CAP College Self-Learning Series

for

English 1
(Basic Communication Arts and Skills)

Module I
(Main Substance of a Sentence)

Contents

Lesson 1. Nouns
Lesson 2. Pronouns and Their Antecedents
Lesson 3. Adjectives
Lesson 4. Verbs
Lesson 5. Adverbs

i
 English 1
(Basic Communication Arts and Skills)

Module I. Main Substance of a Sentence

Copyright 1989

CAP College
149 Legaspi St., Makati
Metro Manila

and

MARICHU DUGENIO GOTIA

De La Salle University
Taft Avenue, Manila
Philippines

Revised by

NORMA ABUBAKAR
Silliman University
1994

All rights reserved

ii
 INSTRUCTIONS TO THE STUDENT

At CAP COLLEGE you learn through self-instructional modules, otherwise known

as CAPsels (short for CAP College Self-Learning Series), such as the one you are now
reading. To gain the most out of these materials, it is important that you observe the
following instructions:

1. Every subject or course has an average of five modules, each one of which
contains two to five or more lessons. You must satisfy the work prescribed by each
module before you can sit for the final examination that will determine whether you pass
or fail the course.

2. Make effort to do some extra reading. The titles listed under Suggested
Readings are neither exclusive nor conclusive. Any reference book on the subject will
do.

3. Test your own progress by performing the Self-Progress Check Test at the end
of each lesson. Read the test instructions carefully and understand them well. Do not
look at the answers while taking the test.

4. Check your answers with the key at the end of the module. Unless there is
specific instruction on how to score your paper, compute it by dividing the correct
answers with the total number of points and multiplying the quotient by 100. Keep your
own scores. If you get 70% or higher, you pass; otherwise, you have to review the lesson
and to do the re-test, if any, before advancing to the next one. Take note that in some
cases, these lesson tests are presented as Activities. Do them the same way.

5. After doing the test of the last lesson in each module, perform the Module Test
at the end of the module. Clip the question sheet or sheets from the module and submit
them with the answer sheet or sheets to: The Dean of Studies, CAP College, 126
Amorsolo St., Makati, and Metro Manila. If you are in the province, mail them to the
same address. Make sure to affix the proper amount of postage stamps. Your paper will
be corrected at the College and you will be informed of the result soon thereafter.
Meanwhile, go to work on the next module, observing the same procedure all over again.

6. When you are done with all modules of all subjects in which you are enrolled,
you are to come to the College to take the final tests in person. If you are in the province,
arrangements will be made for you to take them at a pre-designed place or center.

iii
 HOW TO COMPUTE YOUR SCORE

1. Take the number of correct answers.

2. Divide it by the total number of questions.

3. Multiply the quotient by 100.

4. If you get 70% or higher, you pass the Test, and you can go on to take the Final

Tests.

iv
 English 1
Basic Communication Arts and Skill

Description of the Course

English is the first part of a continuum, aimed at developing communication skills to

achieve basic English proficiency at the tertiary level.

Scope of the Course

This course consists of five units, each one being in the form of a module, as follows:

Module I. Main Substance of a Sentence

Module II. Spice of a Sentence
Module III. Time Marker
Module IV. Sentence Structure
Module V. The Effective Sentence

Course Objectives

At the end of the course, you must be able to do the following:

1. identify the main substance in a sentence and its important functions;
2. use the "Spice" of a sentence to link, to emphasize, or to give the relationships of
the main substance in a sentence;
3. choose the most appropriate tense as the time indicator in your sentence;
4. point out the parts of a sentence;
5. identify the different kinds of sentences according to meaning and form;
6. write effective sentences applying all the basic principles in sentence writing
which you have learned in this module;
7. use appropriately the different parts of speech in a sentence for effective
communication in written or spoken English.

v
Suggested Readings

De Guzman, Maria Odulio. Grammar & Idioms Self Taught. c 1973 National Book
Store, Inc.

Fernando, Habana and Cinco. College English for Today. Book 2, Revised edition. c
1988. National Book Store, Inc.

Francis, Nelson, The Structure of American English.

Hayden, Rebecca E., Dorothy W. Pilgrim and Aurora Quiros Haggard. Mastering
American English. New Jersey: Prentice Hall, Inc., 1952.

Shaw, Harry. Writing and Rewriting. Fifth Edition. Reprinted by Popular Book Store
under a special arrangement with Harper and Row, Publishers New York, Evanston, San
Francisco, and London.

Willis. Basic Usage Vocabulary and Composition. c 1979 National Book Store, Inc.,
Publisher.

vi
 BIBLIOGRAPHY

Fernando, J., Cinco, A. and Habana P. College English For Today. Book II. Metro
Manila, Philippines: Philippine Graphic Arts, Inc., Rev. Ed. 1988

Webster's New World Dictionary of the American Language. Cleveland and New York:
The World Publishing Company, 1968

Tiempo, Edilberto and Tiempo Edith. College Writing and Reading. Manila, Philippines:
Rex Printing Press.

Shaw, Harry. Writing and Rewriting. Metro Manila, Philippines: Popular Book Store
under special arrangement with Harper and Row Publishers, New York, Evanston,
San Francisco and London, 1974.

Women's Journal.

Gospel Komics. CFA Media Group

Manila Bulletin

Daily Inquirer

Health and Home

Panorama Magazine

vii
 Module I
Main Substance of a Sentence

Scope of the Module

Module I of the subject contains the following five lessons:

Lesson 1. Nouns
Lesson 2. Pronouns and their Antecedents
Lesson 3. Adjectives
Lesson 4. Verbs
Lesson 5. Adverbs

Overview of the Module

The sentence is composed of a group of related words. These related words are
classified into two groups, namely: the "Main Substance" and the "Spice." This module
discusses in details the "Main Substance" in the sentence.

The very essence of the body of the sentence, which is its "Main Substance, consists
of the following: noun, pronoun, adjective, verb, and adverb.

Module I presents sentence models to clearly illustrate the "Main Substance" in the
sentence. In addition, sentence models in paragraph form will also be presented for
sentence analysis focused on the main substance of the sentence.

Objectives of the Module

At the end of the module, you must be able to:

1. identify the "Main Substance" as well as its important functions in the sentence.
2. use the most specific and appropriate "Main Substance" to articulate your ideas
either in writing or in speaking.
3. distinguish from one another the noun, pronoun and its antecedent, adjective, verb
and adverb.
English 1
Module I

Lesson 1. NOUNS

Lesson Objectives

At the end of the lesson you must be able to:

1. identify the noun within the context of a sentence;
2. recognize the different types of nouns;
3. use the different types of nouns correctly in a sentence;
4. point out the different functions of nouns;
5. explain the formal characteristics of nouns;
6. distinguish noun from noun clusters;
7. place properly the apostrophe in the singular and plural forms of possessive case
of nouns.

Introduction

It is always best to study the parts of speech as elements of a sentence rather than as
independent segments, because the position of the parts of speech in the sentence
determines its identification and functions.
Take the case of a noun. Its identification must be within the context of a sentence
and its position determines its function. Therefore, it is generally not safe to define a
noun as an independent part of a sentence.
Hence, lesson 1 discusses the identification, functions and other important aspects
about nouns within the context of a sentence.

Observe the following examples:

Love is patient, kind and not jealous.

Love is a noun which functions as the subject in the sentence.

 If you love your brothers, love you God.

love functions as a verb

The sample sentences above show clearly why it is generally not safe to identify a
word as a noun, verb, adverb or adjective outside the context of a sentence. Another
illustration to prove this point is shown below.

Proper care is needed in all parts of the human body.

care is a noun that functions as a subject in the sentence.

A person who doesn't care for his body will be in trouble.

care is used as a verb

Nouns may be classified as common or proper, concrete or abstract, and collective.

COMMON NOUNS are names applied to any one of a class of persons, places or
things.

Example: Teddy is a municipal government employee

common noun
The ocean looks calm

common noun

PROPER NOUNS are the names of specific people, places and things. They are seldom
used with noun determiners (Determiners will be discussed in details in Module II,
Lesson 1) of any kind.
 Example: Teddy is a municipal government employee.

proper noun

COLLECTIVE NOUNS indicate a group of persons or things taken as a unit. They

pose some problem since they are treated as singular, sometimes as plural, depending on
the speaker's point of view.

Persons: a chorus of singers

a class of students

Places : a forest of pines

a range of mountains

Things : a gross of pencils

A collective noun is usually singular, referring to the group as a unit. At times, it can
be plural if it refers to the members of the group as individuals.

singular: The committee is leaving for the meeting.

(meaning that they are going as a group)

plural: The committee are leaving for : their: homes.

A word in the sentence may give a clue on the number meaning of the collective
noun; such as their in the given sentence.

Exercise A. Write the collective noun you find in the sentence on the blank before each
number.
__________ 1. The group of teachers rented rooms at Punta Baluarte.
__________ 2. While we were entering the place we saw the troop of scouts do their
exercises.
__________ 3. There is an orchard of mango trees in front of the reception hall in Punta
Baluarte.
_________ 4. The crowd are asking the men picking mangoes from the tree if they can
have some mangoes.
_________ 5. The ABSD faculty listens attentively while Dean Quebengco is delivering
an inspirational talk.
__________ 6. The group of teachers are looking for their rooms.
__________ 7. The team of Mrs. Ventura is winning in the `obstacle race.'
__________ 8. The ABSD faculty boards the bus in the parking area at Punta Baluarte.
__________ 9. At 10:00 in the evening along the highway in Batangas, a squad of
policemen captured a band of robbers.
_________ 10. The crowd was not in agreement with what the bus driver said.

ABSTRACT NOUNS name ideas or qualities that are known by their effects but have
themselves no physical form or body. These are things that are not perceptible to our
senses as love, loyalty, freedom.

Love begets love; hate begets hate.

Poverty is no excuse for lack of ambition.

Observe the following examples to clearly illustrate the above definition of abstract
nouns .
Miguel is an adolescent and he wants his parents' love .

the word love is abstract.

The noun love in the sentence is an abstract thing not perceptible to our senses.
However, an abstract noun can be concretized to further clarify what the person wants to
say.
How love is manifested to make it concrete depends on the point of view of the writer.
The sample sentence below is one of the concrete versions of `love.'

Every time the young Miguel is faced with the realities of life in the
world, he gets confused and terribly hurt, but his parents are always
available to give him their precious time and advice to guide Miguel to the
right path.
 One of the concrete manifestations of the abstract noun LOVE is illustrated by the
underlined words in the above sentence model. Parents can show love by giving their
time, showing interest and communicating their advice to their child in his daily activities
and praising him for his achievements.
You must have a clear view of what abstract and concrete nouns are because when
you write sentences, paragraphs and finally a composition, you have to concretize any
abstract noun you use to express your idea. An abstract noun to represent your idea needs
specific and concrete details to further clarify what your message is.

MASS (or Non-Count) NOUNS refer to something, which cannot be counted as a single
unit or item. They cannot be preceded by a/an or a numeral but can be made into a
singular or plural sense when preceded by certain markers such as little, a little, some,
any, much and certain other expressions of quality. Generally non-count nouns are not
pluralized.

She drinks coffee early in the morning.

She does not want sugar in her coffee.
Sometimes, she puts a little milk or cream in it.
Water is one of man's necessities in life.

Almost any mass noun can be converted into a count noun by using it in the sense
of a variety as in:

These inks The sands of the desert

different winds oceanic waters (referring to the different oceans)

Formal Characteristics of Nouns

Nouns are identified by definite criteria, the most important of which are the
following:

1. A noun is a word preceded by noun determiner. (Noun determiner will be

discussed in details in Module II, Lesson 1). Such expressions as the, a, an, my, your,
our, few and some are always followed by nouns.

A person who is full of humility is always rewarded by God.

