English

Parts of Speech
 Speech
Is the vocalized form of human
communication, formed by the
collective sounds that are
mutually unintelligible . In order
for speech to be understood, it
has to have parts.
PARTS OF
SPEECH
1.NOUN
2.PRONOUN
3.VERB
4.ADJECTIVE
5.ADVERB
6.PREPOSITI
ON
7.INTERJECT
ION
8.CONJUNC
TION
• A Noun is a person ,place,
thing ,or event that are usually
used as the subject in a sentence.
In a sentence ,nouns can play the
role of subject, direct object,
indirect object, subject
complement, object
complement, appositive, or
adjective.
 Examples:
• Gina Mendoza, flower,
professor ,Mars ,table,
Parts
FUNCTIONS
NOUNS
 SUBJECT
•A noun partnered
with a predicate
verb.
 Example:
Subject: Tala
•Tala drank the
coffee
 Object Preposition
• A Noun answering
“whom” or “what” after
a preposition in a
prepositional phrase.
 Examples:
• Tala drank coffee with
my friends.
Preposition: with
OP: friends
 DIRECT OBJECT
• A Noun answering “whom”
or “what” after an action
verb. A direct object
“receives” or is the
“object” of the action.
 Examples:
•Tala drank a coffee.
DO:coffee
 INDIRECT OBJECT
• A noun answering “to
whom/what” or “for
whom/what” after an
action verb.
 Examples:

• Tala gave Xio a coffee.

IO: Xio
SUBJECTIVE COMPLEMENT
• A noun that renames or
describes (equals ) the
subject after verb of being
or a linking verb.
 Examples:
• She is a gold digger.
SC: gold digger
 OBJECTIVE COMPLEMENT
• A noun that renames or
describes (equals) the
direct object.
 Examples:
• They consider her as a
gold digger.
OC: gold digger
KINDS OF
NOUN
There are two main
classes of nouns: The
Proper noun and the
Common noun.
A Proper Noun names particular
person, place
or thing .It is used when the
speaker is talking about
somebody, something, or
someplace specific. The first letter
of a proper noun must be
capitalized.
A Common noun does not
denote anybody, anyplace, or
anything in particular. It refers
to anyone belonging to a class
of persons, places, and things.
Its first letter is not capitalized,
except when the common noun
is found at the beginning of a
sentence.
PROPER NOUN COMMON NOUN
John Cruz guy

Philippines country

English language

Christmas holiday

Saturday day
There are other kinds of
nouns. There are what we
call collective nouns and
abstract noun.
They usually belong to
common nouns.
A Collective Noun refers to a
collectivity or a group of persons,
animals, or things that are counted
or deemed as one . Collective
nouns are singular when we think
of them as a group and plural
when we think of the individuals
acting within the whole.
Following are some examples of collective
nouns.

public group band jury

audience flock class pack
An Abstract Noun denotes an
intangible idea. It names a condition or
a concept. Anything that names a
quality is an abstract noun. This means
that they refer to ideas or concepts
that are not observable by any of the
five senses. Some abstract nouns may
be formed by adding suffixes like –ty, -
ness, -hood, -ment, -ship, -ure, -ion,
and –ity.
The following are some abstract
nouns.
sisterhood sincerity relationship sadness
OTHER KINDS OF NOUNS
 COUNT NOUNS
• Count Nouns can take a plural
can be formed with a numeral,
quantifier, and an indefinite
article. It indicates discrete and
countable objects.
 MASS NOUN
• Mass Nouns can be counted yet generally
taken as a whole and cannot be formed with
numerical words. It indicates some relatively
undefferentiated substance.
Count Nouns Mass Nouns

cabbage water

tree ice cream

paper pasta
 II. PRONOUN
 A pronoun is a word or form that subtitutes
for noun or a noun phrase. Most pronouns
have an antecedent, or a noun that has
already been specified previously, though
some have no antecedent.. These words take
away the monotomy of repeating the nouns
over and over again.
 Examples:
 He, She, It, They, Them, You, I, We

• They want to join the Volleyball team.

• We will attend the English class
tomorrow.
 KINDS OF
PRONOUNS
 PERSONAL PRONOUNS
• Personal Pronouns are pronouns
that replace persons or things. It also
denotes a specific person entry in a
sentence. This type of pronoun
speaks in three different persons:
 FIRST PERSON
Case Singular Plural
Nominative I we
Possessive my, mine our
Objective me us
 SECOND PERSON
Case Singular Plural
Nominative you you
Possessive your, yours you, yours
Objective you you
 THIRD PERSON
Case Singular Plural
Nominative he, she, it they
Possessive his, her, hers, its their, theirs
Objective him, her, it them
 INTERROGATIVE PRONOUNS
• Introduce questions. They refer
to nouns in the form of a
question.
Examples: who, whom, whose,
what, which
 RELATIVE PRONOUNS
• Who, which, what, and that relate
groups of word to nouns or other
pronouns. Relative pronouns
function as conjunction by joining to
its antecedent the subordinate
clause of which it is part.
 EXAMPLES:
• Kiko, was always early in school, has
gone on vacation.

