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LEARNING MODULE 3

DISTANCE EDUCATION
ENGLISH ENHANCEMENT PROGRAM (ENG 100)

VERBS (SUBJECT AND VERB AGREEMENT)/ADJECTIVE/ADVERB/PREPOSITION

INTRODUCTION People did not invent English grammar; they described it. Grammar is
a description of logic. It is a description of a logical thinking process.
Human beings first uttered distinctive sounds to convey thoughts.
Later, people made graphical representations of those sounds, a
written language. Finally, people analyzed the language to determine
the patterns and variations. That final step is grammar, an analysis of
the way a language functions.

We write documents to communicate thoughts to other people. A well

written document is a medium that facilitates transfer of the author's
thoughts to a reader. A poorly written document may fail to facilitate
accurate transfer of the author's thoughts.

The student’s knowledge on the eight parts of speech will be enriched

through the grammar exercises. These will help them to apply correct
word usage and eventually form grammatically correct sentences.
LEARNING At the end of the module, you should be able to:
OBJECTIVES
 Define and identify different types of
verbs/adjective/adverb/preposition
 Demonstrate correct usage of different verbs, including past and
present tense verbs and helping verbs/ adjective/adverb/preposition
 Recognize the different types of verbs/ adjective/adverb/preposition
 Construct sentences in accordance to the rules of subject-verb
agreement.

 https://www.youtube.com/watch?v=LciKb0uuFEc
LEARNING  https://benjweinberg.com/2018/05/12/english-corner-
RESOURCES introduction-to-the-basic-parts-of-speech/
 https://www.grammar-monster.com/lessons/verbs.htm
 English Plus – an intensive grammar review by Darwin D.
Bargo, Ed.D,Ph.D.
LEARNING INPUTS
LEARNING ACTIVITIES
SELF-CHECK QUESTIONS (SCQ)
Lesson 1 VERBS

What are verbs?

Verbs are "doing" words. Verbs can express:

A physical action (e.g., "to swim," "to write," "to climb").

A mental action (e.g., "to think," "to guess," "to consider").

A state of being (e.g., "to be," "to exist," "to appear").

 Verbs Expressing Physical Actions

Here are some sentences with verbs that express physical actions. (In each
example, the verb is highlighted.)

 She sells pegs and lucky heather.

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(In this example, the word "sells" is a verb. It expresses the physical activity
"to sell.")

 The doctor wrote the prescription.

(In this example, the word "wrote" is a verb. It expresses the physical activity
"to write.")

 Alison bought a ticket.

(The word "bought" is a verb. It expresses the physical activity "to buy.")

 Verbs Expressing Mental Actions

While many verbs express physical actions (e.g., "to jump," "to dance," "to
sing"), verbs can also express mental actions. For example:

She considers the job done.

(The word "considers" is a verb. It expresses the mental activity "to

consider.")

Peter guessed the right number.

(The word "guessed" is a verb. It expresses the mental activity "to guess.")

I thought the same thing.

(The word "thought" is a verb. It expresses the mental activity "to think.")

 Verbs Expressing a State of Being

A small but extremely important group of verbs do not express any activity
at all. The most important verb in this group (arguably of all) is the verb "to
be."

Here is the verb "to be" in the different tenses:

Verb "to be"

Subject past tense present tense future tense

I was am will be
You were are will be
He / She / It was is will be
We were are will be
You were are will be
They were are will be

Here are some real examples with the verb "to be":

1. Edwina is the largest elephant in this area.

(The word "is" is a verb from the verb "to be.")

2. It was a joke.
(The word "was" is a verb from the verb "to be.")

3. I am.
(The word "am" is a verb from the verb "to be.")
(Point of interest: "I am" is the shortest sentence in English.)
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A Video Summary
Here is a video summarizing this lesson about verbs and the key terms
associated with verbs.