 The man in green jacket is Mr. Divinagracia.
The group expects that few members will attend the organizational meeting.

The first letter of a proper noun is always capitalized.

2. A noun has two inflections, the plural form -s or -es and possessive form 's.

All English nouns have the singular and plural possessive case. Table 1 is a clear
illustration of the possessive case of nouns.

Singular Noun Singular Possessive Plural Noun Plural Possessive

1. church 1. church’s 1. churches 1. churches’
2. life 2. life’s 2. lives 2. lives’
3. school 3. scgool’s 3. schools 3. schools’
4. man 4. man’s 4. men 4. men’s
5. child 5. child’s 5. children 5. chilldren’s

Table 1

Notice that 's is added at the end of the word of nouns in singular form to make it in a
possessive form. However, the apostrophe (') alone is added to the plural. This is clearly
illustrated in numbers 1, 2, and 3 Examples in Table 1.

The plural possessive of nouns whose plural does not have the regular -s ending is
formed by adding 's. This is clearly shown in numbers 4 and 5 examples in Table 1.

You may add only an apostrophe at the end of a proper noun ending in s, x, or z.

Carlos' Jesus'
Sanchez' Gonzalez'

Possession is also indicated by placing an of phrase after a noun.

the baby's towels the towel of the baby

Mario's assignment the assignment of Mario
 To express possession in the case of inanimate objects, a prepositional phrase with of
is normally used.

the pencil eraser the eraser of the pencil

the refrigerator rack the rack of the refrigerator

Nouns referring to things, places and concepts are often followed by an of phrase to
indicate relationship such as association, measure, or portion.

the city of Manila a box of chocolates

a slice of life the heat of the sun

Possessive forms of certain nouns denote time, distance, measure and value.

a year's time two weeks' rest

life's realities ten kilometers' walk

3. Number of Nouns. Nouns form their singular and plural forms in the following
ways (Hayden, et. al. 197 - 199).

a. A plural form of a noun is regularly formed by adding s or es to the singular.

table tables
desk desks
b. Most nouns add s to the singular form:
month months tree trees
day days chair chairs

c. If the singular form ends in the letters s, x, z, ch, or sh, the plural is formed by
adding es to the singular.
bus buses wish wishes
class classes church churches
box boxes quiz quizzes*

*[ Note: When a word ends in a single consonant preceded by a single vowel, the
consonant is ordinarily doubled before es is added. ]
 d. If the singular form ends in y, preceded by a consonant, the plural is formed by
changing y to i and adding es.

lady ladies duty duties

e. The plural of some nouns ending in o, preceded by a consonant, is made by

adding es.

hero heroes potato potatoes

echo echoes tomato tomatoes

f. Some exceptions:

piano pianos dynamo dynamos

g. Some nouns change to plural by a change in their vowel or vowels.

foot - feet tooth - teeth goose - geese

mouse - mice woman - women louse – lice

h. Alphabets, numbers, signs, words are made plural by adding 's.

i - i's do - do's
6 - 6's but - but's

i. A few nouns are plural in form but singular in meaning and take singular verbs
(is, was, has).

news mathematics economics

measles dramatics politics
mumps acoustics molasses

j. Some nouns are always plural in form and in meaning and take plural verbs
(are, were, have).

scissors pliers remains (corpse)

tongs trousers goods
 k. A few nouns are always plural in meaning but not in form and take plural
verbs.

police (are) cattle (are) poultry (are)

l. There are nouns that keep the same spelling in their singular and plural forms.

Japanese Japanese moose moose

Chinese Chinese series series
corps corps offspring offspring

m. Most mass nouns can never be made plural nor can they be preceded by a or
an.

To indicate singular or plural ideas, certain noun determiners are used such as

a_piece_of_jewelry or pieces_of_jewelry;
an_item_of_information or items_of_information;
some_mail.
equipment chalk information
baggage furniture mail
bedding jewelry scenery
dust clothing attire
ammunition

4. A noun may be identified by various derivational suffixes added either to stems or

to other parts of speech such as verbs, adjectives or adverbs, or other nouns.

a. added to verbs:
(-age) breakage, package
(-or/-er) boiler, teacher, liner, sailor
(-ee) draftee, trainee, employee
(-ment) government, management, argument
 b. added to adjectives:
(-ce) convenience, independence, abundance
(-cy) consistency, relevancy, intricacy
(-ity) facility, hostility, mobility
(-ness) happiness, boldness

c. added to other nouns:

(-cy) advocacy, democracy
(-ian) mathematician, librarian
(-ism) monarchism, gangsterism
(-ist) violinist, pianist, physicist
(-ship) friendship, scholarship, professorship

d. added to bound stems:

(-er) carpenter, porter, tailor
(-ity) felicity, depravity
(-itis) tonsilitis, meningitis, bronchitis

e. other suffixes appearing with a few nouns:

(-dom) kingdom
(-hood) brotherhood, parenthood, childhood

5. A noun is a word used in various ways in the sentence: its position called a
function unit, determines its functions as follows:

a. As Subject - (before the verb)

Love therefore, and the felt presence of

parents, are the answers to the drug problem.

Love and presence are nouns used as subject. The position of nouns used as
subject is always before the verb

The nouns love and presence are positioned above the verb are in the sentence.
b. As Direct Object - (after the verb)
______________________________________________________

Miss Maricar Prudente reads the report

______________________________________________________

The direct object, report comes after the verb reads.

Report is the receiver of the action of the verb

reads
As a receiver of the action of the verb, the direct object answers
the question "what?" ---------

Miss Maricar Prudente is a noun used as a SUBJECT .

c. As Indirect Object - (after the verb)

_________________________________________________________

The authorities in drug abuse control gave the parents

the basic advice of what to do when they
discover that their child is taking drugs.
_________________________________________________________

The authorities in drug abuse control gave the

noun subject verb

parents the basic advice

noun noun

indirect object direct object

 The indirect object answers the question "for whom?", "to whom".

What was given by the authorities in drug abuse?

the basic advice - noun which functions as direct object

To whom was the basic advice given?

the parents - noun which functions as indirect object

Father made my sister a doll house.

for whom? what?

Nouns after the verb can function as direct object or indirect object.

d. Nouns - (after the linking verb) function as a SUBJECTIVE COMPLEMENT.

The life of John D. Rockefeller is a classic example of the healing power of giving.

The life of John D. Rockefeller

(Noun-Subject) is linking verb

a classic example Subjective complement

of the healing power of giving.

The subjective complement completes the meaning or identifies the noun used as a
subject found within the sentence before the verb.

Below is another sentence illustration.

John D. Rockefeller is a philanthropist

subjective complement
 e. After the verb - As objective complement

The students call Mrs. Masilungan, "the best teacher."

objective complement

The class elected Maria, class treasurer.

objective complement

The objective complement "the best teacher" supplements Mrs. Masilungan which is a
noun that functions as direct object.

f. Side by side with another noun - As Appositive

John D. Rockefeller, the one time richest man in the United States, is a
philanthropist.

John D. Rockefeller - Noun functions as a SUBJECT

the one time richest

man in the United States - refers to the same person as the subject and
this is referred to as APPOSITIVE

The general manager, Mr. Jose Reyes, is arriving tomorrow.

(appositive)

g. Nouns after the preposition are used as OBJECTS OF THE PREPOSITION

1. Miss Judith Taguba of Silliman University is a psychology professor.

Miss Judith Taguba - noun used as subject

Silliman University - object of the preposition of

2.The leaves of the big tree in front of our house usually fall during summer.
tree --- object of the preposition of
house --- object of the preposition of
 3. The security guards stationed at the gate of our school are courteous.

gate - object of the preposition at

school - object of the preposition of

h. Nouns at the beginning or end of the sentence, separated by a comma from the
statement, are called nominative of address.

Teresa, make up your mind immediately.

Go chase your rainbows, Johnny.

Exercise B. Read the following sentences and identify the function of the underlined
nouns. Write your answer on the blank before the number.

_____ 1. Mabini's mother had a problem.

(a) object (b) subject (c) complement.

_____ 2. Mabini's mother had a problem.

(a) subject (b) direct object (c) indirect object.

_____ 3. The carpenter gave the table a shiny varnish.

(a) appositive (b) indirect object (c) subject.

_____ 4. Everyone welcomes Christmas, the happiest holiday of the year.

(a) direct object (b) indirect object (c) object of the preposition.

_____ 5. Love is a many-splendored thing.

(a) direct object (b) subjective complement

(c) objective complement

_____ 6. Before the bell rang, the teacher had dismissed the class.

(a) subject (b) object (c) nominative of address

_____ 7. History calls Andres Bonifacio, the founder of the KKK.

(a) indirect object (b) objective complement

(c) subjective complement

_____ 8. Ricardo gave his girlfriend red roses.

(a) subjective complement

(b) direct object
(c) indirect object.

_____ 9. Come home immediately after class, Danny.

(a) subject (b) direct object

(c) nominative of address

_____ 10. Apolinario Mabini, the sublime paralytic hero, loved his country very much.

(a) objective complement (b) subjective complement

(c) appositive.

Nouns and Noun Clusters

A noun cluster is a group of words in which the principal word is a noun. It consists
of two parts;

- the noun headword (N - HW)

- the word or words accompanying the noun headword are called MODIFIERS.

They are composed of the following: determiners, adjectives, verbs, adverbs, other
nouns or word groups.

Modifiers of nouns may be single words, phrases, or clauses. Single-word modifiers

of nouns ordinarily precede the noun modified.

For example:
the books some books
my books good books
 Adjectives usually precede the noun headword while adverbs follow the noun
headword except in very rare instances.

(adj.) beautiful girl The man upstairs. (adv.)

(adj.) famous author That car outside. (adv.)
an inside job (adv.)

Verb forms used as noun modifiers are the present participle (-ing form) and the past
participle (-ed form) and usually precede the nouns headword.

The singing cowboy broken heart

The talking parrot haunted house
running water guided composition

A clause modifying a noun is usually introduced by a relative pronoun: that, which,

who, whom, whose.

The money which_is_in_the_drawer.

The man whom_you_saw_at_the_office.
That student whose_mother_is_here.

When a phrase modifier and a clause modifier often modify the same noun the phrase
modifier comes ahead of the clause modifier.

The boy in_the_blue_sweater_who_is_talking_to_the professor is my cousin.

Derivational Suffixes as Noun Markers

Many nouns may be identified by various noun-making derivational suffixes, added

either to stems or other words belonging to other parts of speech. The following list
contains clear-out markers of nouns (Francis: 240).

a) added to verbs:
-age : breakage, leakage
-ance : conveyance, contrivance
-er : player, teacher
-ee : employee, payee
 -ment : government, agreement

b) added to adjective:
-ce : abundance, convenience
-cy : consistency, relevancy
-ity : facility, hositlity
-ness : happiness, boldness
-ster : youngster, oldster

c) added to other nouns:

-cy : advocacy, captaincy
-er : liner, lifer
-ian : mathematician, librarian
-ism : gangsterism, communism
-ist : violinist, soloist
-ship : friendship, scholarship
-hood: brotherhood, adulthood
-itis : tonsilitis, appendicitis
English 1
Module I
Lesson 1

SELF-PROGRESS CHECK TEST

I. On the blank provided before each number, write the plural form of the nouns in
parentheses.

___________ 1.Can you recommend some good (book)?

___________ 2. The weather forecast is for blue (sky).
___________ 3.The (roof) of these houses are made of tiles.
___________ 4.You can always hear (echo) in the mountains.
___________ 5.There are many (church) in this town.
___________ 6.(Tax) are too high these days.
___________ 7.We saw several (deer) at the zoo.
___________ 8.My (foot) really hurt after our hike.
___________ 9.There are several (Japanese) touring in the country.
___________ 10.The dentist pulled out my two front (tooth) yesterday.

