A1final Output Grade 7 Module by Divina. Rochelle G.

GRADE 7
LEARNING
LANGUAGE
MATERIAL
Prepared by:
ROCHELLE G. DIVINA
BSED 1B ENGLISH
CONTENTS
1.) 10 Puzzle Activities On Vocabulary Building
2.) 3 Instructional Material About Modals
3.) Diferent Exercises
A. Subject-Verb Agrement(10 Activities)
B. Run-On Sentences (10 Activities)
C. Common English Idioms & Expressions(10 Activities)
D. Clauses In English Grammar (10 Activities)
E. Tenses Of Verbs (10 Activities)
F. Types Of Sentences In English (10 Activities)
G. Reading Comprehension Exercises (10 Activities)
H. Speaking Activities (10)
I. Listening Activities (10)

MODULE 1: Vocabulary Building
What is vocabulary?
 the stock of words used by or known to a particular people or group of
persons:
o His French vocabulary is rather limited. The scientific vocabulary is
constantly growing.
 a list or collection of the words or phrases of a language, technical field,

etc., usually arranged in alphabetical order and defined:
o Study the vocabulary in the fourth chapter.
 the words of a language.
 any collection of signs or symbols constituting a means or system of

nonverbal communication:
o vocabulary of a computer.
 any more or less specific group of forms characteristic of an artist, a style

of art, architecture, or the like.
OBJECTIVES:
To be able to define vocabulary
To acquire new vocabularies
Puzzles! Puzzles! Puzzles!
ACTIVITY 1. Adjectives Vocabulary!
ANSWER KEY:
1. Thick / Thin 2. Unfriendly / Friendly 3. Expensive / Cheap 4. Safe / Dangerous

5. Afraid / Brave 6. Awake / Asleep 7. Calm / Nervous 8. Big / Small
9. Sick / Healthy 10. Dark / Bright 11. Clean / Dirty 12. Open / Closed
13. Black / White 14. Loud / Quiet 15. Old / Young
ACTIVITY 2. Positive Affirmation Vocabulary!
H M V H B R A N R Y B Z Y P X O X N T D Q I R X
C R A Z V J A C P S W E E A M Q U H A P P Y C S
F F R Z H S J F H O R H P G K E U V U U B D D L
I T P W Q W H C A D M I R E D P I B D P F J A A
V C J M E A N I N G F U L V U G F D G U L L L H
W B S G H A N D S O M E T O M W S T R O N G Z N
W E C V Q L H R G K N D G L Q L K A K O L V W S
V A O X X E L W I K R L E Y J F L V R M J A C A
S U M T X H R Z X P R G E N E R O U S E C L F D
C T P X U F U N N Y U J M B K L W U O G X U C T
R I A G L X F S I N D E P E N D E N T X H A L P
E F S Y O H E Y S E F I M J J U W U W L S B E I
A U S W V J L E A D E R X W K Y T E I M J L V X
T L I G I B C B X P F P A U S M D P M J E E E C
I V O O N U A S R K C O U Q A U X T A E S N R E
V M N O G A R B E D R S M A R T I S G O B X T I
E H A D Q C I N Z W E I L P I H T J I B R H Z D
S I T B J L N T P C L T K I T R P E N C A V J L
L C E I U R G J S B I I S K C Y Z H A Z V B N A
P K Z G K J F X B Y A V F G W C F M T R E E C K
D C G U H D U T S W B E X B S O K D I Z U W W R
R V G O W M V V E G L E R Y W X M C V E O E O G
C O N F I D E N T G E M H W M O L T E Y J G W F
Z V R G U W P F R I E N D L Y W O N D E R F U L