Click and watch this:

https://www.youtube.com/watch?v=vlg50b9d1_E&feature=emb_logo

The Types of Verbs

As we've covered, a verb can be categorized as a physical verb (e.g., to

run), a mental verb (e.g., to think), or a state-of-being verb (e.g., to be).
However, a verb will often be further categorized as one of the following:

1. Action Verb
An action verb expresses an activity that a person or thing can do. For
example:

 Lee eats cake.

("Eating" is something Lee can do.)
 The bear chased the salmon in the shallow rapids.
("Chasing" is something the bear can do.)

Compare those verbs with these:

 Lee likes cake.

("To like" is not an activity. It's a state.)
 The bear is hungry.
("To be" is not an activity. It's a state.)

2. Stative Verb
A stative verb expresses a state rather than an action. A stative verb
typically relates to a state of being, a thought, or an emotion. For example:

 I am at home.
 She believes in fairies.
 He feels elated.

3. Transitive Verb
A transitive verb is one that acts on something (i.e., it has a direct object).
For example:

 I saw the dog.

(Here, the direct object is "the dog.")
 Lee ate the pie.
(Here, the direct object is "the pie.")
 The postman will give Sarah the letter.
(Here, the direct object is "the letter.")

Note: The direct object of a transitive verb can be found by finding the verb
and asking "what?" For example, "saw what?" (Answer: the dog); "ate
what?" (Answer: the pie); "will give what?" (Answer: the letter).

4. Intransitive Verb
An intransitive verb is one that does not act on something (i.e., there is no
direct object). For example:

 The rain fell.

 My throat hurts.
 The cat sneezed.

5. Auxiliary Verb
An auxiliary verb (or helping verb) accompanies a main verb to help express
tense, voice or mood. The most common auxiliary verbs are "be," "do," and
"have" (in their various forms). Here are some examples of auxiliary verbs:

 Lee has eaten all the pies.

(Here, the auxiliary verb "has" helps to express tense.)
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 The table has been prepared.
(Here, the auxiliary verbs "has been" help to express voice (in this
case, the passive voice).)
 If he were to arrive in the next 10 minutes, we would be on
schedule.
(Here, the auxiliary verbs "were" and "would" help to express mood
(in this case, the subjunctive mood).

6. Modal Verb
A modal verb is a type of auxiliary verb used to express ideas such as
ability, possibility, permission, and obligation. The modal auxiliary verbs are
"can," "could," "may," "might," "must," "ought to," "shall," "should," "will," and
"would." For example:

 Lee can eat a lot of pies.

(Here, the modal verb "can" helps to express the idea of ability.)
 Lee might eat that pie before he gets home.
(Here, the modal verb "might" helps to express the idea of possibility.)
 Lee may eat as many pies as he likes.
(Here, the modal verb "may" helps to express the idea of permission.)
 Lee should give you some of that pie given you bought it.
(Here, the modal verb "should" helps to express the idea of
obligation.)

7. Phrasal Verb
A phrasal verb is a verb made up of more than one word (usually two
words). A phrasal verb has a main verb and another word (either a
preposition or a particle). The phrasal verb usually has a meaning different
to the main verb. For example:

 A burglar will often break a window to break in.

(Here, the phrasal verb "break in" means "to enter illegally," which is
different to "break.")
 If you drop the baton the team will drop back to last place.
(Here, the phrasal verb “drop back" means "to fall behind," which is
different to "drop.")

8. Regular and Irregular Verbs

A regular verb is one that forms its simple past tense and its past participle
by adding -ed or -d to the base form of the verb. (Note:

There are spelling rules to consider too.) For example:

Regular Verb Simple Past Tense Past Participle

love loved has loved
hate hated has hated
move moved has moved

An irregular verb is one that does not conform to this ruling. For example:

Irregular Verb Simple Past Tense Past Participle

tell told has told
bleed bled has bled

Verb Terminology

There is a lot of grammatical terminology associated with verbs. Below are

explanations of the most common terms.