II. On the blank provided before each number, write the possessive form of the nouns in
parentheses.

___________ 1. Are there many (boy) clubs in this city?

___________ 2.(Carlos) motorcycle was stolen last week.
___________ 3.They say that a dog is (man) best friend.
___________ 4.The (professor) wives prepared the refreshments for the party.
___________ 5.I'd like to have a few (minute) rest.
___________ 6.Do you know the (Reyeses) house?
___________ 7.The (student) excuse was not very good.
___________ 8.He never does an honest (day) work.
___________ 9. Have you read (Willaim Faulkner) latest novel?
___________ 10.My (sister) husband is a news analyst.
III. Read the sentences carefully. Identify the functions of all the underlined nouns
according to its position in the sentence. Write your answers on the blanks below.

__________ 1. We should be proud of our own country, the Philippines.

__________ 2. Philippine waters also yield corals and reefs.
__________ 3. In addition, nature has endowed us with exquisite rock formations,
canyons and streams.
__________ 4. Punta Baluarte is a tourist spot located somewhere in Batangas.
__________ 5. The prices of food in the canteen are reasonable.
__________ 6. Several air-conditioned cottages are available.
__________ 7. The president appointed Mr. San Jose, executive secretary.
__________ 8. Inside the place, we saw several mango trees full of green mangoes.
__________ 9. Reforestration programs are implemented to counteract the bad effects of
illegal logging.
__________ 10. Surprisingly, the two swimming pools in the area are full of swimmers.
__________ 11. Technology has afforded man broader intellectual horizons.
__________ 12. Tourists regard Punta Baluarte as a beautiful tourist spot.
__________ 13. Others consider Hidden Valley a place good for tourists and city
dwellers.
__________ 14. Philip and Zaldy consider their doubts justified and pressing.
__________ 15. Tagaytay City, a famous tourist spot has a high elevation.

Check your answer with the key at the back of this module. Unless there is specific
instruction on how to score your paper, compute it by dividing the correct answer with
the total number of points and multiplying the quotient by 100. Keep your own scores.
If you get 70% or higher, you pass; otherwise, you have to review the lesson and do the
re-test, if any, before advancing to the next one. Take note that in some cases these tests
are presented as Activities. Do them the same way.
English 1
Module I

Lesson 2. PRONOUNS AND THEIR ANTECEDENTS

Lesson Objectives:
At the end of the lesson, you must be able to:
1. identify the pronoun and its antecedent within the context of a sentence;
2. recognize the different kinds of pronouns;
3. use the different kinds of pronouns correctly within the sentence;
4. use the most appropriate pronoun for a given antecedent for effective
communication.

Introduction
In this module, pronouns are included in the main substance after the discussion
about nouns for continuity of learning since PRONOUNS are words that take the place of
nouns. However, unlike nouns, most pronouns have different subject and object forms.
Antecedents are the nouns the pronouns replace. Therefore, the meaning of the
pronouns depends on the antecedents.
Lesson 2 presents pronoun rules, the different kinds of pronouns and its
characteristics.

Kinds of Pronouns

A. Personal. Denotes a class of pronoun classified as referring to the speaker or the one
addressed.

Personal pronouns have the following:

1. Person
a. The first person - (I or we) is used when the subject is the speaker.
b. The second person - (you) is used when the subject is spoken to.
c. The third person - (he, she, it, they) is used when the subject is spoken of.

2. Number can be either singular or plural. The singular personal pronouns are
I, you, he she, it.
 The plural personal pronouns are: are, we, you they

3. Gender can be either masculine, feminine, common or neuter.

Masculine: he
Feminine : she
Common : I, you, we, they
Neuter : it

4. The three cases are nominative, possessive and objective.

Nominative : I, you, he, she, it, we, they
Possessive : my, mine, your, yours, his, her, its, ours, their, theirs
Objective : me, you, him, her, it, us, them

Tables 2 and 3 show clearly how personal pronouns are declined.

----------------------------------------------------------------------------------------------------------
: SINGULAR : Nominative : Possessive : Objective:
----------------------------------------------------------------------------------------------------------
: 1st person : I : my, mine : me :
: 2nd person : you : your, yours : you :
: 3rd person : it, he, she : its, his, hers : it, him, her:
-----------------------------------------------------------------------------------------------------------

Table 2
-----------------------------------------------------------------------------------------------------------
: PLURAL : Nominative : Possessive : Objective :
------------------------------------------------------------------------------------------------------------
: 1st person : we : our, ours : us :
: 2nd person : you : your, yours : you :
: 3rd person : they : their, theirs : them :
-----------------------------------------------------------------------------------------------------------

Table 3
B. Compound Personal Pronouns can be used either reflexively or intensively.

Used reflexively, the compound personal pronoun refers to the subject for which
it stands.
Example: Luisa talks to herself.
Compound personal pronouns end in SELF or SELVES
Singular: myself, yourself, himself, herself, itself
Plural : ourselves, yourselves, themselves

Used intensively, the compound personal pronoun gives emphasis to the subject.
Example: He himself said so.

C. Impersonal. When the pronoun it stands for nothing definite, it is classified as

impersonal.
Example: It grew dark suddenly.
("It" is an impersonal pronoun)
However, in the next example, it is a personal pronoun because it stands for a
definite object which is the book.
Example: Give it (the book) to me.

D. Definite. (Also called demonstrative pronouns). Denotes the pronoun that specifies
or demonstrates. These are as follows:
this these,
that those

Such may be a definite pronoun when its meaning is equivalent to one of the
regular definite pronouns.
Example: Such (that) is my desire.

E. Indefinite. Pronouns that express their subjects or objects in a general or

indeterminate way are called indefinite.

The indefinite pronouns are:

anybody anyone anything
everybody everyone everything
 somebody someone something
nobody no one nothing

All the indefinite pronouns can be followed by else, meaning "other" or "in
addition." If they are modified by adjectives, the adjectives must follow.
This isn't my ballpen, it's someone else's.
We have heard nothing else from Mina since she left.

E. Relative. Denotes a pronoun that refers to an antecedent and serves to introduce a

dependent clause. The relative pronouns are who, which and that.

Who refers to rational creatures.

Which applies to irrational creatures and inanimate objects
That applies to either rational or irrational creatures as well as to inanimate
objects.

Examples:
1. Mike spoke to the lady who works with Nalco Printing Press.
2. This is the IBM machine which Jannette handles.
3. This is the carabao which he rides.
4. Teresa said, "Spare the tree that grows in my garden."

Only the relative pronoun who has case.

Nominative: who
Possessive: whose
Objective : whom

Observe that compound forms of the relative pronouns who and which are formed
by adding - ever or soever, such as:
whoever whosoever
whomever whomsoever
whichever whichsoever

G. Reciprocal. Pronouns that express a neutral relationship between or among

individuals of a plural antecedent. The reciprocal pronouns are:
each other one another
 Each other is used when the antecedent refers to two persons or things.
One another is used when the antecedent refers to more than two persons or
things.

1. Joe and Sarita love and respect each other.

Antecedent Reciprocal Pronoun
2. Some friends destroy one another.
Antecedent

H. Interrogative. An interrogative pronoun is used to ask questions. They are as

follows:
who, whose, whom, which what

Who is my best friend?

Whose book is that?
Whom should I report?
Which book is yours?
What is the date of our class opening?

Take note of the following pronoun rules taken from Prof. De Guzman's
Grammar and Idioms Self-Taught.

Pronoun Rules

1. A pronoun used as the subject of a verb is in the nominative case.

She loves Pedro.
Ramon and I went to the movies.
The Garcias and we have been invited.

2. A pronoun used as the object of a verb is in the objective case.

I admired them very much.
She called me long before he called her.
Whom did you call? (If this interrogative sentence is changed to
declarative - You did call whom - you is seen to be the subject of the verb
did call, whom, the object of the verb did call.)
3. A pronoun used as the object of a preposition is in the objective case.
This book is for her.
The teacher spoke to Jose and me.
To whom did you give the pencil?
Mr. Ramos is the man to whom my uncle sold the house.

4. A pronoun must agree with its antecedent in number, person, and

gender.
Juana came when she was called.
The boys had their puppies.

5. The indefinite pronouns each, anyone, anybody, everybody, everyone,

none are referred to as singular pronouns.
Everybody had his work to do.

6. The personal pronouns in the possessive case that end in s - its, ours,
yours, theirs - are spelled without an apostrophe.
They have theirs, and we have ours.
It's (contraction of it is) shedding its feathers.

7. A pronoun used as a predicate nominative is in the nominative case. (A

predicate nominative is the word or words used after a copulative verb -
some form of the verb to be such as am, is, are, was, were - to complete
the meaning of the verb and to identify or describe the subject.)
This is he.
Who does he think he is?

8. The case of a pronoun following the conjunction as or the conjuction

than in an eliptical clause depends upon its use in the compound clause.
(An eliptical clause is one in which words that are understood have been
omitted).
Rosa is as bright as I.
They spend more money than we.
My friend recommends her more eagerly than him.
9. A pronoun used in apposition is in the same case as the word with which
it is in apposition. (Apposition means the use of a word or words for
additional explanation or modification).
We, Isabel and I, will go to the party.
Give the orange to us - Nena and me. (Me is in apposition with us).

10. Do not use a compound personal pronoun as a substitute for a simple

personal pronoun.
Faulty: Is this gift for Rosa and myself?
Preferred: Is this gift for Rosa and me?

11. The relative pronoun who should refer only to rational creatures; which,
to irrational creatures.
Faulty: The dogs who escaped were soon caught.
Preferred: The dogs which escaped were soon caught.

12. The reciprocal pronoun each other is used only when the
antecedent refers to two persons or things; one another, when the
antecedent refers to more than two persons or things.
Faulty: The boxers sparred with one another.
Preferred: The boxers sparred with each other.
Fraternity brothers should help one another.

13. A relative pronoun is in the nominative case if it is the subject of the

verb.

I want to thank whoever helped me. (This sentence is complex. The

independent clause is I want to thank; dependent clause, whoever helped
me. In the dependent clause, the verb is helped; subject of the verb is
whoever. Object of the verb is me).

They will pay whoever writes the best story. (This is a complex
sentence. The independent clause is they will pay; dependent clause is
whoever writes the best story. In the dependent clause, the verb is writes;
subject of the verb is whoever; object of the verb is the best
story.)
 Ask whoever is there. (This is a complex sentence. The independent
clause is ask. The subject of the verb, you is understood; the dependent
clause, whoever is there, the verb is is; subject of the verb is whoever; the
verb is does not have an object.)

Who do you think paid us a visit? (If this interrogative sentence is made
declarative - you do think who paid us a visit - the independent clause is
you do think; the dependent clause is who paid us a visit. The verb in the
dependent clause, is paid; the subject is who; object of the verb is us.

14. A relative pronoun is in the objective case if it is the object of the verb.
He is the one whom you saw. (This sentence is complex; The
independent clause is he is the one; the dependent clause is whom you
saw. In the dependent clause, the verb is saw; the subject of the verb is
you; the object of the verb is whom. Note that in examples given in 13
and 14 it is not difficult to decide whether who or whom should be used.)

The following steps are suggested:

1. If the sentence is interrogative, make it declarative.
2. Locate the dependent clause.
3. Focus on the verb in the dependent clause.
4. If the verb has an object, a subject is needed; hence, use who
(nominative case)
5. If the verb has a subject, an object is needed, hence, use whom
(objective case).

15. The placing of an expression containing a verb like think, suppose or

say between who and its verb does not affect the case of the pronoun.
Such expressions are called "interrupters" since they interrupt the subject
and its verb).

The inspector who I thought was coming did not come. (The
expression I thought interrupts the subject who and its verb was coming).

Please give the gift to whoever you think deserves it. (The expression
you think interrupts the subject whoever and the verb deserves).
 16. The interrogative pronoun whose should not be confused with the
contraction who's (who is).
Whose book did you find?
Who's to blame?