• The student that will top the exam

will be our school representative.
 III. VERB
Is a word that signifies action,
occurrence, or state of being. A
verb shows what someone or
something is doing.
 EXAMPLES:
Talk, walk, eat, sing, write, dance
• The old lady yelled at me
yesterday.
• My dad will teach me how to
drive.
 KINDS OF VERBS
ACCORDING TO USE
 TRANSITIVE VERBS
• Are verbs that express an action which passes
from a doer to receiver. It is followed by nouns
phrases.
 EXAMPLES:
• Robert bought Sheena a new
phone
• Mr. Dela Cruz called Ian’s
parents.
 INTRANSITIVE VERBS
• Are verbs that have no receiver of
their action. It is not directly
followed by a noun, adjective, or
noun phrase.
 EXAMPLES:
• We went to the beach to enjoy
our break.
• He cried when he found out that
he failed the examination.
 Examples:
• The gold appeared to be
authentic.
• The spaghetti tasted awful.
KINDS OF VERBS
ACCORDING TO
FORM
 LINKING VERBS
• Connect a subject and its
complement.Their main function is
linking or coupling the subject with a
noun, a pronoun, or an adjective. Linking
verbs cannot be followed by adverbs:
rather, they are always preceded by
nouns or adjectives.
 The principal parts of the verb are the
present, the past, the present principle, and
the past participle.

Verb Present Past Past Participle

to compete I can compete. I competed. I have competed

to dance I can dance. I danced. I have danced.

According to the manner by which their principal parts are

formed, verbs may be regular, irregular, or defective.
 REGULAR VERBS
• Are verbs that form their past
tense and their past participle by
adding –d or –ed to the present
tense.
PRESENT PAST PAST
PARTICIPLE
match matched matched

greet greeted greeted

imagine imagined imagined

 IRREGULAR VERBS
• Are verbs that do not form their
past tense and their past
participle by simply adding d or
ed to the present form.
PRESENT PAST PAST
PARTICIPLE
fly flew flown

wake woke woken

blow blew blown

 DEFECTIVE VERBS
• Are verbs that do not have
all the principal parts
PAST PAST PAST
PARTICIPLE
will would ----

must must ----

beware ---- ----

THE VOICE OF A VERB
• Voice is the quality of a verb that indicates
whether the subject is doer or receiver of the
action of the verb. Remember that only
transitive verbs may be used in the passive
voice.

• Intransitive Verbs have no receiver

( object ) of the action. Verbs are also said to
be either active or passive in voice.
 ACTIVE VOICE
• Denotes the subject as the doer of the
action. In the active voice , the subject
and verb relationship are
straightforward: the subject is a be – er
or a do- er and the verb moves the
sentence along.
 PASSIVE VOICE
• Denotes the subject as the receiver of
the action.in the passive voice, the
subject of the sentence is neither a do-
er nor a be- er but is acted upon some
other agent or by something unnamed
( when it is, it is usually named by an
object of the preposition.
 ACTIVE VOICE PASSIVE VOICE

You did not wash the plate. The plate was not cleaned by you.

We took the paper. The paper was taken by us

THE VERB TENSE
 TENSE

• Is the quality of a verb which

denotes the time of the action, the
being, or the state of being.
 SIMPLE TENSES
• Present Tense signifies action,
being, or the state of being in
present time
• Past Tense signifies action,
being, or state of being in past
time
 COMPOUND TENSES
• Present Perfect Tense signifies
action , being, or state of being
completed or perfected in the present
time. This formed by prefixing the
auxiliary have or has to the past
participle of the verb.
• Future Tense signifies action,
being, or state of being in future
time.
 EXAMPLES:
He has broken the vase.
• Past Perfect Tense signifies action,
being, or state of being that will be
completed or perfected before some
defiite past time . This is formed by
prefixing the auxiliary had to the past
participle of the verb.
 EXAMPLES:
 He had broken the vase before his mom came.
Future Perfect Tense - signifies action, being, or
state of being that will be completed or
perfected before some specified time in the
future. This is formed by prefixing the auxiliary
shall have or will have to the past participle of
the verb.
 EXAMPLES:
He will have broken the vase before his
mom came.
• Present Progressive Tense describes
an action going on now. All actions are
unfinished and incomplete.
 EXAMPLES:
 I am taking Calculus this semester.
• Past Progressive Tense describes
an action which was in progress at a
certain time in the past.
 EXAMPLES:
Liz will be performing onstage
next week.
IV. ADJECTIVE
• An adjective is a word that describes or
qualifies a noun or a pronoun. It gives more
information about a noun or pronoun.
 EXAMPLES:
wonderful, beautiful, small, loud,
rough
• We had fun at Denise's birthday
party.
• The apartment he bought was
spacious for one person
 EXAMPLES:
The dogs were barking all night.
• Future Progressive Tense
describes an action that is going on
now and is continuing into the
future. It describes an action to be
done in the future.
 Remember that adjectives in English have
no plural form. The same form of the
adjective is used for both singular and plural
nouns.