WONDERFUL VALUABLE STRONG SMART RELIABLE
POSITIVE MEANINGFUL LOVING LEADER INDEPENDENT
IMAGINATIVE HAPPY HANDSOME GOOD GENEROUS FUNNY
FRIENDLY CREATIVE CONFIDENT COMPASSIONATE CLEVER
CARING
BRAVE BEAUTIFUL ADMIRED
ANSWER KEY:
H M V H B R A N R Y B Z Y P X O X N T D Q I R X
C R A Z V J A C P S W E E A M Q U H A P P Y C S
F F R Z H S J F H O R H P G K E U V U U B D D L
I T P W Q W H C A D M I R E D P I B D P F J A A
V C J M E A N I N G F U L V U G F D G U L L L H
W B S G H A N D S O M E T O M W S T R O N G Z N
W E C V Q L H R G K N D G L Q L K A K O L V W S
V A O X X E L W I K R L E Y J F L V R M J A C A
S U M T X H R Z X P R G E N E R O U S E C L F D
C T P X U F U N N Y U J M B K L W U O G X U C T
R I A G L X F S I N D E P E N D E N T X H A L P
E F S Y O H E Y S E F I M J J U W U W L S B E I
A U S W V J L E A D E R X W K Y T E I M J L V X
T L I G I B C B X P F P A U S M D P M J E E E C
I V O O N U A S R K C O U Q A U X T A E S N R E
V M N O G A R B E D R S M A R T I S G O B X T I
E H A D Q C I N Z W E I L P I H T J I B R H Z D
S I T B J L N T P C L T K I T R P E N C A V J L
L C E I U R G J S B I I S K C Y Z H A Z V B N A
P K Z G K J F X B Y A V F G W C F M T R E E C K
D C G U H D U T S W B E X B S O K D I Z U W W R
R V G O W M V V E G L E R Y W X M C V E O E O G
C O N F I D E N T G E M H W M O L T E Y J G W F
Z V R G U W P F R I E N D L Y W O N D E R F U L
ACTIVITY 3. Find-A-Feeling!
G G Q F D O A U K R S N J W U P B Q T U S B H W
D E L B A R E S I M L J F P Q B G E J P M L W N
X W Q F S V K X O X T K Q E L W T Z J J N U Y G
N T F T D E M A H S A M P Z W I L N B C O F K J
R N C X L R D M B I Z Y B J Z Q J Y Z Z J R V D
Z E A R Z H Y G R O U C H Y Y X I G B I L E Q E
W I R E S P O N S I B L E L C E D I K L X D W G
L T F V C J X D V U D E T A R T S U R F D N I G
C A L M H H I M N G G F J Y T P M E E Z P O H U
D P J D A M Q W M L L C Y E T R U H Z G U W U B
C M Q H J C C W M O A S X M H A O B S U W M D D
O I I B D H W A T O D Z Y X W D H Z Q N H C A X
N Y K N A R C V X M V U N M N Q M Z B H N D S I
F T P D E P S O B Y H L T D I S C O U R A G E D
U U R Q V T V C I U O F Y C H E E R F U L X Y L
S D O D I P C S N K R X S I W C V I B B O S I A
E E U P S D E S S E R P E D L U F K N A H T U B
D T D G O O V R I J Q S W P V Z V C S Z K L U I
V S F A L H C G H F D E T N I O P P A S I D L O
Q U U F P W G N E Z I T A T O Y I Z X T K S N Z
O G M R X Y E V Q L F K G H V H E H L B W F P Z
K S I A E T E M B A R R A S S E D H R W V S E I
D I N I V Q Z K R C S N U L F L I R H B L U E S
Q D G D W W X D I R R I T A T E D K E Z E P T T
afraid ashamed blue bugged calm cheerful confused cranky depressed
disappointed discouraged disgusted embarrassed empty explosive frustrated
fuming glad gloomy grouchy hurt impatient irritated mad miserable
proud responsible sad thankful won