Exercise A. On the blank before each number, write the correct pronoun. Choose the
best answer inside the parentheses.
_______ 1. He is taller than (I, me).
_______ 2. I met Maria and (he, him).
_______ 3. It is (she, her).
_______ 4. He looks like (I, me).
_______ 5. Everybody has (its, his, their) faults.
_______ 6. If anybody wishes to go (he, they) may.
_______ 7. If anybody objects, let (him, them) speak.
_______ 8. Every member ofthis class must hand in (his, their) opposition today.
_______ 9. Each hurries toward (his, their) home.
_______ 10. Each of us must live (his, their) own life.

Exercise B. Underline the correct case of pronoun on each sentence and write your
answer on the blank before each number. (De Guzman. Grammar and
Idioms Self-Taught)

_______ 1-2 (They, Them) are rough soldiers who would just as soon kill (we, us).
_______ 3. I knew all the time it was (they, them).
_______ 4. The captain was a man (who, whom) had the natural gift of leadership.
_______ 5. Give the message to (whoever, whomever) opens the door.
_______ 6. The captain was a leader (who, whom) the soldier followed naturally.
_______ 7. Give the message to (whoever, whomever) they send to meet you.
_______ 8. The minister was a man (who, whom) I thought was surely seventy years of
age.
_______ 9. No one thought of the bandit's being (he, him).
_______ 10. The splendor of the occasion dazzled (he, him).
_______ 11. There came a special delivery letter for Carlos and (I, me).
_______ 12. We all considered (he, him) to be the best student in his class.
_______ 13. They thought the messenger to be (I, me).
_______ 14. They were surprised at (his, him) being the best student in his class.
_______ 15. For a long time we watched (he, him, his) idly splashing about in the
shallow water.
_______ 16. The death of Ninoy Aquino was a great blow to (them,they).
_______ 17. Alfredo is really a better student than (I, me).
_______ 18. Carlos praised the other candidates no more highly than (he, him).
_______ 19. They urged us all to come - you, Harriot, and (I, me).
_______ 20. The three conspirators - Tom, Huck, and (me, I) crept silently up the slope.
_______ 21-22 (He, and I) (Him and me) were chosen to go.
_______ 23-24 Is it (she, her)? Yes, it is (she, her).
_______ 25. Here was a friend (who, whom) would remain true through any difficulties.
_______ 26. I knew that he was a dangerous man (who, whom) we had to deal with.
_______ 27. Pass the word to (whoever, whomever) you meet.
_______ 28. Give this information to (whoever, whomever) asks for it.

Test your own progress by performing the Self-Progress Check Test at the end of each
lesson. Read the test instructions carefully and understand them well. Do not look at the
answer key while taking the test.
English 1
Module I
Lesson 2

SELF-PROGRESS CHECK TEST

A. Identifying Antecedents. In each sentence below, identify the pronoun and its
antecedent. Write the answers on the blanks provided before each number.
A P
Example: Did Marion say the book was hers?

A P
___________ ___________ 1.
Freshmen can try out for the debate team if they are
so inclined.
___________ ___________ 2. Sometimes typists place carbon paper in their
typewriters to make extra copies.
___________ ___________ 3. Cora solved the problem on her home computer.
___________ ___________ 4. The museum displayed its collection of early
Americana.
___________ ____________ 5. Neither Peter nor Peter's mother can read his sister's
handwriting.

B. Making Pronouns and Antecedents Agree: Check the underlined pronouns to make
sure that they agree with their antecedents. If a pronoun does not agree with its
antecedent, write the proper pronoun on the blank before each number. If a pronoun
agrees with its antecedent, write Correct.

_______________ 1. Several of the photography students entered his or her self-

portraits in a contest.
_______________ 2. Neither Anton nor Juan wants their painting sold at the exhibit.
_______________ 3. Each of the clubs will present their own program on Friday.
_______________ 4. The ballet troupe is having their picture taken.
_______________ 5. Did anyone claim the book as theirs?
_______________ 6. The cast went their separate ways when the play ended.
_______________ 7. Ten tourists waited patiently in line for his or her tickets.
_______________ 8. Either Annie or Jane will give their report today.
_______________ 9. Everyone came up after class to pick up his or her exam.
_______________ 10. Susan and Linette invited me to go fishing on their boat.
_______________ 11. Everyone found their seat again after intermission.
_______________ 12. Yesterday the Institute of Contemporary Art held a reception to
celebrate their third anniversary.
_______________ 13. Has anyone brought his or her own lunch?
_______________ 14. Is the chemistry department satisfied with their new facilities?
_______________ 15. Each passenger is responsible for their own luggage.
_______________ 16. Was it Plato or Aristotle who had Alexander the Great as one
of their pupils?
_______________ 17. The girl recalled that her sister had started working when they
were twenty.
_______________ 18. Each of the members of the chorus signed their name on the
card.
_______________ 19. Did either Rizal or Bonifacio have a personality of his own?
_______________ 20. Without a good night's sleep, no one can expect to be at their
best.

Check your answers with the key at the end of the module. Unless there is is specific
instructions on how to score your paper, compute it by dividing the correct answer with
the total number of points and multiplying the quotient by 100. Keep your own scores.
If you get 70% or higher, you pass; otherwise, you have to review the lesson and do the
re-test, if any, before advancing to the next one. Take note that in some cases these tests
are presented as Activities. Do them the same way.
English 1
Module I

Lesson 3. ADJECTIVES

Lesson Objectives:
At the end of lesson, you must be able to:
1. point out the major classifications of adjectives;
2. give the comparative and superlative forms of the adjective;
3. discuss the ascending and descending degrees of the adjective;
4. identify irregular comparative and superlative forms;
5. position adjectives properly near the object, thing, place, idea, or person it
modifies.

Introduction
Adjectives are best identified in the sentence by the position they occupy within the
sentence.
The traditional definition of an adjective is "it is a word that modifies a noun." In
addition to this, however, we shall consider an adjective to be any word that can be used
in any of the following positions, before the noun, after the noun, after the verb which
connects it with the subject, before the verb and the subject which follows the verb and
after the direct object of a verb.
Lesson 3 discusses in detail the different positions of the adjectives above mentioned,
and the comparison of adjectives.

Descriptive adjectives denote an adjective that states some quality or condition.

There are two kinds of descriptive adjectives, common and proper.

A proper descriptive adjective, being derived from a proper noun, is always

capitalized. On the other hand, a common descriptive adjective is not capitalized.
Sample sentences given below clearly illustrate the two kinds of descriptive adjectives.

1. The old man has two young daughters.

(common descriptive)

2. The students are taught to respect the Filipino flag.

 (Proper Adjective)

Position of Adjective

An adjective usually precedes the noun which it modifies:

The red roses in Noni's garden are beautiful.

Adjective + Noun

Occasionally, for special emphasis, and in some special construction discussed below,
it is placed after the noun.

Example:
He was a man, brave and strong.

noun adjectives

An adjective modifying the subject is frequently placed after the verb, which connects
it with the subject; it is called a PREDICATE ADJECTIVE (P.A.)

P.A.
1. The swimming pool is crystal clear blue.
P.A.
2. Mr. and Mrs. Morales' house is huge.
P.A.
3. Sabrina seems very happy and contented.

The predicate adjective is used with linking verbs such as forms of the verb be, and
verbs like seem appear and become.
An adjective placed after the direct object of a verb is sometimes used both to modify
the object and also to complete the meaning of the verb. This adjective is called an

OBJECTIVE COMPLEMENT (O.C.).

1. The green mangoes made Marivic sick.

adjective (o.c.)
2. Jealousy will turn any relationship sour.
 adjective (o.c.)

3. Raffy found the truck expensive.

adjective (o.c.)

The test for an objective complement, either an adjective or a noun, is to see whether
"to be" can be inserted between the direct object and the complement without changing
the meaning of the sentence.
Lastly, an adjective also occurs after intensifiers. (Intensifiers shall be discussed in
Module 2, Lesson 5).

Intensifiers Adjectives
somewhat difficult
quite scholarly
rather shy
very big

Exercise A. On the first column, write the word you identify as an adjective and on the
second column, write whether it is a simple adjective/predicate adjective or
objective complement.

Example:

unusual objective complement The teacher found Mike's idea unusual.

_________ __________ 1.Mickey painted the house blue.

_________ __________ 2.The beach cottage plan seems agreeable to Raffy.
_________ __________ 3.When he heard the news of his father's death, Marie
became very sad.
_________ __________ 4.Chibong spoke to his teacher in a courteous manner.
_________ __________ 5.Atty. Harry Dugenio was a magnanimous man.
_________ __________ 6.The children appear restless today.
_________ __________ 7.The musician sounded his trumpet loud and clear.
_________ __________ 8.Love is ever patient.
_________ __________ 9.Michael finds his vehicle small for our family use.
_________ __________ 10.Andrea always remains calm under terrific pressure.
General Clauses of Adjectives

Adjectives come in two clauses which between them include all but a very few
adjectives. These clauses can be called based adjectives and derived adjectives.

Based Adjectives

Based adjectives take the inflectional suffixes (-er) and (-est) to form the
comparative and superlative degrees. These forms are made in the following ways:

1. The ending er and est are added to most one-syllable adjectives.

tall taller tallest

large larger largest
small smaller smallest

2. The endings er and est are also added to some two-syllable adjectives,
particularly those ending in the letters er, ow, and y.

clever cleverer cleverest

lovely lovelier loveliest
narrow narrower narrowest

These adjectives can also form their comparative and superlative degrees by placing
more and most before them.

more lovely most lovely

more shallow most shallow

3. More and most are placed before most two-syllable adjectives other than
those ending in er, ow, and y.

selfish more selfish most selfish

honest more honest most honest
4. More and most are ordinarily placed before adjectives of three or more
syllables.

difficult more difficult most difficult

intelligent more intelligent most intelligent
beautiful more beautiful most beautiful

5. More and most are ordinarily placed before adjectives that have the same
form as the past or present participle, regardless of the number of syllables.

hurt more hurt most hurt

frightened more frightened most frightened
trying more trying most trying

6. Less and least may be used with adjectives to show a lower degree.
less efficient least efficient
less lowly least lowly
less useful least useful

A few adjectives have irregular comparative and superlative forms.

good better best
well (wealth) better
bad worse worst
little less least
far farther farthest

Tables 4 and 5 clearly illustrate the ascending as well as descending order of

comparison.

Ascending
Positive Comparative Superlative
fair fairer fairest
bright brighter brightest
small smaller smallest
loud louder loudest
beautiful more beautiful most beautiful
Table 4
 Descending
Positive Comparative Superlative
bright less bright least bright
careful less careful least careful
efficient less efficient least efficient
Table 5

Using Comparisons Correctly

1. Double comparisons are incorrect. Never use more or most if you have
already added -er or -est to a modifier.

Incorrect: Your last draft is more clearer than the first.

Correct: Your last draft is clearer than your first.

2. Avoid illogical comparisons. The word other or else is used to compare an

individual member with the rest of the group.

Illogical: Jean has more pep than any of the team members.
Clear: Jean has more pep than any of the other team members.

3. The word than or as is required after the first modifier in a compound

comparison.

Illogical: Melissa is as tall if not taller than Jean.

Clear: Melissa is as_tall_as_Jean, if not taller.

4. State both parts of a comparison completely to avoid any misunderstanding.

Unclear: I visit Jack more often than Jill.

Clear: I visit Jack more often than I visit Jill.
Other Constructions of Comparison (Hayden, et. al.: 220 - 222)

1. as + adjective + as

My son is as_tall_as I am.

She is as_intelligent_as she is beautiful.

In the above examples, the qualities expressed by the adjectives exist to approximately
the same degree in one person or thing.