• A different plan
• Some different plans

INCORRECT: some differents plans

POSITION OF
ADJECTIVES
Adjectives nearly always
appear immediately before the
noun or a noun phrase that
they modify.
• Sometimes they appear in a string of
adjectives, and when they do, they appear in a
set order according to category. The following
list shows the usual order of adjectives when
they appear in a string. There are exceptions,
of course, but this is the usual rule.
THE ROYAL ORDER OF
ADJECTIVES
1. Determiners - articles and other
limiters (e.g., the, a/an, my)
2. Observation - post-determiners
and limiter adjectives (e.g., a real
hero, a perfect idiot) and
adjectives
3. Size and Shape - adjectives
subject to objective measure
(e.g., wealthy, large, round)
4.Age - adjectives denoting age
(e.g, young, old, new, ancient )
5. Color - adjectives denoting color
(e.g., red, black, pale)
6. Origin - denominal adjectives
denoting source of the noun (e.g.,
French, American, Canadian)
7. Material - denominal adjectives
denoting what something is made of
(e.g., wooden, metallic)
8. Qualifier - final limiter, often
regarded as part of the noun (e.g.,
rocking chair, hunting cabin)
 EXAMPLES:
DETER- OBSER- SIZE AGE COLOR ORIGIN MATE- QUALI- NOUN
MINERS VATION AND RIAL FIER
SHAPE

An expensi- white Italian Chande-

ve lier

The Beauti- antique wooden mirror

ful

Several tall young Volley- players

ball
V. ADVERB
• An adverb is a word that qualifies
or changes the meaning of a
verb, adjective, or another
adverb. It tells how, where, when,
how often, or to what extent. It
usually ends in -ly.
 EXAMPLES:
almost, later, closely,
always, diligently, clearly
CLASSIFICATION
OF ADVERBS
1. Adverbs of Manner answer the
question of how or in what manner.
• She answered the examination
slowly.

2. Adverbs of Time answer the

question when.
• We do our training weekly.
3. Adverbs of Place answer the
question where.
• Jenny still lives there now.

4. Adverbs of Degree answer the

question of how much or how little.
• Denise is extremely tired.
5. Adverbs of Frequency answer the
question of how often.
• l often go to the mall.

6. Adverbs of Purpose answer the

question of why or for what purpose.
• She walks carefully to avoid
accidents.
 IV. PREPOSITION
A preposition is a word that denotes
the relationship between two
individuals or entities in a sentence.
They can indicate time, place, or
relationship.
 EXAMPLES:
at, since, through, over, under,
toward, on, onto, beneath
TYPES OF PREPOSITION
1. Prepositions of Time show
relationships between a word and
a period of time.
• I was born in 1945.
• We'll meet you at 3pm.
2. Prepositions of Place show
relationships between a word and a
location.
• I found your phone under your bed.
• Her address is at Manga Street,
Mabuhay City.
3. Prepositions of Movement show
relationships between a word and a
movement to
a specific direction.
• I went to the library to read a book.
• He sailed across the Pacific ocean.
VII. INTERJECTION
• An interjection is a word that
denotes or expresses emotion or
sentiment in a sentence. They
sometimes stand by themselves,
but they are often contained
within larger structures.
 EXAMPLES:
alas, woah, shucks, woops, gee
• Wait! I forgot my wallet.
• Wow! You have a big house.
An interjection is grammatically distinct from
the rest of the sentence. They may express
disgust, pain, joy, assent, delight, sorrow, and so
forth. They are generally set off from the rest of
the sentence by exclamation points. An entire
sentence, however, may be exclamatory. If the
sentence is exclamatory, the interjection is
followed by a comma and the exclamation point
is placed at the end of the sentence.
The Proper Use of "O"
and "Oh"
• The interjection "O" is used only
before a noun in direct address. It is
not directly followed by an
exclamation point. "Oh" is used to
express surprise, sorrow, or joy. It is
followed by an exclamation point
unless the emotion continues
throughout the sentence.
 EXAMPLES:
• Oh! There you are.
• O God! Help me please!
VIII. CONJUNCTION
A conjunction is a word that
connects two words, phrases,
clauses, or sentences together
and shows how they are
connected.
 KINDS OF
CONJUNCTIONS
• 1. Coordinate or Coordinating
Conjunctions are conjunctions that
connect words, phrases, or clauses of
equal rank. The following are the
coordinating conjunctions, arranged
in an acronym that makes them
easier to understand.
F - for
A - and
N -nor
B - but
0 - or
Y - yet
S - so
• 2. Correlative Conjunctions are
coordinate conjunctions used in
pairs. The most commonly used
correlative conjunctions are:

both and whether or

neither nor not but
not only but also as as
• 3. Subordinate Conjunctions are
conjunctions that connect clauses of
unequal rank. It connects a
subordinate clause to a principal or
an independent clause. A
subordinate clause depends upon
some other part of the sentence.
Examples: after, although, even if, in
order that, though, wherever
The Correct Use of
Conjunctions
• 1. Than and As
The conjunctions "than" and "as" are
used to compare one thing with another,
and there is usually an omission of words
after each. The substantive word which
follows
"than" or "as" must be in the same case
as the word with which it is compared.
Particular care must be taken when the
substantive is a personal pronoun.
 EXAMPLES:
• It's safer to stay here than to go
outside.
• She's soft as a pillow.
• 2. Unless and Without
"Unless" is a conjunction and
introduces a clause. "Without" is a
preposition and introduces a "phrase".
Example:
• You'll be sick unless you drink your
medicine.
• You can't achieve great things without
determination.
 EXAMPLES:

