Past perfect progressive.

67
Verb Tenses
Structure of English

Future Tenses
The future tense is a verb tense used for a future activity or a future
state of being.

For example:
I will jump in the lake.
(This is a future activity.)
I will be happy.
(This is a future state of being.)

Future Simple
The simple future refers to a time later than now, and expresses facts or
certainty. In this case there is no 'attitude'.
Examples:
To predict a future event:
It will rain tomorrow.
With I or We, to express a spontaneous decision:
I'll pay for the tickets by credit card.

Future continuous
The future continuous is made up of two elements:
the simple future of the verb "to be" + the present participle (base+ing)
The future continuous refers to an unfinished action or event that will be in
progress at a time later than now. The future continuous is used for quite a
few different purposes.
The future continuous can be used to project ourselves into the future.
Examples:
This time next week I will be sun-bathing in Bali.
By Christmas I will be skiing like a pro.
Future perfect
The future perfect is composed of two elements
the simple future of the verb "to have" (will have) + the past participle of the
main verb
The future perfect tense refers to a completed action in the future. When
we use this tense we are projecting ourselves forward into the future and
looking back at an action that will be completed sometime later than now. It
is most often used with a time expression.

Examples
I will have been here for six months on June 23rd.
By the time you read this I will have left.

68
Verb Tenses
Structure of English

Future perfect continuous

The future perfect continuous is composed of two elements
the future perfect of the verb "to be" (will have been) + the present participle
of the main verb (base + ing)
Like the future perfect simple, this form is used to project ourselves
forward in time and to look back. It refers to events or actions that are
currently unfinished but will be finished at some future time. It is most often
used with a time expression.
Examples
· I will have been waiting here for three hours by six o'clock.
By 2001 I will have been living in London for sixteen years.

POST-TEST
Direction: Identify the verb tense form of each sentence, if it is in Simple
Present Tense form then write (PRESENT), if it is in Past Progressive Tense
form, write ( PAST), and if it is in Simple Future Perfect, write ( FUTURE).

1. Jenna's mother was preparing dinner when we arrived.

2. My brother goes to the gym every day.
3. She will not have seen you if you do not apologize.
4. Before lunch, me and my mom are taking pictures of the beautiful
sceneries in Tagaytay.
5. My English teacher will have been taught the Degrees of adjectives.
6. Yesterday morning we are practicing the Zumba dance so we could not
come.
7. She writes an email to her boyfriend. 8. James washes his hair to remove
dandruff.
9. They will have written the reports by the time you find him.
10. He had been teaching for 12 years before he was certified.

KEY TO
CORRECTION:
1. PAST REFERENCES:
2. PRESENT
3. FUTURE https://www.grammarly.com/blog/verb-
4. PAST tenses/#:~:text=Verbs%20come%20in%20three%20tenses,
or%20things%20that%20are%20continuous.
5. FUTURE
monster.com/glossary/present_tense.htm
6. PAST https://www.ef.com/wwen/english-resources/english-
7. PRESENT grammar/future/
8. PRESENT
9. FUTURE
10. PAST

69
Verb Tenses
Structure of English

A D V E R AND
B
lesson 6

ADJECTIV
E
"Short sentences drawn from long
experiences"

MIGUEL DE CERVANTES
PREPARED BY:
ANGELICA JOY B. AREVALO

For details, you can contact us at:

[email protected]

70
Structure of English

Understanding Adverb and Adjective

"Writing long sentences is like adding water to a tea; the more words, the weaker
the message"
-Diana Booher

INTRODUCTION

This lesson aims at helping the students understand the use of

adverbs and adjectives in constructing a sentence.
An adverb is a word or an expression that modifies a verb, adjective,
another adverb, determiner, clause, preposition, or sentence. Adverbs
typically express manner, place, time, frequency, degree, level of certainty,
etc., answering questions such as how? in what way? when? where? and to
what extent?
While an adjective is a word that modifies a noun or noun phrase or
describes its referent. Its semantic role is to change the information given by
the noun. As college students, it is important that we can differentiate these
parts of speech in academic writing and literary criticism.
In this lesson, we are going to deal with the rules and key concepts
that will help us understand the difference between adverbs and adjectives.