2. more + adjective + than or adjective with er ending + than

The quality expressed by the adjective exists to a greater degree in one person or thing
than another.

The first problem is more difficult than the second.

He works harder than you do.

The quality expressed by the adjective is more of one quality than another in the same
person or thing.

He is more dead than alive.

She is more diligent than intelligent.

3. Less + adjective + than or not so + adjective + as

The quality expressed by the adjective is less of one quality than another in the same
person or thing.

He is less sincere than he is ambitious.

The lesson is not so difficult as it is tedious.

The quality expressed by the adjective exists to a lesser degree in one person or thing
than another or to approximately the same degree.

He is not more interested than I am.

(He is less interested than I am or We have about the same
interest.)

He didn't arrive earlier than she did.

(He arrived later than she did, or they arrived about the same time.)
Exercise B. Identifying Correct Comparisons. Identify the word or words that correctly
completes the comparison of each sentence. Write the word or words on the
blank provided before each number.

___________ 1. Miguel practices more hours than (anyone, anyone else) on the team.
___________ 2. Kim enjoyed watching ballet more than (Michelle, Michelle did).
___________ 3. Miss Cruz is the (busiest, most busiest) of the three camp counselors.
___________ 4. Elden is (most competent, more competent) than Faiza.
___________ 5. Tony wore the (funniest, most funniest) costume at the Halloween
party.
___________ 6. After eating the leftover food, I felt (sicker, more sick) than before.
___________ 7. The (shorter, shortest) distance between two points is a straight line.
___________ 8. My brother is (friendlier, more friendlier) than I am.
___________ 9. Which of the four candidates do you know (better, best)?
___________ 10. Of the two divers, Jim reached the (most deepest, deepest) level.

Derived Adjectives are those which are formed by the addition of adjective-forming
suffixes to other parts of speech (nouns and verbs mainly).

These suffixes help identify the word as an adjective though out of context.
(-y) added to one and two-syllable nouns as in faulty, leafy, healthy, wealthy
(-al) added to some nouns and bound stems as fatal, natural, national, racial
(-able) added to verbs and bound stems as with verbs: adjustable, conceivable,
understandable
(-ful) and less added to nouns as hopeful/hopeless, careful/careless, useful/useless
(-ar), (-ary), (-ic), (-ish), (-ous) added to nouns and bound stems as columnar,
regular, patriotic, childish, lavish
(-ent) and (-ive) added to nouns and bound stems as abhorrent, prohibitive, repulsive,
active, native, convenient, distant

(-en) added to nouns as woolen, wooden

(-ed) added to verbs, nouns and some bound stems, this suffix is differentiated from
the past form and participle suffixes by accenting the last syllable containing
the suffix. Thus it is sounded as/-id/as in agéd, learnéd, raggéd, belovéd.
(-ing) added to verbs: interesting, revealing, exciting, pleasing. They are
distinguished from the present participle verb forms by their ability to follow
intensifiers and that a noun that functions as receiver of the action named by
the verb appears before the derived adjective but after the present participle.
Examples:
Verb Adjective
a man eating fish = a fish-eating man

A fish-eating man lives a longer life span.

work that can break one's back = back-breaking work

John complained about the back-breaking work assigned to

him - cutting blocks of stone.
English 1
Module I
Lesson 3

SELF-PROGRESS CHECK TEST

Test I. Use the adjective in the parentheses in the three ways shown in the example
below.

Example: This tree is (old) that one.

1) This tree is older than that one.
2) This tree is as old as that one.
3) That tree is not so old as this one.

1. Mary is (tall) Janice.

__________________
__________________
__________________

2. Your coat is (heavy) mine.

__________________
__________________
__________________

3. This hall is (narrow) that one.

__________________
__________________
__________________

4. Robert was (interested) James.

__________________
__________________
__________________
5. My assignment was (difficult) yours.
__________________
__________________
__________________

Test II. Read the following sentences and write on the blank provided before each
number, the appropriate form of the adjective in parentheses.

Example: older He is (old) than his brother.

_______________ 1. She is (young) than her sister.

_______________ 2. He is the (old) member of the family.
_______________ 3. Can't you do (well) than what you have been doing?
_______________ 4. English is not so (difficult) for me any more.
_______________ 5. This book is as (dull) as it is long.
_______________ 6. In fact, it is the (dull) book I have ever read.
_______________ 7. She was (frightened) than hurt.
_______________ 8. Mr. Gaines is (busy) than anyone else in the office.
_______________ 9. Alice has been (happy) here than anywhere else.
_______________ 10. It is usually (hot) here in August than in July.
_______________ 11. This cake is (good) than the one I made last week.
_______________ 12. This problem is the (hard) of all.
_______________ 13. Enjoy yourself! It is (late) than you think.
_______________ 14. John is a (good) swimmer than Bill.
_______________ 15. The book is (practical) than scholarly.

Test III. Using forms of comparison correctly. Read the five numbered sentences below
and correct the double or illogical comparison found in each. Write your
correction on the line provided after each statement.

With their versatility and wide dynamic range, stringed instruments such
as the violin, viola, and cello are essential elements of an orchestra.

1. The violin is more widely played than any stringed instrument.

__________________________________
2.The violin, a popular solo instrument, is more smaller than the viola.
__________________________________

3. Despite its small size, the violin is as powerful if not more powerful than the cello.
__________________________________

4. Antonio Stradivari of seventeenth century Italy once made the world's most finest
violins.
__________________________________

5. The violin can produce a richer variety of sounds than many instruments.
__________________________________

Check your answers with the key at the end of the module. Unless there is specific
instructions on how to score your paper, compute it by dividing the correct answer with
the total numbers of points and multiplying the quotient by 100. Keep your own scores.
If you get 70% or higher, you pass; otherwise, you have to review the lesson and the do
re-test, if any, before advancing to the next one. Take note that in some cases these tests
are presented as Activities. Do them the same way.
English 1
Module I

Lesson 4. VERBS

Lesson Objectives:
At the end of the lesson, you must be able to:
1. identify the verb within the context of the sentence;
2. differentiate the three classes of verbs;
3. use verbs appropriately in sentences;
4. apply the principles in subject-verb agreement to express ideas in writing or
speaking.

Introduction
At this stage you are familiar with the nouns, pronouns and adjectives. Hence,
you are now prepared to step inside the "World of Action or State of Being."
Lesson 4 presents to you verbs, its classes, properties and important rules to
follow in subject-verb agreement.

ACTION VERBS
Lose ugly fat fast!
Lose up to 10 kg. (20 lbs.) in 23 days now!
Firm up flabby tissues.
Eliminate cellulite!
Go ahead!
Go ahead! Dare to lose all these and more with Marie-France's exclusive
and highly effective Fat Mobilization System. The FMS, invented and formulated
in Switzerland, is not the most popular weight-loss solution in fashion-conscious
cities the world over. In the Philippines, the treatment is exclusively used by
Marie-France.
FMS accelerates the body's biochemical process and enzyme activity.
Body fat is quickly reduced and flabby tissues - tightened! It's a fast, safe and sure
way to look your best-quickly and sensibly. Take an inexpensive step to a
beautiful body. Call Marie-France now.
 The italicized words above are verbs. Note that they are words that express
action.
Verbs can either express action or state of being.

Examples:
1. Boy is a football player. (being)
2. Elmer looks sick. (state of being)
3. He studies his lessons every night. (action)

The verb is the most important word in a sentence. Without a verb, there can be
no sentence.

Examples:
1. Go with Luisa. (a sentence)
2. Verna dances well. (a sentence)
3. beautiful, Maria (not a sentence, no verb)

Exercise A. In each sentence, identify the action verb. Write your answer on the
blanks before each number.
__________ 1. Every summer he goes to Bacolod City.
__________ 2. Mina didn't listen to her mother's advice.
__________ 3. Genna enjoys going to concerts.
__________ 4. Chibong needs money for his tuition fees.
__________ 5. My classes begin at 9:00 a. m.
__________ 6. Eliseo Dugenio lives in Cagayan de Oro.
__________ 7. Trixie finished the examination earlier than her classmates.
__________ 8. Rachelle gave birth to a baby boy.
__________ 9. He shall take football lessons.
__________ 10. Don attends his classes regularly.

There are three classes of verbs:

1. Transitive verbs - require an object.

Example: Mrs. Olia-Sison drinks (transitive verb) coffee (direct object).
 (The verb drink is a transitive verb because it requires a direct object as
receiver of the action to complete its meaning.)

2. Intransitive verbs - do not require an object.

Example: Jessie speaks (verb) politely (adverb).
(The verb speaks does not need an object to complete its meaning.)
3. Linking verbs - express a state of being. They link a subject with a
predicate noun, a predicate pronoun or a predicate adjective.
The Be linking verbs are as follows:
am has been should have been
is have been could have been
are shall be would be
was will be should be
were might have been may be

a. The cat is very noisy usually at night.

b. Today will be extremely warm.
c. Raul might have been a brilliant lawyer.

Other linking verbs:

taste stay grow feel
seem look lie become
turn remain stand smell prove

a. The bananas on top of the table look ripe.

b. Michael remained very silent.
c. Bing-bing and Judith sound happy.
d. The hamburger steak tastes delicious.

Note that to test whether the above listed verbs are linking verbs,
try replacing each with forms of the verb be if the sentence makes sense,
then it is a linking verb.

Example:
1. Bing-bing and Judith sound (change to the verb be) happy.
Bing-bing and Judith are happy.
Exercise B. On the first line provided before each sentence, write the linking verb. On
the second line, write the two words connected by the linking verb.
Example: remained The little girl remained quiet in the car.
girl-quiet

________ 1. The buko pie tastes delicious.

________ 2.
________ 3. Your voice became hoarse this morning.
________ 4.
________ 5. Our final test yesterday was quite difficult.
________ 6.
________ 7. Miss Morales grows lovelier everyday.
________ 8.
________ 9. What you said sounds very funny.
________ 10.

The verb has five forms, namely:

a. base (single) form: no inflection or syllables or letters are added
Examples: jump, listen, walk
b. -S form: "-s" is added to the base form and this form is used only for the 3rd
person singular subject, simple present tense. Rules are given for its
formation.
Examples: jumps, listens, walks, studies, cries
c. past form (-ed ): often called the "preterite" form, it is used for expressing
the simple past tense.
Examples: jumped, walked, stole, caught
d. past participle form ( -ed ): This is used mainly to form verb phrases for
progressive tenses with forms of the verb "to be" as auxiliary. The inflection
"-ing" is added to the base or simple form of the verb. Like the past form and
past participle form, certain rules have to be followed.
Example: jumping, listening, stopping
 The last three of the verbs are arrived at through the method of conjugation which
classifies verbs into two general classes: regular and irregular verbs. Regular verbs
(often called weak verbs) form both their past and past participle forms by adding "-ed"
or "d" to the simple form of the verb. These two forms are spelled the same way and
follow the same rules in formation.
The third person singular form (-S form) of all verbs is made by adding "s" or
"es" to the simple form (Hayden, et. al.: 59 - 60).

1. The ending es is added in the following cases:

a) To a simple form ending in the letters ch, s, sh, x, or z:
pass passes catch catches
push pushes tax taxes

b) To a simple form ending in y, preceded by a consonant (after changing y to i)

study studies worry worries
try tries cry cries

c) To do and go
do does go goes

2. The ending s is added to the simple form of all other verbs (except have)
see sees like likes
get gets buy buys

The simple past form of all regular verbs is made by adding "-d" or "-ed"
(occasionally "t") to the base form (Hayden, et. al.: 61).