• You'll be sick unless you drink

your medicine.
• You can't achieve great things
without determination
• 3. Like, As, and As If
"As" and "As if" are conjunctions
and are used to introduce
clauses. "Like" is a preposition
and is used to introduce a phrase.
 EXAMPLES:

• Brian is looking at me as if I did

something wrong.
• My mother has been working like
an ant.
SUBJECT-VERB
AGREEMENT
• The verb must always agree with
its subject in person and number.
Thus, if a subject is singular, its
verb must also be singular; if a
subject is plural, its verb must
also be plural.
She likes the smell of her new
perfume.
• She is the singular subject
• likes is the singular verb
The singers sing so angelically.
• singers is the plural subject;
• sing is the plural verb
The Proper Use of
Doesn't and Don't
• If the subject of the sentence is in
the third person and singular,
doesn't is the correct form of the
verb. If the subject is in the first
or second person, regardless of
the number, the correct form is
don't.
• The boy in the white shirt doesn't
like Science.

• The judges don't like their

performance.

• You don't know our teacher's name.

The Proper Use of There
is and There are
There is for There was or There has
been) should be used when the subject
that follows the verb is singular.

There are (or There were or There have

been) should be used when the subject is
plural.
• There is a spider in her bathroom.

• There were a lot of students that

attended the mass
The Proper Use of Here is
and Here are
• Here is for Here was or Here has been
should be used when the subject that
follows the verb is singular.

• Here are (or Here were or Here have

been) should be used when the subject is
plural.
• Here is an offer for you.

• Here are a few offers you can't miss.

The Proper Use of You as
a Subject
• When You is the subject, the
plural conjugation of verbs (are,
were, have, etc.) should always
be used, whether the You is
meant in the singular or plural
sense.
• You are the best person I know. ->
subject is singular

• You (people are the future of

your country. -> subject is plural
 SUBJECT-VERB
AGREEMENT RULES
Subject-Verb Agreement
when there are
Parenthetical Expressions
• Sometimes modifiers will get
between a subject and its
verb, but these modifiers must
not confuse the agreement
between the subject and its
verb.
 EXAMPLES:
• The doctor, with her secretary, goes
to our shop every weekend.

• Newest game controller, as well as

greater graphics, is expected when
you buy the game application.
Subject-Verb Agreement for
Compounded Positive and
Negative Subjects
• If your sentence compounds a
positive and a negative subject and
one is plural, the other singular, the
verb should agree with the positive
subject.
 EXAMPLES:
• The student council but not the
students have decided to continue
the Sportsfest.

• It is not the employees but the

manager who decides the leaders for
each group.
Subject-Verb Agreement for
Compound Subjects
Connected by and
• Compound subjects connected by
and require a plural verb unless
the subjects refer to the same
person or thing, or express a
single idea.
 EXAMPLES:
• His wife and his mother want him
to accept the job offer.

• Bread and butter is a popular dish

in our country.
Subject-Verb Agreement for
Compound subjects
Preceded by each and every
• Two or more singular subjects
connected by and but preceded
by each, every, many a, or no
require a singular verb.
 EXAMPLES:
• Each student and parent is happy
to hear the announcement.

• Every used shirt and shoes has to

be put away.
Subject-Verb Agreement for
Compound Subjects
Connected by or or nor
• with compound subjects
joined by or or nor, the verb
agrees with the part of the
subject nearer to it.
 EXAMPLES:
• My sister or my friends plan to go to
the beach next month.

• Neither my friends nor my sister

knows how to drive.
Subject-Verb Agreement for
Collective Nouns
•A collective noun requires a
singular verb if the idea being
expressed by the subject is a single
unit. It requires a plural verb if the
idea expressed by the subject
denotes separate individuals.
Note, however, that a collective
noun is usually thought of as a
single unit, and thus, the verb that
goes with it is usually singular.
 EXAMPLES:
• Our organization helps those
who are in need.

• The school of fish were swimming

in different directions.
Subject-Verb Agreement
for Distributive and
Indefinite Pronouns
• The distributive pronouns-each,
either, neither--and the indefinite
pronouns--everyone, anyone,
nobody, no one, somebody,
everybody, someone, somebody -
are always used with a singular
verb.
 EXAMPLES:
• Each of us is going to study in
different parts of the country.

• No to go thereone is allowed .
Subject-Verb Agreement
for Special Singular and
Plural Nouns
Sometimes nouns take weird
forms and can fool us into
thinking they're plural when
they're singular and vice-versa.
 EXAMPLES:
• My glasses are on top of my table.