LESSON OBJECTIVES

This lesson aims to understand how to use of

adjectives and adverbs.
Students will be able to:
1. Differentiate the use of adverbs and adjectives
2. Use adjectives to modify a noun or a pronoun.
3. Understand when to use an adjective as opposed
to an adverb based on the knowledge that adjectives
modify nouns and pronouns.
4. Understand when to use an adverb as opposed to
an adjective based on the knowledge that adverbs
modify verbs, adjectives, and other adverbs.

71
Adverbs and Adjectives
Structure of English

PRE-TEST:
Direction: Choose the letter of the correct answer. Write your answer in
the space provided. Your grade will not be affected by your performance
here.
1. What is an adjective?
a. adjective is an action word.
b. adjective takes the place of nouns.
c. adjective modifies or gives more information about noun and pro
d. The adjective modifies verbs.
2. What is an adverb?
a. adjective is an action word.
b. adjective is takes the place of nouns.
c. adjective modifies or give more information about noun and.
d. adjective modifies verbs.
3. My dog has a brown eyes. What is the adjective of this sentence?
a. dog c. eyes
b. brown d. has
4. Can you put the plate gently on the table. What adverb used in the
sentence?
a. put c. table
b. plate d. gently
5. The flower smells sweet. What is the adjective of this sentence?
a. smells c. flower
b. sweet d. the
6. He accidentally slipped on the floor. What adverb used in the sentence?
a. accidentally c. floor
b. slipped d. he
7. I want an (honest/honestly) answer from you. Select the correct
modifier.
8. She is (usually, usual) nice to her friends.
9. She sings (well, good)
10. She had a (good, well) time yesterday.

72
Adverbs and Adjectives
Structure of English

KEY TO CORRECTION:
Direction: Choose the letter of the correct answer. Write your answer in
the space provided. Your grade will not be affected by your performance
here.
1. What is an adjective?
a. adjective is an action word.
b. adjective takes the place of nouns.
c. adjective modifies or gives more information about noun and pro
d. The adjective modifies verbs.
2. What is an adverb?
a. adjective is an action word.
b. adjective takes the place of nouns.
c. adjective modifies or gives more information about noun and.
d. adjective modifies verbs.

3. My dog has a brown eyes. What is the adjective of this sentence?

a. dog c. eyes
b. brown d. has
4. Can you put the plate gently on the table. What adverb used in the
sentence?
a. put c. table
b. plate d. gently
5. The flower smells sweet. What is the adjective of this sentence?
a. smells c. flower
b.
sweet d. the
6. He accidentally slipped on the floor. What adverb used in the sentence?
a. accidentally c. floor
b. slipped d. he
7. I want an (honest/honestly) answer from you. Select the correct
modifier.
8. She is (usually, usual) nice to her friends.
9. She sings (well, good)
10. She had a (good, well) time yesterday.

73
Adverbs and Adjectives
Structure of English

Adjective and Adverb?

Adjectives and adverbs describe things. For example, compare the
phrase <the car= to <the red car= or the phrase <walk= to <walk slowly.=
In both of these cases, the adjective (red) or adverb (slowly) changes how we
understand the phrase. When you first read the word car, you probably didn9t
imagine a red car. When you saw the word walk you probably didn9t think of
it as something did slowly.

Adjectives and adverbs modify other words; they change our understanding
of things

What is an adjective?
An adjective is a word that modifies a noun or pronoun. In general,
the purpose of an adjective is to describe a noun or pronoun by stating its
characteristics or by providing more information about it. For example, in
the sentence She has a big dog, the adjective big tells us that the dog (a
noun) is large in size and mass.
Adjectives can be placed directly adjacent to the nouns/pronouns they
modify or can function as a subject complement following a linking verb:
Examples:
1. The hungry elephants ate tasty leaves.
(The adjectives hungry and tasty are directly adjacent to the nouns
elephants and leaves.)
2. I am tired.
(Tired is a subject complement following the linking verb am.)

Activity: Find Me!

Identify the adjectives in the following sentences:
1. I think she is crazy.
2. Ella is taller than his older brother
4.
3. IThis
am is a cute puppy.
angry.
5. I love the red car.
6. two is my lucky number.
7. She thinks quick.
8. What a delicious taste of this mango.
9. My brother is a strong boy.
10. Christian Laririt is a successful basketball player.