A. The Infinitive Form

When a verb is preceded by the word "to," it is said to be in its
infinitive form (i.e., its most basic form).

 I have to smoke that!

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("To smoke" is the infinitive form of the verb.)

B. Past Tense
Verbs that express actions in the past are said to be in the past
tense.

 He talked with more claret than clarity. (Susan Ertz)

("Talked" is the past tense of the verb "to talk.")

 I ran to the lake.

("Ran" is the past tense of the verb "to run.")

 They were all there.

("Were" is the past tense of the verb "to be.")

C. Present Tense
Verbs that express actions occurring now are said to be in the present
tense.

 John jumps out the window.

("Jumps" is the present tense of the verb "to jump.")

 Who is ill?
("Is" is the present tense of the verb "to be.")

 He is the kind of a guy who lights up a room just by flicking a switch.

("Is" is the present tense of the verb "to be," and "lights up" is the
present tense of the verb "to light up.")

D. Future Tense
Verbs that express actions in the future are said to be in the future
tense. These are usually formed by preceding the verb with the word
"will."

 I will take the blame.

("Will take" is the future tense of the verb "to take.")

 They will surrender.

("Will surrender" is the future tense of the verb "to surrender.")

 Give me where to stand, and I will move the earth. (Archimedes,

287-212 BC)
("Will move" is the future tense of the verb "to move.")

E. Subject of a Verb
The person or thing performing the action of the verb is said to be the
subject of the verb or the "subject of the sentence."

 Tony stole the boat.

("Tony" is the subject of the verb "to steal.")

 The dog is guilty.

("The dog" is the subject of the verb "to be.")

 Who was that?

("Who" is the subject of the verb "to be.")

F. Direct Object of a Verb

Many verbs perform an action on something. This is called the direct object
of the verb.
 Terry kissed her hand.
("Her hand" is the direct object of the verb "to kiss.")

 Beverly can eat a whole chicken.

("A whole chicken" is the direct object of the verb "to eat.")

Some verbs cannot have a direct object. These verbs are called
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intransitive verbs.
 The rain fell heavily.
(The rain fell, but it did not perform an action on anything. In this
example, the verb "to fall" is an intransitive verb.)

 Jack protested in the street.

(Jack protested, but he did not perform an action on anything.
In this example, the verb "to protest" is an intransitive verb.)

Verbs that can have a direct object (most of them) are called transitive
verbs.
 Barney copied the answer.
(The verb "copied" is a transitive verb. The direct object of the verb is
"the answer.")

 Terry saw a black fin cutting through the water.

(The verb "saw" is a transitive verb. The direct object of the verb is "a
black fin.")

G. Indirect Object of a Verb

Some verbs have two objects, a direct object and an indirect object. The
indirect object is the person or thing for whom the action was performed.

 Jamie read the children a story.

(Here, "a story" is the direct object, and "the children" is the indirect
object.)
 I will bake him a cake.
(Here, "a cake" is the direct object, and "him" is the indirect object.)

 The postman gives Anne a letter every day.

(Here, "a letter" is the direct object, and "Anne" is the indirect object.)

H. Passive Sentence
The subject of a sentence does not always do the action of the verb.
Sometimes, the action is done to the subject. Such sentences are called
passive sentences because the subjects are being passive, i.e., not doing
anything.
 Carl was arrested.
("Carl" is not doing anything, but he is the subject of the sentence.)

(Note: "Carl" is the subject of the verb "to be.")

Passive verbs always comprise two parts ("was arrested" in this example).
The person doing the action of the verb in a passive sentence is usually
shown with the word "by."

 Carl was arrested by PC Adams.

Passive verbs are said to be in the passive voice. Passive sentences can be
quite useful:
 The carpet was damaged.
(This is a passive sentence. No one is blamed for damaging the
carpet.)
 Mark damaged the carpet.
(A passive sentence contrasts with an active sentence (where the
subject performs the verb).

This is an example of an active sentence. It tells us that Mark damaged the

carpet.)