• A pair of scissors is inside my

backpack.
Subject-Verb Agreement of
Fractional Expressions,
Sums and Products, and
More Than One
• Fractional expressions such as half of, a part
of, a percentage of, a majority of are
sometimes singular and sometimes plural,
depending on the meaning. They take the
form of the noun they are modifying and thus
are singular or plural when the noun modified
is singular or plural, respectively. Sums and
products of mathematical processes are
expressed as singular and require singular
verbs. The expression more than one (oddly
enough) takes a singular verb.
 EXAMPLES:
• Thirty percent of the employees
are agreeing with her suggestion.

• Thirty percent of the

management team is agreeing
with her suggestion.
Subject-Verb Agreement
of Money
• When the subject of the
sentence is money expressed
in currency, the verb should be
singular
 EXAMPLES:
• Twenty thousand pesos goes to the
charity organization I have chosen.

• Rupees are often used instead of

dollars in Nepal.
SENTENCE
A sentence is a complete set
of words that conveys
meaning. A sentence is
composed of one or more
clauses.
 INDEPENDENT AND
DEPENDENT CLAUSES
• There are two types of clauses:
independent clauses and dependent
clauses. A sentence contains at least
one independent clause and may
contain one or more dependent
clauses.
 An independent clause (or main clause)
• is a complete thought.
• can stand by itself.
 A dependent clause (or subordinate clause)
• is an incomplete thought.
• cannot stand by itself.
 EXAMPLES:
• Let's start the party.
(independent clause)

• Four teacher comes to our class

late, (dependent clause)
Types of Sentences
1. A Simple Sentence contains a
subject and a verb, and it may also
have an object and modifiers.
However, it contains only one
independent clause.
• He swam in the lake.
• I finished my homework.
2. A Compound Sentence contains at least
two independent clauses. These two
independent clauses can be combined with
a comma and a coordinating conjunction
or with a semicolon.
• I love pineapple, but my brother loves
strawberries.
• She wanted to top her exam, so she
studied hard
• 3. A Complex Sentence contains
one independent clause and one
or more dependent clauses. A
complex sentence will include at
least one subordinating
conjunction.
• If a sentence begins with a dependent
clause, note the comma after this clause.
If, on the other hand, the sentence begins
with an independent clause, there is not
a comma separating the two clauses.
• Ivy attended my party even though she
was not invited.
• As time passed by, he realized what he
lost.
4. A Compound-Complex Sentence
combines complex sentence and
compound sentence forms. A
compound-complex sentence contains
one or more independent clauses and
one or more dependent clauses.
• I try to sleep early, but because of my
phone, I am always distracted.

• If she goes there now, she would be

late, so she decided not to go.
Basic Sentence Structure
The Subject of a sentence is the
person, place, or thing that is
performing the action of the
sentence. The subject represents
what or whom the sentence is about.
The simple subject usually contains a
noun or pronoun and can include
modifying words, phrases, or clauses.
• The boy
 ThePredicate expresses action or
being within the sentence. The
simple predicate contains the
verb and can also contain
modifying words, phrases, or
clauses.

• The boy gives his milk.

 The Direct Object receives the action
of the sentence. The direct object is
usually a
noun or pronoun.

• The boy gives them milk.

A Subject Complement either
renames or describes the subject,
and therefore is usually a noun,
pronoun, or adjective. Subject
complements occur when there is a
linking verb within the sentence
(often a linking verb is a form of the
verb to be).
• The boy seems kind.
Basic Sentence Pattern
1. Subject + Linking Verb +
Complement (S - LV - C)
• The first basic sentence pattern in English we
have is S-LV-C. This includes a subject, a linking
verb, and a complement. Linking verbs are the
types of verbs that ioin the subject with an
adjective or another noun. Some commonly
used linking verbs include be, am, are, is, was,
were, and seem.
 EXAMPLES:
 He looks great.
• S: He
• LV: looks
• C: great
2. Subject + Intransitive Verb (S
- IV)
• This includes just a subiect and an
intransitive verb. This pattern uses verbs
that are in the base form and doesn't
need supporting information. This means
that the thought of the sentence is
already completed by the action of the
verb.
 EXAMPLES:
 She eats.
• S: She
• IV: eats
•The bell rang.
• S: The bell
• IV: rang
3. Subject + Transitive Verb +
Direct Object (S - TV - DO)

• This pattern includes a subject, a

transitive verb, and a direct object.
Here, we use transitive verbs, which
means that we need a direct object.
 The remote hit the television.
• S: The remote
• TV: hit
• DO: the television
4. Subject + Transitive Verb +
Indirect Object + Direct Object
(S - TV - 10 - DO)
• This type includes a subject, a
transitive verb, an indirect object,
and a direct object.
 Jenny saved her a seat.
• S: Jenny
• TV: saved
• IO: her
• DO: a seat
 5. Subject + Transitive Verb + Direct Object + Object Complement (S - TV - DO - OC)

This sentence pattern includes a subject, transitive

verb, direct object, and an objective complement.
Unlike subjective complements, objective complements
describe a direct object. The object complement in this
sentence pattern refers to a specific description of the
direct object being done by the subject, with the use of
the vert. Generally, the OC in this pattern could be a
noun, an adjective, or an adverb.
 Angelo colored the paper blue.
• S: Angelo
• TV: colored
• DO: the paper
• OC: blue
PUNCTUATION
• Punctuations help make
the meaning of written
statements clear.
THE PERIOD
When to use a period:

1. At the end of a declarative statement

or an imperative sentence
The play has a beautiful story.