74
Adverbs and Adjectives
 Structure of English

KEY TO CORRECTION:
1. I think she is crazy.
2. Ella is taller than his older brother
3. I am angry.
4. This is a cute puppy.
5. I love the red car.
6. two is my lucky number.
7. She thinks quick.
8. What a delicious taste of this mango.
9. My brother is a strong boy.
10. Christian Laririt is a successful basketball player.

What is an Adverb?
An adverb is a word that modifies a verb, an adjective, a clause, or even
another adverb. In general, adverbs provide more information that answers
questions such as H For example, in the sentence, Ann walked slowly, the
adverb slowly tells us how Ann walked: she took her time and didn’t go fast.
When modifying verbs, adverbs can come before or after the word that they
modify:
Examples:
·The mouse walks quietly
·She completed her chores quickly.
An adverb may even be separated from the verb it modifies by an object:
·She completed her chores quickly.
When adverbs modify adjectives or other adverbs, they are usually placed
directly before the words they modify:
·They were really bored.
·Henrietta danced very gracefully.
Many adverbs end in -ly, but many do not. Generally, if a word can have -ly
added to its adjective form, place it there to form an adverb.

75
Adverbs and Adjectives
Structure of English

Activity
Direction: Identify the adverbs in the following sentences.
1. Milagros is exceptionally pretty.
3. Wow!
2. She Youvery
sang ranloudly
really quickly
4. She speaks very slowly.
5. We performed badly.
6. He tried to be brave and take the bad news badly
7. He was smiling happily.
8. I heard him clearly
10.
9. HeMywaited
friends
meplay guitar well.
patiently.

1. Milagros is exceptionally pretty.

2.KEY TO CORRECTION:
She sang very loudly
3. Wow! You ran really quickly
4. She speaks very slowly.
5. We performed badly.
6. He tried to be brave and take the bad news badly.
7. He was smiling happily.
8. I heard him clearly
9. He waited me patiently.
10. My friends play guitar well.

76
Adverbs and Adjectives
Structure of English

How to differentiate between adjectives and adverbs

It is easy to confuse adjectives and adverbs because they are both
modifiers that provide us with more information. Some words, such as slow,
well, and late can even be used as either an adjective or an adverb. So, how
do we tell the difference? The main way to figure out if a word is being used
as an adjective or an adverb is to check the word that it modifies. If it is
modifying a noun or a pronoun, it is an adjective. If it is modifying anything
else, it is an adverb. Adjectives only modify nouns and pronouns, while
adverbs modify verbs, adjectives, clauses, or other adverbs. Adverbs do not
modify nouns or pronouns.

·A clever new idea.

·A cleverly developed idea.

Clever is an adjective, and cleverly is an adverb. This adjective + ly

construction is a short-cut to identifying adverbs.

Common Mistakes with Adjectives and Adverbs

Mistaking Adverbs and Adjectives

One common mistake with adjectives and adverbs is using one in the place of
the other. For example:
I wish I could write as neat as he can.
The word should be neatly, an adverb, since it’s modifying a verb.
Well, that’s real nice of you.
Should be really, an adverb, since it’s modifying an adjective
Remember, if you’re modifying a noun or pronoun, you should use an
adjective. If you’re modifying anything else, you should use an adverb.

Good v. Well

One of the most commonly confused adjective/adverb pairs is good versus

well. There isn’t really a good way to remember this besides memorization.
Good is an adjective. Well is an adverb.

77
Adverbs and Adjectives
Structure of English

PRE-TEST:
Direction: Choose the letter of the correct answer. Write your answer in
the space provided. Your grade will not be affected by your performance
here.
1. Billy has to work (real / really) hard to be (healthy / healthily).
2. Kate is really (good / well) with bows
3. This chicken tastes (badly/bad)
4. Pat's roses smell (sweet/sweetly)
5. She passes his test (easy, easily).
6. Ella feels bad about the news. What is the adjective of this sentence?
a. Ella c. news
b. bad d. feels
7. You did the job well. What is the adjective of this sentence?
a. well c. did
b. job d. you
8. My brother wrote that willingly. What is the adverb used in the
sentence?
a. wrote c. willingly
b. brother d. my
9. The spring flower smells good. What adverb is used in the sentence?
a. flower c. good
b. smells d. spring
10 Jason is an angry young man. What is the adjective used in the
sentence?
a. man c. angry
b. young d. Jason