I. Active Sentence
Active sentences contrast with passive sentences. In an active sentence,
the subject of the verb performs the action.

 We damaged the carpet.

(This is an active sentence. "We" is the subject. "We damaged" the
carpet.)
 Jamie read a story.
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(This is an active sentence. "Jamie" is the subject. "Jamie read" a
story.)

J. Conjugation of Verbs
A verb will change its form a little depending on the subject. For example:
 I write.
 He writes.
 The jackal laughs.
 The jackals laugh.

When verbs change in this way, it is known as "conjugation." A verb

conjugates according to the subject. The subject of a verb can be in one of
six forms:
 I
 You
 He / She / It
 We
 You
 They

The first three are the singular forms (known as first person singular, second
person singular, and third person singular). The second three are the plural
forms (known as first person plural, second person plural and third person
plural).

All subjects fit into one of these categories. For example, "jackal" is like "he"
(i.e., third person singular) and "jackals" is like "they" (i.e., third person
plural). (This subject rarely causes problems for native English speakers,
who conjugate verbs correctly without much thought.)

Interestingly, this is the origin of the insurance term "third party" (i.e., it's
insurance covering actions by "them").

K. Participles
Participles are formed from verbs. There are two types: present participles
and past participles. Present participles end -ing. Past participles have
various endings (e.g., -ed, -en). Below is a table showing some participles:

Verb Present Participle Past Participle

to sing singing sung
to drive driving driven
to go going gone
to rise rising risen
to watch watching watched
to be being been

Participles are classified as adjectives. (Note: When a verb form (like a

participle) functions as an adjective or a noun, it is known as a verbal.)

Below are some examples of participles being used as adjectives:

 Our business is badly affected by the soaring price of wool.

(The word "soaring" is a present participle. Here, it is being used as
an adjective to describe "price.")

 He is a forgotten hero.
(The word "forgotten" is a past participle. Here, it is being used as an
adjective to describe "hero.")

Subject–Verb Agreement Rules

Let’s watch this:

the PowerPoint Presentation on Subject-Verb Agreement, the
(...guidetogrammar.org › grammar › ppt › svagr)
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Subjects and verbs must agree in number.

1. If the subject is singular, the verb must be singular too.

Example: She writes every day.

Exception: When using the singular "they," use plural verb forms.

Example: The participant expressed satisfaction with their job. They are
currently in a managerial role at the organization.

2. If the subject is plural, the verb must also be plural.

Example: They write every day.

Sometimes, however, it seems a bit more complicated than this.

3. When the subject of the sentence is composed of two or more

nouns or pronouns connected by and, use a plural verb.

Example: The doctoral student and the committee members write every day.

Example: The percentage of employees who called in sick and the number
of employees who left their jobs within 2 years are reflective of the level of
job satisfaction.

4. When there is one subject and more than one verb, the verbs
throughout the sentence must agree with the subject.

Example: Interviews are one way to collect data and allow researchers to
gain an in-depth understanding of participants.

Example: An assumption is something that is generally accepted as true

and is an important consideration when conducting a doctoral study.

5. When a phrase comes between the subject and the verb, remember
that the verb still agrees with the subject, not the noun or pronoun in
the phrase following the subject of the sentence.

Example: The student, as well as the committee members, is excited.

Example: The student with all the master’s degrees is very motivated.

Example: Strategies that the teacher uses to encourage classroom

participation include using small groups and clarifying expectations.

Example: The focus of the interviews was nine purposively selected

participants.

6. When two or more singular nouns or pronouns are connected by

"or" or "nor," use a singular verb.

Example: The chairperson or the CEO approves the proposal before

proceeding.

7. When a compound subject contains both a singular and a plural

noun or pronoun joined by "or" or "nor," the verb should agree with
the part of the subject that is closest to the verb. This is also called the
rule of proximity.

Example: The student or the committee members write every day.

Example: The committee members or the student writes every day.