2. After an abbreviation or initial

Juan T. Dela Cruz
THE COMMA
 When to use a comma:
1. To separate words or group of words in a
series
Please choose between coffee, tea,
lemonade, or fruit juice.
2. To set off a short direct quotation and the
parts of a divided quotation, unless a question
mark or an exclamation point is required
" hope they'll be comfortable," prayed the
host, "and may they like staying here."
3. To separate independent elements
and words of direct address
Teacher, I am not feeling well.

4. To set off the parts of dates,

addresses, or geographical names
March 24, 2000
5. To separate nonrestrictive phrases and
clauses from the rest of the sentence.
The youth, who are supposedly the hope
of the motherland, couldn't care less.

6. After long introductory phrases and

clauses and when needed to make
meaning clear
While you were waiting at the airport
entrance, I was waiting at the canteen.
7. To set off an appositive that is not part
of the name or that is not restrictive
It is my wish, that you may see the error of
your ways.
8. To set off a parenthetical expression; that
is, a word or a group of words inserted in to
the thought of the sentence
the sentence as a comment or an
exclamatory remark, and one that is not
necessary

• The nurses, as well as the doctor, are

confident about the patient's full recovery.
9. To separate the clauses of a compound
sentence connected by the conjunctions
and, but, or, nor, or yet. If the clauses are
short and closely related, the comma may
be omitted.

• I honored my word, but you didn't honor

yours.
10. After the salutation in a social
letter and after the complimentary
close in all letters.

Sincerely,
THE COLON
 When to use a colon:
1. After the salutation of a business letter
Dear Ma'am:

2. Before a list or enumeration of items

Here is a list of government agencies:
DOLE, DTI...
3. Before a long direct quotation
John Locke in his Second Treatise of Government
said:
"The State of Nature has a Law of Nature to
govern it, which obliges everyone: And Reason,
which is that Law, teaches all Mankind who will
but consult it, that being all equal and
independent, no one ought to harm another in
his Life, Health, Liberty, or Possessions."
THE EXCLAMATION
POINT
 When to use an exclamation
point:
1. After an exclamatory sentence
I can't believe it! You're really here!

2. After an exclamatory word, phrase,

or clause
Wow! What a game! That was great!
THE QUESTION MARK
• When to use a question mark:

1. At the end of every question

Are you still there?
QUOTATION MARKS
 When to use quotation
marks:
1. Before and after every direct quotation
and every part of a divided quotation.
For quotations within a quotation, use
single quotation marks.
"Locke has described the State of Nature
much as Hobbes had, but then he adds
'something different,' or so Montague
believes," said the professor.
2. To enclose titles of stories, poems,
magazines, newspaper articles, and
works of art.
The usual practice for titles of books,
magazines, and newspapers is
italicization.
"Ode to my Family"
3. Periods and commas belong inside
quotations. Colons and semicolons are
written after quotation marks.
My mother always said: "Focus on your
studies first."
"I didn't know you're here," Debbie
remarked.
THE APOSTROPHE
 When to use an apostrophe:

1. To show possession
My sister's shoes are hard to
fill.
2. With s to show the plural of letters,
numbers, and signs
How many a's are there in this
sentence?
3. To show the omission of a letter,
letters, or numbers
The 25th of February in '20
THE HYPEN
 When you use a hypen:
1. To divide a word at the end of a line
wherever one or more syllables are
carried to the next line
For effective reading, several
techniques are recommended to
the students.
2. In compound numbers from twenty-
one to ninety-nine
I have twenty-three baskets already.
3. To separate the parts of some
compound words
My sister-in-law and my father-in-law
are coming to visit tomorrow morning.
THE DASH
 When you use a dash:

1. To indicate a sudden change of

thought
She is still at the academy -an unusual
thing for her.
CAPITAL LETTERS
 When to capitalize the first
letter of the following:
1. The first word in a sentence

2. The first word of every line of poetry

(not very strict due to poetic license)
3. The first word of a direct quotation

4. Proper nouns and proper adjectives

5. Titles of honor and respect when
preceding the name

6. North, south, east, and west when they

refer to sections of a country
7.All names referring to God, the Bible, or
parts of the Bible

8.The principal words in the titles of books,

plays, poems, and pictures
9. The pronoun I and the interjection O

10. Abbreviations when capitals would be

used if the words were written in full
 Do not capitalize:

1. The seasons of the year.

2. The articles a, an, the, conjunctions, or

prepositions in titles, unless one of
these is the first word.
3. The names of subjects, unless they are
derived from proper nouns.
4. The words high school, college, and
university, unless they are parts of the
names of particular institutions.
5. Abbreviations for the time of day. (a.m./
p.m.)
 ENGLISH WORKSHEET 1: WRITING

• Directions: Write the word TRUE if the

sentence is grammatically correct; if not,
underline the word or statement that makes
the sentence grammatically incorrect and
write the correct answer on the space
provided.
______1.She is going directly to the school,
isn't she?
______2.Despite of being the better player,
he lost the match.