1. The ending d is added when the base form ends in e or es.

hope hoped agree agreed
raise raised free freed

2. The ending ed is added to all other regular verbs. Changes in spelling occur:
a) Final y preceded by a consonant is changed to i before adding ed.
study studied empty emptied
try tried cry cried
 b) A final consonant letter (except h, w, x, y) preceded by a single vowel letter, is
doubled in words of one syllable.
beg begged
stop stopped
BUT: tax (end in x) taxed
c) A final consonant letter (except h, w, x, y) preceded by a single vowel letter is
doubled in words accented on the last syllable.
permit permitted occur occurred

BUT: attempt (ends in three consonants) attempted

gather (accent on first syllable) gathered

The past participle form of all regular verbs is the same as the past form.
Irregular verbs form the past participle in varied ways.

The present participle of both regular or irregular verbs is formed by adding"-

ing" to the base form.
want wanting ask asking see seeing

Changes in spelling occur when adding "-ing":

1) A final e that is not pronounced is dropped.
write writing take taking argue
arguing

BUT: A final ee is retained.

free freeing agree agreeing

2) A final consonant letter (except h, w, x, y), preceded by a single vowel letter is

doubled in words of one syllable.
beg begging stop stopping

BUT: fix (ends in x) fixing

greet (two vowel letters before consonant) greeting

3) A final consonant letter (except h, w, x, y) preceded by a single vowel letter, is

doubled in words accented on the last syllable.
 begin beginning permit permitting

BUT: suffer (accent on first syllable) suffering

4) A few verbs end in ie. The ie in some of these verbs changes to y when the ing
ending is added.
die dying tie tying or tieing
lie lying hie hying or hieing

Derivational Affixes for Verbs (Francis, 260 - 261).

Some verb-identifying markers are given in the list of derivational affixes below.
There are five suffixes and a prefix which are frequently used. These are attached to
bound stems (not root words) and should be taken only as common verb endings.
a. -ate : implicate, dehydrate, operate
b. -ize : utilize, recognize, idolize, modernize
c. -fy : (added to stems, nouns, adjectives)
liquefy, beautify, simplify
d. -ish : finish, furnish, languish
e. -en : blacken, sharpen, widen, strengthen
f. en/em: enfold, enslave, enlighten, empower, embitter

A combination of an auxiliary verb (often called a helping verb) and the main
verb is called a verb phrase. Auxiliary verbs are used in the formation of tense phrases
such as:
1. simple future tense: will/shall + simple form
They will leave for Cebu tonight.
2. perfect tense: have (has, had) + past participle
That man has stolen money from his friends.
They have tried to stop smoking.
The president had released a lot of relief funds for the typhoon victims.
3. progressive tenses: be + present participle
Mr. & Mrs. Reyes are touring around the world.
We were playing domino when the lights went out.
The HS Class `54 will be donating books to the High School library.
 Other auxiliary verbs can add the idea of ability, permission, possibility,
obligation, necessity or preference to the activity or state expressed by the principal verb
(Hayden, et. al.: 110 - 115).

A. Ability to do something:
For the present or future tense: CAN + simple form of the verb
For past time: COULD + simple form of verb

He can swim the length of the pool.

You can see the mayor tomorrow.
Rose could play the piano very well by the time she was ten years old.

Cannot (can't) and could not (couldn't) express inability.

The teacher can't come today.
She couldn't talk yesterday.

B. Requesting or giving permission to do something:

MAY, CAN and COULD are used in requesting permission.

For the present or future time: can, may could + simple form of verb

May I leave now?

Can I borrow your book tomorrow?
Could I hand in my report next week?

MAY, CAN and COULD are used in giving permission.

You may leave now.
You can hang your raincoat over there.
She could have an appointment with the dentist tomorrow.

Cannot (can't) is used when permission is not given.

You can't go to the movies now.
Marx can't give a concert here.

C. Expressing obligation and necessity:

SHOULD and OUGHT TO express a sense of obligation to do or become
something or to feel a certain way about something.
For present or future time: Should/ Ought to + simple form of verb
You should be ashamed of yourself.
I should sleep early tonight because I am tired.
Jane ought to improve her appearance before she looks for a job.

For unfulfilled obligations in past time: should have/ought to have + past participle
I should have given you my telephone number.
I told him that he ought to have known better.

MUST and HAVE TO express a strong sense of obligation that approaches

necessity to do something.

SHOULD is ordinarily used in negative statements and in questions.

You should not (shouldn't) smoke so much.
Shouldn't you stay in bed when you have fever?

HAD BETTER also expresses a sense of obligation.

You had better take care of your health.
I'd better be on my way home.

HAD BETTER NOT - obligation not to do something

He had better not be late again.

(Must & have to)

Present or future tense: must/have (has) to + simple form
They must be there on time.
I have to study tonight.
He has to remove his Inc. grade this semester.

For past time: had to + simple form

They had to leave last night.
May had to go downtown yesterday to see the doctor.
MUST NOT express a strong sense of obligation not to do something.
You must not disturb the baby.
D. Express possibility and probability.

MAY and MIGHT are interchangeable, but MAY seems more emphatic than
MIGHT.
She may change her mind anytime.
I may be able to go after all.
The family might have to move to Manila.

Present time: May have + past participle

Past time: Might have + past participle

Examples:
Present time: June may have tried to call you yesterday.
Past time: I might have left my keys at home.

E. Express preferences and wants

WOULD RATHER expresses preference for one thing or one course of action
over another.

For present or future time: WOULD RATHER + simple form

I would rather have steak than chicken.
He would rather stay at home tonight.

WOULD is used in expressing wants and desires.

Present time: I'm hungry. I would like a chicken sandwich.

Future time: I'd like to see that movie again.
Past time: would have + past participle
I think that even you would have liked the book.
I'd have been glad to show the university guest around the campus.
Special Class of Verbs - Two-word verbs.

Two-word verbs are verbs that are combined with prepositions or adverbs and
usually used in idiomatic expressions. There are three sets of combinations. In the first
combination - a verb + such words as in, on, up, over. The prepositions here modify the
verbs and are often referred to as preposition-adverb. The difference between the
ordinary use of these prepositions and their use as preposition-adverbs can be seen in the
following examples.
- The child looked over the table.
(Here the preposition over shows a relationship of position.)
- The student looked over his notes.
(The combination of the verb looked + the preposition-adverb over conveys the
meaning of "review" or "go over"; look + preposition-adverb for would convey
the meaning of "seek.")

The second combination are verbs followed by specific prepositions. Examples:

arrive in, laugh at, consent to. The prepositions in these combinations do not change the
meaning of the verb as in the first combinations - look over, look for.
These combinations are to be learned as fixed phrases as they are most often used
in conversational English as idioms.
The third combination has prepositions found in other kinds of fixed phrases such
as to be afraid, to have confidence in, at once. Although verb and preposition-adverb
combinations function as units, some combinations may be separated by an object (of the
verb).

First Set of Combinations:

1. bring back
a. [recall] Your story brings back memories.
b. [return] You may borrow my car if you will bring it back today.

2. bring up
a. [rear children] They brought up their children in the country.
b. [introduce or mention (a subject)] Why don't you bring up your proposal at
the next meeting.
3. call back [telephone again]
Why don't you call him back in an hour?

4. call in [to ask (someone) to come in (for a purpose)]

We called in a specialist for the sick boy.

5. call up [telephone]
Why don't you call her up now?

6. call for [go to get]

I always call for my laundry on Friday.

7. call on [pay a visit]

My sister called on her classmates the last time she came from Canada.

8. call down [to scold]

The manager called down the janitor for not cleaning properly the offices.

9. call off [cancel]

The picnic was called off for lack of funds.

10. check out [withdraw (a book, etc.)]

When did you check out these books?

11. check off [mark (an item on a list) for identification or verification]
As each delegate arrives, check his name off the list.

12. look over

a. [review] You look over the lesson again.
b. [examine] We would like to look over the clothes for sale.

13. look up
a. [search for] Look up unfamiliar words in the dictionary.
b. [pay a visit] Look me up when you come to town.
14. look after [watch or take care of]
I look after my younger sisters when my mother goes to market.

15. look for [search for or try to find]

Some students often look for summer jobs.

16. look into [investigate]

Better look into the business very well before investing a large amount.

17. look down on [regard as inferior]

Some very intelligent students look down on those who are not as intelligent as
they are.

18. look out for [watch or be careful of]

Look out for that big stone in the middle of the road.

19. look up to [to admire]

A boy should be able to look up to his father as a good model.

20. look forward to [anticipate]

Many girls look forward to marching down the aisles to say "I do."

21. put on
a. [don (clothing)] You should put on your raincoat.
b. [start (coffee, radio, etc.)] Should I put on the radio now?

22. put across [cause to be understood]

A good teacher can always put across the lesson to her class.

23. put away [store or set aside]

Children should be taught to put away their toys after playtime.

24. put off [delay, postpone]

The basketball tournament was put off because of the rain.
25. put out [extinguish (lights, cigarette)]
Put out the lights when you leave the room.

26. put up with [tolerate]

I can't put up with noise when I am studying,

27. pick out [select]

Please help me pick out a birthday gift for Jimmy.

28. pick up
a. [collect] Pick up the package at noon.
b. [learned by chance] We picked up some new ideas at the seminar.

29. take off [remove clothing]

Please take off your coat and stay a while.

30. take out

a. [extract] The dentist took out two of my molars
yesterday.
b. [escort] Jim took out Rose to dinner at Manson's
Counter.
31. take up
a. [discuss] We will take up the proposal next meeting.
b. [become interested in a subject, a hobby] Mr. Reyes has taken up coin
collecting.
c. [introduce] The teacher took up a new subject in class today.

32. take back [regain possession; retract a statement - as of a promise]

Take back what you said or I'll punch your nose.

33. take over [assume control]

The newly appointed manager will take over the company next week.

34. try out [to experiment]

They tried out the latest Yamaha motorcycle model.
35. turn in [hand in]
Turn in reports by Monday.
36. turn down [reject]
His job application was turned down by the manager.

37. turn-over [change position; transfer goods, responsibility, etc.]

There was management turn-over at the Republic Bank.

38. get into, out (of) [get inside, leave a car, taxi, etc.]
We got into a taxi at the station and got out at the Insular Hotel.

39. get on, off [board, leave (a train, bus, plane, etc.)]
Get on the bus at the bus station and get off at another bus station.

40. run out of [exhaust a supply]

Some people never run out of things to say.

41. get over [recover from]

It took Jane a long time to get over pneumonia.

42. try on [test for fit or appearance]

I'd like to try on that dress.

43. take after [resemble]

June takes after her mother in looks.
English 1
Module I
Lesson 4

SELF-PROGRESS CHECK TEST

Test I. Read carefully the rules provided for making the different forms of the regular
verbs.
A. Give the "-s" of the verbs within the parentheses. Write your answers on the
blanks provided before the numbers.
__________ 1.Danny often (lose) his keys.
__________ 2.Our coach (go) jogging every morning.
__________ 3.Robert (try) very hard to make good grades.
__________ 4.Mary (worry) so much about her sister.
__________ 5.His horror story (tax) the imagination.

B. Write the past form of the verbs within the parentheses on the blanks before the
numbers.
__________ 1.The kidnapper of the three children (free) them after the ransom was
paid.
__________ 2.To show his contempt for the law, the accused (yawn) in the judge's
presence.
__________ 3.The janitor (empty) the trash can into the garbage bin.
__________ 4.A famous author (shun) all the publicity given to his book which was
in the bestseller list.
__________ 5.The child's mother (brush) off the flies from the baby's face as he
slept.

C. Write the past participle form of verbs within the parentheses on the blanks before
the numbers.
__________ 1.Our president has (bring) economic progress to the country.
__________ 2.AIDS has (spread) all over the world.
__________ 3.Ten security guards had (stand) guard in front of the bank all day.
__________ 4.Because of the rain, the emcee had (wind) up the program early.
__________ 5.The hunter found out he had (shoot) a man instead of the wild pig.
D. Write the present participle form of the verbs in the parentheses on the blanks
before the numbers.
__________ 1.After (blend) the colors well, the painter started to paint the picture.
__________ 2.He was (split) the wood piles when lightning struck him.
__________ 3.(Grow) old gracefully is an art.
__________ 4.Ronnie's favorite pastime is (break) girls' hearts.
__________ 5.Our legislators are (think) only of passing bills that can fill their
pockets.