8. The words and phrases "each," "each one," "either," "neither,"

"everyone," "everybody," "anyone," "anybody," "nobody,"
"somebody," "someone," and "no one" are singular and require a
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singular verb.

Example: Each of the participants was willing to be recorded.

Example: Neither alternative hypothesis was accepted.

Example: I will offer a $5 gift card to everybody who participates in the

study.

Example: No one was available to meet with me at the preferred times.

9. Noncount nouns take a singular verb.

Example: Education is the key to success.

Example: Diabetes affects many people around the world.

Example: The information obtained from the business owners was relevant
to include in the study.

Example: The research I found on the topic was limited.

10. Some countable nouns in English such as earnings, goods, odds,

surroundings, proceeds, contents, and valuables only have a plural
form and take a plural verb.

Example: The earnings for this quarter exceed expectations.

Example: The proceeds from the sale go to support the homeless

population in the city.

Example: Locally produced goods have the advantage of shorter supply

chains.

11. In sentences beginning with "there is" or "there are," the subject
follows the verb. Since "there" is not the subject, the verb agrees with
what follows the verb.

Example: There is little administrative support.

Example: There are many factors affecting teacher retention.

12. Collective nouns are words that imply more than one person but
are considered singular and take a singular verb. Some examples are
"group," "team," "committee," "family," and "class."

Example: The group meets every week.

Example: The committee agrees on the quality of the writing.

Click and watch this:

(https://www.youtube.com/watch?list=PLM7NbPzilFBeeDxY5mCV-
m2lxQoIOA0BS&v=kKtj_a-ETw4&feature=emb_logo)
Lesson 2
Adjective and Adverbs
What can you remember about the difference between adjectives and
adverbs? Here's a quick reminder:

An adjective describes a noun or pronoun:

Ex. "That boy is so loud!"

An adverb describes a verb or anything apart from a noun and

pronoun:
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Ex. "That boy speaks so loudly!"

Adverbs are used to answer how questions

e.g. "How does he talk? - He talks loudly."

Flowers smell sweet or flowers smell sweetly, which is correct? Smell sweet
is correct because it describes the smell of flowers.

Smell sweetly tells how a rose smells i.e. flowers do not have noses so they
cannot smell!!

"Fresh bread smells great" (adjective) - I am describing my opinion on fresh

bread

"I smell terribly because I have a cold" (adverb) - I am not able to use my
nose to smell things because of my cold.

Rule 1. Many adverbs end in -ly, but many do not. Generally, if a word can
have -ly added to its adjective form, place it there to form an adverb.

Examples:
She thinks quick/quickly.
How does she think? Quickly.

She is a quick/quickly thinker.

Quick is an adjective describing thinker, so no -ly is attached.

She thinks fast/fastly.

Fast answers the question how, so it is an adverb. But fast never has -ly
attached to it.

We performed bad/badly.
Badly describes how we performed, so -ly is added.

Rule 2. Adverbs that answer the question how sometimes cause

grammatical problems. It can be a challenge to determine if -ly should be
attached. Avoid the trap of -ly with linking verbs such as taste, smell, look,
feel, which pertain to the senses. Adverbs are often misplaced in such
sentences, which require adjectives instead.

Examples:
Roses smell sweet/sweetly.
Do the roses actively smell with noses? No; in this case, smell is a linking
verb—which requires an adjective to modify roses—so no -ly.

The woman looked angry/angrily to us.

Did the woman look with her eyes, or are we describing her appearance?
We are describing her appearance (she appeared angry), so no -ly.

The woman looked angry/angrily at the paint splotches.

Here the woman actively looked (used her eyes), so the -ly is added.

She feels bad/badly about the news.

She is not feeling with fingers, so no -ly.

Rule 3. The word good is an adjective, whose adverb equivalent is well.

Examples:
You did a good job.
Good describes the job.

You did the job well.

Well answers how.
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You smell good today.
Good describes your fragrance, not how you smell with your nose, so using
the adjective is correct.