______3.I'm hungry. Is there any apples in

your backpack?
______4. I'd like a coffee with some sugar
in it, please.

_______5. The girl has been very quiet

until someone talked to her.

_______6.They are Blake's.

______6. Our teacher didn't get much
sleep. We didn't either.

______7. Everybody is different, aren't

they?
______9. Everybody knows it, do they?

______10. I'd rather have it well-done then

medium rare.
• Directions: Read each sentence and
determine the part of speech of the
underlined word. (noun, pronoun, adjective,
verb, adverb, preposition, conjunction,
interjection)

______11.After breakfast let's go to the park.

_____12. Well, I don't think I can
answer that question.

_____13. Ian wants to study at a

university in the United Kingdom.
_____14.I went to their house but
nobody's home.

_____15. We finished our assignment

quickly.
_____16. We've met a few times
already.
_____17. Francis bought a beautiful
dress for her girlfriend
_____18. I left your slippers under
your bed.
______19.What did they tell you?

______20. Ha! What a pleasant

surprise.
FIGURE OF SPEECH
• Figures of Speech is a word or phrase that is
used in a non-literal way to create an effect.
This effect may be rhetorical as in the
deliberate arrangement of words to achieve
something poetic, or imagery as in the use of
language to suggest a visual picture or make
an idea more vivid. Overall, figures of speech
function as literary devices because of their
expressive use of language. Words are used in
other ways than their literal meanings or
typical manner of application.
TYPES OF SPEECH
 I. Simile
• Is a figure of speech in which two essentially
dissimilar objects or concepts are expressly
compared with one another through the use of
"like" or "as." A simile is used as a literary device
to assert similarity with the help of like or as,
which are language constructs that establish
equivalency. A proper simile creates an explicit
comparison between two things that are different
enough from each other such that their
comparability appears unlikely.
 EXAMPLES:
• Light as a feather

• Cheeks like roses

 II. METAPHOR
• Is a figure of speech that makes a comparison
between two non-similar things. As a literary
device, a metaphor creates implicit
comparisons without the express use of "like"
or "as." Metaphor is a means of asserting that
two things are identical in comparison rather
than just similar. This is useful in literature for
using specific images or concepts to state
abstract truths.
 EXAMPLES:
• Time is gold.

• He has been living in a bubble.

 III. HYPERBOLE
• is a figure of speech and literary device that
creates heightened effect through deliberate
exaggeration. Hyperbole is often a boldly
overstated or exaggerated claim or statement
that adds emphasis without the intention of
being literally true. In rhetoric and literature,
hyperbole is often used for serious, comic, or
ironic effects.
 EXAMPLES:
• I'mso hungry that I could eat an
elephant.

• This school is going to be the

death of me.
 IV. Personification
• Is a figure of speech in which an idea or thing
is given human attributes and/or feelings or is
spoken of as if it were human. Personification
is a common form of metaphor in that it
attributes human characteristics to nonhuman
things. This allows writers to create life and
motion within inanimate objects, animals, and
even abstract ideas by assigning them
recognizable human behaviours and emotions.
 EXAMPLES:
• The moon is following us.

• The car is driving too fast.

 V. IRONY
• is a literary device in which contradictory statements
or situations reveal a different reality from what
appears to be true. There are many forms of irony
featured in literature. The effectiveness of irony as a
literary device depends on the reader's expectations
and understanding of the disparity between what
"should" happen and what "actually" happens in a
literary work. It can be in the form of an unforeseen
outcome of an event, a character's unanticipated
behavior, or something incongruous that is said.
TYPES OF IRONY
 1. VERBAL IRONY
what is said is different than
what is meant
• If it is raining outside, and
someone says, "what lovely
weather we are having at the
moment."
 2. SITUATIONAL IRONY
 something happens that we
wouldn't expect

• A driving instructor running a red

light.
 3. DRAMATIC IRONY
 the reader knows something that
the characters do not know
• If a person were to say, "I am so glad
that I wasn't in that car accident",
only to be involved in a car accident
moments later.
 VI. METONYMY
• is a figure of speech in which one object
or idea takes the place of another with
which it has a close association. In fact,
metonymy means "change of name." It is
a way of replacing an object or idea with
something related to it instead of stating
what is actually meant.
 EXAMPLES:
Money just walked in." (A rich
person has entered the room.)

"He is a man of the cloth." (A

man of the church.)
 VII. SYNECDOCHE
• is a figure of speech in which a part of something is used to
signify the whole, or vice-versa. It is derived from the Greek
word synekdoche: "simultaneous meaning." As a literary
device, synecdoche allows for a smaller component of
something to stand in for the larger whole, in a rhetorical
manner. Synecdoche can work in the opposite direction as
well, in which the larger whole stands in for a smaller
component of something. Synecdoche is a helpful device
for writers to express a word or idea in a different way by
using an aspect of that word or idea. This allows for
variation of expression and produces an effect for the
reader.
 EXAMPLES:
Faces in the crowd

 Hit the sheets

 VIII. ANAPHORA
• Anaphora is a rhetorical device that features
repeating a word or phrase at the beginning of
successive sentences, phrases, or clauses.
Anaphora works as a literary device to allow
writers to convey, emphasize, and reinforce
meaning. This word repetition at the beginning
of each phrase in a group of sentences or
clauses is a stylized technique that can be very
effective in speeches, lyrics, poetry, and prose.
 EXAMPLES:
"Fool me once, shame on you.
Fool me twice, shame on me.“

"I wish I may; I wish I might."