Test II - Matching Type: On the blank space before each number in the left column,
write the letter representing the expression in the right column that has a similar
meaning to the underlined word in the sentence.
Column A Column B
_____ 1. Some patients recover from an operation quickly. a. bring up
_____ 2. Why did you raise that question during the meeting? b. call up
_____ 3. Did John telephone Mary last night? c. take after
_____ 4. Scholars search for truth. d. get over
_____ 5. We have to review the first chapter before the quiz. e. point out
_____ 6. The engineer is going to experiment with a new method f. look over
of irrigation. g. try out
_____ 7. I always get my laundry every Friday. h. look for
_____ 8. The lecturer called attention to the new computation of i. take over
interest rates. j. call for
_____ 9. When is Mr. Cruz assuming control of the project?
_____10. Does John resemble his father in character?

Test III. Write the appropriate preposition/adverb on the blank provided before
each number.
__________ 1.Are you looking _____ the information desk?
__________ 2.If you don't know the meaning of the word look it _____.
__________ 3.Tomorrow our teacher will take _____ a new lesson.
__________ 4.The president called _____ the accountant for giving the wrong
computations.
__________ 5.Mr. Reyes looked _____ the business very well before he bought it.
__________ 6.The class decided to put _____ the picnic because of bad weather.
__________ 7.Mother can't put _____ with the wild activities of my brother.
__________ 8.Many students checked _____ books for the weekend.
__________ 9-10 The tourists got _____ a rented car at the station and _____ at the
Excelsior Hotel.

Check your answers with the key at the end of the module. Unless there is
specific instructions on how to score your paper, compute it by dividing the correct
answers with the total number of points and multiplying the quotient by 100. Keep your
own score. If you get 70% or higher, you pass; otherwise, you have to review the lesson
and do the re-test, if any, before advancing to the next one. Take note that in some cases
these tests are presented as Activities. Do them the same way.
English 1
Module I

Lesson 5. ADVERBS

Lesson Objectives:
At the end of the lesson, you will be able to:
1. classify adverbs;
2. compare adverbs;
3. use adverbs in different positions;
4. use adverbs correctly in sentences;
5. apply the rules on adverbs in the usage of adverbs within the sentence.

Introduction

The composition of the main substance of the sentence is completed with the
presentation of adverbs in this lesson.
Adverbs are the most common kind of verb modifiers. By far the most numerous
adverbs in English are those ending in -ly derived from adjectives. Almost any adjective
in the language can be turned into an adverb by the addition of this suffix as in
gracefully, quickly, quietly.
Adverbs may indicate time, place, degree, manner, affirmation or negation. There are
words often called "flat" adverbs. These words function both as adverbs or as adjectives
without changing in form:

fast straight first

hard deep slow
late well fair

John is a fast worker. He was given a hard assignment.

John works fast. Father works hard.
Mary was late for the party. That pathway is straight.
Mary came late to the party. He couldn't think straight.

Some adverbs of the types that do not end in -ly are always, in, later, once, away, up,
often, ever.
I met the president once.
Juan is often absent.
 Myrna will come later.
The manager is in.
You can go up.
The students went out.

There is a small group of adverbs ending in -ward or -wards that expresses destination
or direction of movement, such as forward(s), afterward(s), backward(s), upward(s),
downward(s). Like the "flat" adverbs, these forms may be used as adverbs or adjectives.
The -ward form can be used either before or after nouns. The -wards form can only be
used after a noun or a verb.

He took a backward step.

Can you write backward(s)?
The homeward journey was enjoyable.
They travelled homeward(s) by boat.

Position of Adverbs

The adverb occupies various positions in the sentence as follows:

1. Adjective + Adverb pattern. The adverb ending in -ly generally comes before an
adjective.
Mary read an amazingly interesting book.
Professor Reyes is an exceptionally brilliant man.

2. LV + Adverb pattern. The adverb comes after a linking verb.

Janice is unusually tall .
This lesson is terribly difficult.

3. Following direct object.

The audience considered the speech needlessly long.
We think the show unnecessarily expensive.

Taken from CollegeEnglishfor Today

by Fernando, Habana, Cinco, pp. 215 - 216.
Classes of ADVERBS

Adverbs are classified into four classes, as follows:

A. ADVERBS OF TIME. This type of adverbs answer the question WHEN or HOW
OFTEN.
Examples:
1. San Agustin church in Intramuros is now under renovation.
2. The people arrived early to attend mass.
3. The tourists' bus leaves immediately for the historical San Agustin church in
Intramuros.

Adverbs of time usually modify verbs. The following are adverbs of time:
always before early immediately never
again even late often soon
already first finally now seldom

B. ADVERBS OF PLACE answer the question WHERE.

Examples:
1. The old beggar traveled far.
2. Put your books here.
3. The boy stepped forward.

Adverbs of place usually modify verbs. The following are adverbs of place:
above down inside within up below
here there forward back away in
out forth far

C. ADVERBS OF DEGREE (INTENSIFIER) answer the question HOW MUCH or

HOW LITTLE.

Examples:
1. Atty. Hilarion Dugenio is greatly admired.
2. His driver's pay is scarcely enough.
3. Marissa has almost recovered.
4. The boys arrived too soon.
 The following are adverbs of degree:
almost too little sufficiently rather
barely much merely quite greatly
very hardly scarcely partly fully

D. ADVERBS OF MANNER answer the question HOW or IN WHAT MANNER.

Examples:
1. The car stopped abruptly.
2. My students in literature class listen eagerly.

The following are adverbs of manner. They usually modify verbs:

cheerfully well smoothly fast easily
swiftly eagerly bravely hard truly
rapidly neatly lively slowly gracefully
honestly softly carefully thoroughly resolutely

E. ADVERBS of AFFIRMATION and NEGATION tell whether a fact is true or

false.
I will not go yes, he is here

Adverbs of affirmation are: yes, indeed, undoubtedly

Adverbs of negation are : no, not, never

Comparing Adverbs

Like adjectives, adverbs have 3 degrees of comparison: positive, comparative and

superlative.

A. REGULAR COMPARISON makes use of -er and -est.

Positive Comparative Superlative
high higher highest
fast faster fastest
hard harder hardest
 Positive Comparative Superlative
often oftener oftenest
soon sooner soonest
early earlier earliest

Adverbs ending in -ly generally form the comparative degree by prefixing more or
less to the positive, and the superlative degree by prefixing most or least to the positive.

Positive Comparative Superlative

swiftly more swiftly most swiftly
less swiftly least swiftly
bravely more bravely most bravely
less bravely least bravely
gracefully more gracefully most gracefully
less gracefully least gracefully

B. IRREGULAR COMPARISON

Some adverbs are compared irregularly. In this case, it is necessary to learn the
comparative and the superlative degrees.

Positive Comparative Superlative

badly worse worst
far farther farthest
late later latest, last
little less least
much more most
well better best

Most adverbs denoting time and place (here, now, then, when, where, again, always,
down, above) and adverbs expressing completeness (eternally, universally, never,
forever, continually, entirely) cannot be compared.
Exercise A. Show equal comparison through the use of the expression as + adverb + as
together with the given adverbs in parentheses.

Example: (interestingly) 1. Jose did his project as interestingly as his

brother.

(careful) 1. Adela washes the expensive breakable dishes _______________________

most of her sisters.
(softly) 2. Cary whispers to her mother ___________________ his father.
(well) 3. Most of Filipino singers perform ______________ the best singers abroad.
(quickly) 4. The laborers did their work ___________ they could so as not to be late for
their Christmas program.
(distinctly) 5. Rafael delivered his speech __________________ the other contestants.

Exercise B. Choose the correct answer. Write your answer on the blank before the
number.

_________ 6. Who is the (better, best) employee in our company?

_________ 7. Of all the employees, Tony is the (less, least) affected.
_________ 8. Joseph is the (more late, most late)of all the employees every morning.
_________ 9. The meal Tony enjoys (better, best) is lunch.
_________ 10. Our office clock needs to be replaced immediately because it keeps time
(less, least) accurately than before.

Take note of the following Adverb Rules taken from Professors De Guzman's Grammar
and Idioms Self-Taught.

ADVERB RULES

1. Use an adverb to modify an adjective, a verb or another adverb.

Lauro runs slowly.

2. The adverbs surely and really are used to modify a verb or an adjective. (Sure and
real function as adjectives and should not be used to modify a verb or another
adjective.)
 We are surely glad you came.

3. Adverbs of two or more than two syllables are usually compared by using more to
form the comparative; most to form the superlative.

Positive Comparative Superlative

happily more happily most happily
sweetly more sweetly most sweetly

4. When two subjects are being compared use the comparative form of the adverb.

Of the two dancers, I think Ester moves more gracefully.

5. When three or more subjects are being compared use the superlative form of the
adverb.

Nena sings most sweetly of all the girls in the choir.

6. Avoid double comparatives. (A double comparative is the comparative degree of an

adverb preceded by more; such as more faster.)

7. Avoid double superlatives. (A double superlative of an adverb is the superlative

degree preceded by most; such as most fastest.)

8. When the comparative degree of an adverb is used exclude the subject of the
comparison from the class with which it is compared.

Floro yells louder than any other person I know.

(The word other excludes Floro from the class with which he has been
compared.)

9. Some adverbs have an irregular comparison. They have a complete word change from
the positive to the comparative to the superlative.

Positive Comparative Superlative

much more most
well better best
badly worse worst
10. When there are two forms of an adverb (such as slow, slowly; hard, hardly; quick,
quickly; use the one which will have the better sound in a particular sentence.)

The wrestler squeezed too hard.

Derivational Affixes for Adverbs (Taken from Francis: 282 - 283.)

There are various formal markers that identify certain words as adverbs, even when
they appear in isolation.

1. derivational suffix { -ly } added to adjectives

hopeful hopefully slow slowly
popular popularly friendly friendlily

2. derivational prefix { a- } added to some nouns, verbs, adjectives

a-loud a-broad a-drift
a-head a-way a-stir
3. derivational suffix { -wise } added to nouns

personnel-wise design-wise
economy-wise management-wise

These coined words are with hyphens to attach the suffixes. However, a second
group of adverbs with this ending do not use the hyphen.

lengthwise clockwise
crosswise sidewise

4. derivational suffix { -ward (s) } added to a limited group of nouns

backward(s) sideward(s)
homeward(s) forward(s)

Another small group of adverbs comprises those which are formed by combining
noun-determiner: some, any, every, no with a limited list of nouns and function words.
someplace everywhere
anyway nowhere
 One last group of adverbs do not have any markers to distinguish them in
isolation. They are considered adverbs all the time.

now here perhaps never

then often still always
there seldom even thus

Test your own progress by performing the Self-Progress Check Test at the end of
each lesson. Read the test instructions carefully and understand them well. Do not look
at the answer while taking the test.
English 1
Module I
Lesson 5

SELF-PROGRESS CHECK TEST

I. Choose the best answer. Write your answer on the blank before each number.

__________ 1. Basketball is a (very, so) exciting sport.

__________ 2. Swimming is (quite, least) easy.

__________ 3. When you go deep sea diving, you need a good heart and (mighty,
too) strong lungs.

__________ 4. This sport takes you away from the city life into a (truly, rather)
wonderful world.

__________ 5. The food Josie cooked tasted (somewhat, little) salty.

__________ 6. His departure abroad came (enough, rather) suddenly.

__________ 7. The guests thanked the host of the party for a/an (exceptionally, slightly)
nice time.

__________ 8. Miguel, the football team captain, played (extremely, hardly) well.
Hence his team won the game.

__________ 9. The fragrance of the Sampaguita flowers smells (most, so) sweet.

__________ 10. Allen's father should arrive from the United States (too, very) soon.
II. Adjective and Adverbs. Write on the blank provided before each number the
appropriate word to use in the sentence. Sentences 1-25 are taken from Grammar and
Idioms Self-Taught.