78
Adverbs and Adjectives
Structure of English

KEY TO CORRECTION:
Direction: Choose the letter of the correct answer. Write your answer in
the space provided. Your grade will not be affected by your performance
here.
1. Billy has to work (real / really) hard to be (healthy / healthily).
2. Kate is really (good / well) with bows
3. This chicken tastes (badly/bad)
4. Pat's roses smell (sweet/sweetly)
5. She passes his test (easy, easily).
6. Ella feels bad about the news. What is the adjective of this sentence?
a. Ella c. news
b. bad d. feels
7. You did the job well. What is the adjective of this sentence?
a. well c. did
b. job d. you
8. My brother wrote that willingly. What is the adverb used in the
sentence?
a. wrote c. willingly
b. brother d. my
9. The spring flower smells good. What adverb is used in the sentence?
a. flower c. good
b. smells d. spring
10 Jason is an angry young man. What is the adjective used in the
sentence?
a. man c. angry
b. young d. Jason

REFERENCES:

https://www.thesaurus.com/e/grammar/adjective-vs-adverb/

79
Adverbs and Adjectives
Structure of English

SENTENCE
FRAGMENTS lesson 7

"Some sentences are incomplete, but

they are beautiful"

AVEJERT DAS

PREPARED BY:
PATRICIA DENNISE B. CAPARAS

For details, you can contact us at:

[email protected]

80
Structure of English

Understanding Sentence Fragments

"I've touched some sentences and have kissed some words.”― Suman Pokhrel

INTRODUCTION

This lesson aims at helping the students understand sentence fragments,

a common mistake of students in their writings.
A sentence fragment is a sentence that is missing either its subject
or its main verb. Some sentence fragments occur as the result of simple
typographical errors or omissions of words. They can often be avoided with
careful proofreading.
In this lesson, we are going to deal with one of the common errors
in writing and how to avoid them. This will help us understand the
importance of sentences in our academic and professional writing.

TAKE NOTE:
Fragments are incomplete sentences. Usually, fragments are pieces of
sentences that have become disconnected from the main clause. One of the
easiest ways to correct them is to remove the period between the fragment
and the main clause. Other kinds of punctuation may be needed for the
newly combined sentence.

LESSON OBJECTIVES

This lesson aims to understand more about

statement fragments and how you can identify
whether the statement is an Independent clause or a
Dependent clause.

At the end of the lesson, students must:

a.Understand the definition of Statement Fragment
b.Identify two kinds of clauses
c.Compare Independent clauses to Dependent Clause

81
Sentence Fragments
Structure of English

PRE-TEST:
Direction: Read and analyze the given sentence below. Write C if the statement is
Complete and write F if the statement is Fragment.

___1. I think I can see it.

___2. We can stop at the waiting shed because it is raining.
___3. Because she is pretty.
___4. I love your jeans!
___5. Shared his pet with the class.
___6. Caught the cat yawning.
___7. Jump for joy.
___8. When he hit the ball.
___9. We are dancing across the street when he saw us.
___.10. To easily understand the concept.

KEY TO CORRECTION:
F 1. I think I can see it.
C 2. We can stop at the waiting shed because it is raining.
C 3. Because she is pretty.
C 4. I love your jeans!
F 5. Shared his pet to the class.
F 6. Caught the cat yawning.
F 7. Jump for joy.
F 8. When he hit the ball.
C 9. We are dancing across the street when he saw us.
F 10. To easily understand the concept.

82
Sentence Fragments
 Structure of English

What is Statement Fragment?

Statement Fragment is an uncompleted statement that may or may not have a
subject and verb.
Fragments are phrases and dependent clauses and is grammatically incomplete
sentences. These are grammatical structures that, to function in writing, must be
connected to an independent clause.
·It does not express a complete thought.

Example:
Jump to the cliff now. (Missing subject)
Because I lied. (Incomplete thought)
A time of amazement and excitement. (Missing verb)

Clauses
·Clauses is a group of words which works as a member of a complex or compound
sentence and includes a subject and predicate.
·The subject of a clause can be mentioned or hidden, but the verb must be
apparent and distinguishable.