 IX. ANTITHESIS
• Is a literary device that refers to the
juxtaposition of two opposing elements
through the parallel grammatical
structure. The word antithesis, meaning
absolute opposite, is derived from Greek
for "setting opposite," indicating when
something or someone is in direct contrast
or the obverse of another thing or person.
Go big or go home.

Cleanliness is next to godliness.

 X.OXYMORON
• is a figure of speech pairing two words
together that are opposing and/or
contradictory. This combination of contrary or
antithetical words is also known in
conversation as a contradiction in terms. As a
literary device, oxymoron has the effect of
creating an impression, enhancing a concept,
and even entertaining the reader.
 EXAMPLES:
Terribly good

The shirt is pretty ugly.

VOCABULARY
 Before you use word parts, there are a few things you
need to know.

1. In most cases, a word is built upon at least one root.

2. Words can have more than one prefix, root or suffix.

a. Words can be made up of two or more roots

(geo/logy).
b. Some words have two prefixes (in/sub/ordination).
c. Some words have two suffixes (beauti/ful/ly).
3. Words do not always have a prefix and a
suffix.
a. Some words have neither a prefix nor a
suffix (read).
b. Others have a suffix but no prefix
(read/ing).
c. Others have a prefix but no suffix
(pre/read).
4. The spelling of roots may change as they are
combined with suffixes.
5. Different prefixes, roots, or suffixes may have the
same meaning.
For example, the prefixes bi-, di-, and duo- all
mean "two.“
6. Sometimes, you may identify a group of letters
as a prefix or root but find that it does not carry
the meaning of that prefix or root.
For example, the letters mis in missile are part of
the root and are not the prefix mis-, which
means "wrong; bad."
 PREFIX
• is a word part added to the
beginning of a word to create a new
meaning. When adding a prefix to a
word, the main rule to remember is
not to add or leave out any letters.
PREFIX MEANING EXAMPLE
dis - not, opposite of Disorganized
mis - wrongly Misunderstood
un - not ungrateful
re - again rewrite
inter - between interrelated
pre - before pretest
non - not nonexistent
super - above superhuman
sub - under subconscious
anti - against, opposing antisocial
 SUFFIX
• is a word part added to the
end of a word to create a new
meaning.
 RULE #1
When adding the suffixes -ness and -
ly to a word, the spelling of the word
does not change.
• weak + ness = weakness
• quick + ly = quickly
 Exceptions to Rule #1
 When the word ends in y, change
the y to i before adding -ness and
-ly.
• happy + ly = happily
• silly + ness = silliness
 RULE #2
When the suffix begins with a
vowel, drop the silent e in the
root word.
• share + ing = sharing
• argue + able = arguable
 EXCEPTIONS RULE #2
• When the word ends in ce or ge,
keep the silent e if
• replace + able = agreeable
• the suffix begins with a or o.
• courage + ous = courageous
 RULE #3
 When the suffix begins with a
consonant, keep the silent e in
the original word.
• peace + ful = peaceful
• use + less = useless
 Exceptions to Rule #3:

• simple + ly = simply

• judge + ment = judgment

 RULE #4
When the word ends in a consonant
plus y, change the y to i before
• any suffix not beginning with i.
• funny + er = funnier
• worry + ing = worrying
 RULE #5
 When the suffix begins with a vowel, double
the final consonant only if (1) the word has
only one syllable or is accented on the last
syllable and (2) the word ends in a single
vowel followed by a single consonant.
• tan + ing = tanning (one syllable word)
• regret + ing = regretting (The accent is on the
last syllable; the word ends in a single vowel
followed by a single consonant.
• cancel + ed = canceled (The
accent is not on the last syllable.)

• prefer + ed = preferred
SUFFIX MEANING EXAMPLE

-d , -ed Past- tense verbs dance

- ing Verb form / present writing

participle

- ly characteristics of perfectly

-s , -es more than one papers, matches

- able, -ible able to be reasonable

-ful full of fruitful

 ROOT WORD
• word is a word which does not have a
prefix or a suffix attached to it but can
have one added in order to modify the
meaning of the word. It is also the base
word or part of a word.
• Many root words in the English language
are of Latin or Greek origin.
ROOT MEANING EXAMPLE

bio life biosphere

chron time chronologically

fer carry infer

geo earth geosphere

nom name economy

tele distant teleport

 IDIOMS
• is a phrase, saying, or a group of words
with a metaphorical (not literal)
meaning, which has become accepted
in common usage. An idiom's symbolic
sense is quite different from the literal
meaning or definition of the words of
which it is made.