__________ 1. He (sure, surely) has gained in weight.

__________ 2. He deals with the matter very (pleasant, pleasantly).
__________ 3. It is (easy, easily) to deal with him (pleasant, pleasantly).
__________ 4. He has done a (remarkable, remarkably) (good, well) piece of work.
__________ 5. He had indeed done (good, well) in every respect.
__________ 6. He thinks (different, differently) from me on that subject.
__________ 7. This game will not be (near, nearly) so hard.
__________ 8. He looked (calm, calmly) at the newcomer.
__________ 9. He looked (pleasant, pleasantly) and agreeable.
__________ 10. This perfume smells very (sweet, sweetly).
__________ 11. That dog smells very (keen, keenly).
__________ 12. We had an (unusual, unusually) good visit.
__________ 13. He had an (unusual, unusually) experience.
__________ 14. We ran as (swift, swiftly) as we could.
__________ 15. Tomas looked (unhappy, unhappily) back upon the little village
which had once been his home.
__________ 16. Tomas looked (unhappy, unhappily), did he not?
__________ 17. The job was (easy, easily) finished in two hours.
__________ 18. He remained (firm, firmly) and (steadfast, steadfastly) in his
decision.
__________ 19. He (firm, firmly) and (steadfast, steadfastly) refused to change his
decision.
__________ 20. He spoke (eloquent, eloquently) in favor of the bill.
__________ 21. He made an (eloquent, eloquently) address before Congress.
__________ 22. You seem (impatient, impatiently) at this delay.
__________ 23. He seemed to be (impatient, impatiently) waiting for some one to call
for him.
__________ 24. (Nervous, Nervously) he paced up and down.
__________ 25. He looked (sad, sadly) this morning.
__________ 26. He looked (sad, sadly) up at his mother's tired face.
__________ 27. He said that was (high, highly) improbable.
__________ 28. Raise it (high, highly) above your head and then drop it (quick,
quickly).
__________ 29. Shoot him (dead, deadly) if he resists.
__________ 30. Treat them as (kind, kindly) as they treated us.
__________ 31. He spoke to us (courteous, courteously) and then retired.
__________ 32. He spoke to us in a (courteous, courteously) manner.
__________ 33. Those apple blossoms (certain, certainly) look (beautiful, beautifully)
today.
__________ 34. He peered (keen, keenly) into his questioner's face.
__________ 35. He became (especial, especially) (keen, keenly) in his judgments of
his followers.

Check your answers with the key at the end of the module. Unless there is
specific instruction on how to score your paper, compute it by dividing the correct
answers with the total number of points and multiplying the quotient by 100. Keep your
own score. If you get 70% or higher, you pass; otherwise, you have to review the lesson
and do the re-test, if any, before advancing to the next one. Take note that in some cases
these tests are presented as Activities. Do them the same way.
English 1
Module I

ANSWER KEYS TO SELF-PROGRESS CHECK TESTS

Lesson 1
Exercise A Exercise B

1. group 6. group 1. b 6. a
2. troop 7. team 2. b 7. b
3. orchard 8. faculty 3. b 8. b
4. crowd 9. squad 4. c 9. c
5. faculty 10. crowd 5. b 10. c

Self Progress Check Test

Test I.
1. books 6. Taxes
2. skies 7. deer
3. roofs 8. feet
4. echoes 9. Japanese
5. churches 10. teeth

Test II.
1. boy's 6. Reyeses'
2. Carlos' 7. student's
3. man's 8. day's
4. professors' 9. Faulkner's
5. minute's 10. sister's

Test III.
1. appositive 9. direct object
2. direct object 10. subject
3. subject 11. indirect object
4. object of preposition 12. direct object
5. subject 13. direct object
6. subject 14. subject
7. objective compliment 15. appositive
8. object of preposition
Lesson 2

Exercise A
1. I 4. me 7. him 10. his
2. him 5. his 8. his
3. she 6. he 9. his

Exercise B
1. They 12. him 23. she
2. us 13. me 24. she
3. They 14. his 25. who
4. who 15. him 26. whom
5. whoever 16. them 27. whomever
6. whom 17. I 28. whoever
7. whomever 18. him
8. whom 19. I
9. him 20. I
10. him 21. He
11. me 22. I

Self Progress Check Test

Test I. A

A P
1. Freshmen - They
2. typists - Their
3. Cora - her
4. museum - its
5. Peter - his

Test I. B

1. their 11. his/her

2. his 12. its
3. its 13. correct
4. its 14. its
5. his/her 15. his
6. Correct 16. his
7. their 17. she/her
8. her 18. his
9. Correct 19. Correct
10. Correct 20. his
Lesson 3

Exercise A
1. blue - objective complement
2. agreeable - predicate adjective
3. sad - simple adjective
4. courteous - predicate adjective
5. magnanimous - simple adjective
6. restless - predicate adjective
7. loud and clear - objective complement
8. patient - predicate adjective
9. small - objective complement
10. calm - predicate adjective

Exercise B
1. anyone else 6. more sick
2. Michelle did 7. shortest
3. busiest 8. friendlier
4. more competent 9. best
5. funniest 10. deepest

Self Progress Check Test

Test I.
1. taller than
as tall as
not so old as

2. heavier than
as heavy as
not so heavy as

3. narrower than
as narrow as
not so narrow as

4. more interested than

as interested as
not so interested as

5. more difficult than

as difficult as
not so difficult as
Test II.
1. younger 11. better
2. oldest 12. hardest
3. better 13. later
4. difficult 14. better
5. dull 15. more practical
6. dullest
7. more frightened
8. busier
9. happier
10. hotter

Test III.
1. any other stringed instrument
2. is smaller than the viola
3. powerful as the cello, if not more powerful
4. world's finest violins
5. many other instruments

Lesson 4

Exercise A
1. goes 6. lives
2. didn't listen 7. finished
3. enjoys 8. gave
4. needs 9. shall take
5. begin 10. attends

Exercise B
1. tastes 4. grows
pie - delicious Miss Morales - lovelier

2. became 5. sounds
voice - hoarse what - funny

3. was
test - difficult

Self Progress Check Test

Test I. A
1. loses 4. worries
2. goes 5. taxes
3. tries
B. 1. freed 4. shunned
2. yawned 5. brushed
3. emptied

C. 1. brought 4. wound
2. spread 5. shot
3. stood

D. 1. blending 4. breaking
2. splitting 5. thinking
3. growing

Test II.
1. d 6. g
2. a 7. j
3. b 8. e
4. h 9. i
5. f 10. c

Test III.
1. for 6. off
2. up 7. up
3. up 8. out
4. down 9. into
5. into 10. out

Lesson 5

Exercise A
1. as carefully as 4. as quickly as
2. as softly as 5. as distinctly
3. as well as

Exercise B
6. best 8. most late 10. less
7. least 9. best
Self Progress Check Test

Test I.
1. very 6. rather
2. quite 7. exceptionally
3. mighty 8. extremely
4. truly 9. most
5. somewhat 10. very

Test II.
1. surely
2. pleasantly
3. easy ; pleasantly
4. remarkably ; good
5. well
6. differently
7. nearly
8. calmly
9. pleasant
10. sweet
11. keenly
12. unusually
13. unusual
14. swiftly
15. unhappily
16. unhappy
17. easily
18. firm; steadfast
19. firmly; steadfastly
20. eloquently
21. eloquent
22. impatient
23. impatiently
24. nervously
25. sad
26. sadly
27. highly
28. high, quickly
29. dead
30. kindly
31. courteously
32. courteous
33. certainly; beautiful
34. keenly
35. especially; keen
English 1
Module 1

MODULE 1 TEST

I. VERBS. Classify the underlined verbs either as linking verbs, intransitive verb or
transitive verb. Write your answer on the blank before each number.

__________ 1. Mabini's mother had a problem and Christmas was coming.

__________ 2. Suddenly a thought came to her and
__________ 3. she smiled.
__________ 4. She gathered all the ripe coffee beans and placed them in a bag.
__________ 5. The next couple of days, she gathered abaca fibers and made them into
"dinugtong's".
_________ 6. I must work fast so Apolinario will have a new suit.
_________ 7. She said to herself.
_________ 8. One sunny day, Mabini's mother left her barrio in Tanauan.
_________ 9. She walked several kilometers to Lipa.
_________ 10. There she sold the coffee beans and the "dinugtong's"
_________ 11. "My son will have his new suit."
_________ 12. When she reached home, she felt very tired.
_________ 13. Despite her aching head and feet, she felt so elated.
_________ 14. She could send her son the money for a Christmas suit.
_________ 15. Apolinario received the money in Manila.

II. PARTS OF SPEECH: Identify the underlined parts of speech as either any of the
following: noun, pronoun, adjective, verb or adverb. Write
your answer on the blank before each number.

__________ 1. The travel from Tanauan to Lipa and back had

__________ 2. been too much for the good woman.
__________ 3.
__________ 4. Apolinario_Mabini, a committee was named by Commonwealth
President Manuel L. Quezon.
__________ 5. In the course of their work, the committee
__________ 6. inspected all the things inside the trunk of Mabini.
__________ 7. They listed down the articles inside
__________ 8. it one by one.
__________ 9. "There is something inside this
__________ 10. handkerchief," said one of the men.
__________ 11. "Let's see what it is?"
__________ 12. "Can you guess what they saw?"
__________ 13. It was the money sent to Apolinario by
__________ 14. his good mother that far-off Christmas --
__________ 15. four pesos and twenty five centavos.

Test III. COMPARISON OF ADJECTIVES. Fill the blanks with the comparative and
superlative degrees of the given adjectives.

BASE COMPARATIVE SUPERLATIVE

1. charming _______________ _______________
2. clean _______________ _______________
3. high _______________ _______________
4. sad _______________ _______________
5. beautiful _______________ _______________
6. unusual _______________ _______________
7. powerful _______________ _______________
8. thick _______________ _______________
9. reckless _______________ _______________
10. willing _______________ _______________

Test IV. A. On the line provided after each sentence, write the word that should precede
and follow the given adverb.

Example: radiantly 1. The bride walk down the aisle.

Bride – radiantly – walk

(frequently) 1. Lighting causes forest fire.

_______________________________________
_______________________________________

(smoothly) 2. The sailboat glided over the water.

_______________________________________
_______________________________________

(painfully) 3. The old dog limps.

_______________________________________
_______________________________________
(always) 4. Keep God in your heart.
_______________________________________
_______________________________________

(steadily) 5. Tanks rumbled over the rocky road.

_______________________________________
_______________________________________

(courageously) 6. The Filipino people fought for their freedom.

_______________________________________
_______________________________________

(humbly) 7. I ask for your forgiveness.

_______________________________________
_______________________________________

(hysterically) 8. Our neighbor fled from her flaming kitchen.

_______________________________________
_______________________________________

(sensationally) 9. The candidate has won the election.

_______________________________________
_______________________________________

(barely) 10. The frightened deer escaped the hunter's gun.

_______________________________________
_______________________________________

(partly) 11. Your solution to the problem is correct.

_______________________________________
_______________________________________

(exceptionally) 12. Many birds have bright colors.

_______________________________________
_______________________________________

(extremely) 13. During the game Anna became nervous.

_______________________________________
_______________________________________

(carefully) 14. Vicky prepared her business report.

_______________________________________
_______________________________________

(beautifully) 15. The church was portrayed in the painting.

________________________________________