You smell well for someone with a cold.

You are actively smelling with your nose here, so use the adverb.

Rule 4. The word well can be an adjective, too. When referring to health, we
often use well rather than good.

Examples:
You do not look well today.
I don't feel well, either.

Rule 5. Adjectives come in three forms, also called degrees. An adjective in

its normal or usual form is called a positive degree adjective. There are also
the comparative and superlative degrees, which are used for comparison,
as in the following examples:

Positive Comparative Superlative

sweet sweeter sweetest
bad worse worst
efficient more efficient most efficient

A common error in using adjectives and adverbs arises from using the
wrong form of comparison. To compare two things, always use a
comparative adjective:

Example: She is the cleverer of the two women (never cleverest)

The word cleverest is what is called the superlative form of clever. Use it
only when comparing three or more things:

Example: She is the cleverest of them all.

Incorrect: Chocolate or vanilla: which do you like best?

Correct: Chocolate or vanilla: which do you like better?

Rule 6. There are also three degrees of adverbs. In formal usage, do not
drop the -ly from an adverb when using the comparative form.

Incorrect: She spoke quicker than he did.

Correct: She spoke more quickly than he did.

Incorrect: Talk quieter.

Correct: Talk more quietly.

Rule 7. When this, that, these, and those are followed by a noun, they are
adjectives. When they appear without a noun following them, they are
pronouns.

Examples:

This house is for sale.

This is an adjective.

This is for sale.

This is a pronoun.

PREPOSITION

Prepositions are words which begin prepositional phrases.

A prepositional phrase is a group of words containing a preposition, a noun

or pronoun object of the preposition, and any modifiers of the object.
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A preposition sits in front of (is “pre-positioned” before) its object.

The following words are the most commonly used prepositions:

about below excepting off

above beneath for on
across beside(s) from onto
after between in out
against beyond in front of outside
along but inside over
among by in spite of past
around concerning instead of regarding
at  despite into since
because of down like through
before during near throughout
behind except of to

It is useful to locate prepositional phrases in sentences since any noun or

pronoun within the prepositional phrase must be the preposition’s object
and, therefore, cannot be misidentified as a verb’s direct object.

To the store is a prepositional phrase.

Store is the object of the preposition to, not the direct object of the verb
drove.
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Car is the direct object of the verb drove.

To the grocery store is a prepositional phrase.

NOTE: A word that looks like a preposition but is actually part of a verb is
called a particle.

Held up is a verb meaning “to rob.”

Therefore, up is not a preposition, and bank is not the object of a

preposition.

Instead, bank is the direct object of the verb held up.

To avoid confusing prepositions with particles, test by moving the word (up)
and words following it to the front of the sentence:

Up the bank four armed men held.

If the resulting sentence does not make sense, then the word belongs with
the verb and is a particle, not a preposition.

Note the difference:

The resulting sentence does not make sense. Therefore, up is a particle in

this sentence.

The following examples illustrate the difference between prepositions

and particles:
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Some other examples of particles:

give in turn in pull through wore out

go in for put in for bring up found out
look up make up look over
Particles are spelled the same as prepositions but they have different
grammatical functions. A particle is grammatically connected to a verb. A
preposition is grammatically connected to a noun or pronoun. Together,
verbs and particles are called phrasal verbs.

(Answer Activity 1.1 and SCQ 1.1)

(Accomplish Activity 1.2)
ASSESSMENT Google Classroom:
a. Content: Quiz
b. Performance Task: Online Demonstration
FEEDBACK (Learners must be given feedback about their performance. Feedback must
be specific. Terms such as: “very good”, “excellent”, “keep up” etc. are
positive feedback and welcomed but actually is not a very good feedback
since it is not specific. A more specific feedback is: “Your grammar in
sentence _____ needs to be improved;” “ The right term should be ‘take out’
NOT ‘take away”;

Prepared by: Ms. Antoinette Ronquillo-Dela Cruz