There are two kinds of clauses:

1. Independent Clauses
It is also called Main clause
It contains subject and predicate and it can stand on its own.
In a sentence two independent clauses can be connected by the coordinators: and,
but, so, or, nor, for*, yet*.

Example:
I like to jump.
She is a strong woman.
I love to eat ice cream, but I am not feeling well today. (Two independent clauses)
I do not have enough time to do my missing activities, yetI like to read my favorite
books now. (Two independent clauses)

83
Sentence Fragments
Structure of English

Activity:
Direction: Write at least 5 examples of sentences with 2 Independent Clauses.
Write your answer in the space provided.
1.

2.

3.

4.

5.

1.Dependent Clauses
Also called the Subordinate clause
It cannot function on its own because it leaves an idea or thought unfinished.
The subordinators complete the sentence by connecting the dependent clause to
another clause. The first word in each dependent clause is a subordinator.

Example:
When I was running.
Kicking my seatmate.
Which was too elegant.
If you are not done with your homework on time.

In correcting fragments, we must combine dependent clauses to independent

clauses to form a complete sentence.

Example:
I can come to your house, so we can finish the assignment on time.
I definitely love your company because I can feel your presence.

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Sentence Fragments
Structure of English

Activity:
Direction: Determine whether the underlined group of the word is a Dependent
clause. Write DC if it is a dependent clause and IC if an independent clause, in the
space provided.
1. While walking at the school, Sr. Marites saw a swan drinking in
the pond.
2. Students who fail to show up for the science test must enroll in
the Sir Lunas remediation courses.
3. After Irish completed the assignment, she goes straight at the
gym.
4. Before completing the assignment, Romeo decided to eat his
lunch.
5. After the flood, the family moved into a temporary shelter.

POST-TEST
Part 1. Direction: Read and analyze the clauses below. Write DC if the clause is
Dependent and IC if the clauses are Independent.
1. Looking forward!
2. I look pretty in my dress.
3. Although, the more conservative executives of the firm are skeptical.
4. Because I’m concerned.
5. I saw you roaming around the campus yesterday.
6. I love to come to your party but, I think my parents won’t allow me.
7. Running away from my parents.
8. When you won the award.
9. So as long as you know.
10. Benjamin likes to give her teacher a gift every day.

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Sentence Fragments
Structure of English

KEY TO CORRECTION:
Part 1.
Direction: Read and analyze the clauses below. Write DC if the clause is Dependent
and IC if the clauses are Independent.
DC 1. Looking forward!
IC 2. I look pretty in my dress.
DC 3. Although, the more conservative executives of the firm are skeptical.
DC 4. Because I’m concerned.
IC 5. I saw you roaming around the campus yesterday.
IC 6. I love to come to your party but, I think my parents won’t allow me.
DC 7. Running away from my parents.
DC8. When you won the award.
DC 9. So as long as you know.
IC 10. Benjamin likes to give her teacher a gift every day.

Fragment 1. Statement are phrases and dependent clauses and is grammatically

incomplete sentences.
TRUE 2. To complete a statement, the best thing to do is fix it by adding
what is missing from the sentence or joining it to another sentence.
Independent 3. Dependent Claus can stand on its own and make itself a complete
statement.
TRUE 4. You can have two (2) independent clauses in one sentence.
TRUE 5.A clause is a group of words that includes a subject and a predicate and
capabilities as a member of a complex or compound sentence.

Part III.
Directions: Underline the independent clause once and the dependent clause
twice in each sentence below.
1. Because he jumps, he was able to get a wound.
2. Until the sun sets, I will stay with you.
3. Wherever he might go, I will follow him.
4. So long as I know, I will be waiting for you.
5. She will buy it If the phone is on sale.
6. Don’t try it on, unless you have the right size.

REFERENCES:

https://writingcenter.uagc.edu/sentence-fragments
https://courses.lumenlearning.com/wm-writingskillslab-2/chapter/sentence-fragments/
https://www.grammarly.com/blog/mistake-of-the-month-sentence-fragments/
https://www.learngrammar.net/english-grammar/clauses#independent

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Sentence Fragments