ANSWER KEY:
G G Q F D O A U K R S N J W U P B Q T U S B H W
D E L B A R E S I M L J F P Q B G E J P M L W N
X W Q F S V K X O X T K Q E L W T Z J J N U Y G
N T F T D E M A H S A M P Z W I L N B C O F K J
R N C X L R D M B I Z Y B J Z Q J Y Z Z J R V D
Z E A R Z H Y G R O U C H Y Y X I G B I L E Q E
W I R E S P O N S I B L E L C E D I K L X D W G
L T F V C J X D V U D E T A R T S U R F D N I G
C A L M H H I M N G G F J Y T P M E E Z P O H U
D P J D A M Q W M L L C Y E T R U H Z G U W U B
C M Q H J C C W M O A S X M H A O B S U W M D D
O I I B D H W A T O D Z Y X W D H Z Q N H C A X
N Y K N A R C V X M V U N M N Q M Z B H N D S I
F T P D E P S O B Y H L T D I S C O U R A G E D
U U R Q V T V C I U O F Y C H E E R F U L X Y L
S D O D I P C S N K R X S I W C V I B B O S I A
E E U P S D E S S E R P E D L U F K N A H T U B
D T D G O O V R I J Q S W P V Z V C S Z K L U I
V S F A L H C G H F D E T N I O P P A S I D L O
Q U U F P W G N E Z I T A T O Y I Z X T K S N Z
O G M R X Y E V Q L F K G H V H E H L B W F P Z
K S I A E T E M B A R R A S S E D H R W V S E I
D I N I V Q Z K R C S N U L F L I R H B L U E S
Q D G D W W X D I R R I T A T E D K E Z E P T T
ACTIVITY 4. Games you play with a Ball!
ACROSS DOWN
5 play this on a 100-yerd field 1 similar to tennis but play in a room
8 get the ball into the basket 2 often played on the beach
9. you can steal home 3 play this with a racket
10 has the smallest ball of all 4 more popular in European countries
6 hit the ball with a flat bat
7 hit the ball with a cue
ANSWER KEY:
ACROSS DOWN
5. Football 1. Squash
8. Basketball 2. Volleyball
9. Baseball 3. Tennis ball
1O. Golf 4. Soccer
6. Cricket
ACTIVITY 5. Action Words!
ANSWER KEY:
3. Read 1. Write
5. Dance 2. Eat
7. Listen 4. Sing
9. Jump 6. Fly
8. Swim
ACTIVITY 6. Words Vocabulary
5 6
7 8
10
11
12
13
Across Down
2. text that builds up a claim or backs up 1. to tell the differences of two or more
your ideas things
4. the traditions and achievements of a 3. to tell about in details
group of people 5. to create or put together
6. to tell the similarities of two of more 8. to list in steps
things 11. to read between the lines
7. to make an educated guess based on
prior knowledge and text evidence
9. to judge
10. to shorten a text and give only the main
points
12. to break apart and study each
individual part
13. to tell in your own words
ANSWER KEY:
1
C
2
S U P P O R T
N
3
T D
4
H E R I T A G E
A S
5 6
S F C O M P A R E
T O R
7 8
P R E D I C T
M B R
9
E V A L U A T E A
L C
10
S U M M A R Y E
11
I T
12
A N A L Y Z E
F
13
E E X P L A I N
R
ACTIVITY 7. Animal Names
1 2
5 6
7 8
9 10
Across Down
5. What is a baby pig called? 1. What is a baby cat called?
6. What is an adult female pig called? 2. What is a male chicken called?
7. What is another name for pigs? 3. What is a baby horse called?
8. What is a female chicken called? 4. What do you call a baby goat?
9. What is a baby chicken called? 10. What is a baby cow called?
Foul Piglet Sow Rooster Hen Calf Kitten

Swine Kid Chick
ANSWER KEY:
1 2
K R
3
I F O
4
K T O O
5 6
P I G L E T U S O W
D E L T
7 8
S W I N E H E N
R
9 10
C H I C K
F
ACTIVITY 8. Color Crossword
4 5
8 9 10
11
12
13
14
15
Across Down
3. primary color 1. white + black
5. blue + yellow 2. red + brown
9. primary color 4. primary color
11. red + yellow + blue 6. blue + green
12. blank 7. red + yellow
14. purple + pink 8. red + blue
15. white + yellow + pink 10. dark
13. red + white
ANSWER KEY:
1
G
2
R B
3
E B L U E
Y R
4 5
Y G R E E N
6
E T U
7
L U O N
8 9 10
P L R R E D B
U O Q A Y L
11
B R O W N U N A
P O G C
12
L W H I T E K
13
E P S
14
V I O L E T
N
15
S K I N T O N E
ACTIVITY 9. Vocabulary Fruits and Vegetables
O Z M J Q O S U T X T P R H M W Q
H R F N Q L J Y V Q N I K P M U P
U S I N O L E M R E T A W I Q M U
L T D P X X A B A I O G N D D R A
J R L A P P L E S E N F M C J F D
G A P D N V E E N D Q V F D D S S
U W U O Z Y O F H Q K N U K C S N
D B S R E W O L F I L U A C E K P
I E C B L C N R L W B C L P U W W
O R B P N A K S I V U O A P T H T
U R K E V R A W E H W R I O E B I
V I T A Z R V M X O G V M K S G Y
V E V S O O L A E B T A R M C S Y
I S V N U T E Z W Y T A S U Q L E
G T U H P S A N K O S F T D H I D
Z Y H U G V C O E U S F N O C S U
B A F Q T O A S Z J U C F S P F G
apples carrots cauliflower grapes

peas potatoes pumpkin strawberries tomatoes
watermelon
ANSWER KEY:
O Z M J Q O S U T X T P R H M W Q
H R F N Q L J Y V Q N I K P M U P
U S I N O L E M R E T A W I Q M U
L T D P X X A B A I O G N D D R A
J R L A P P L E S E N F M C J F D
G A P D N V E E N D Q V F D D S S
U W U O Z Y O F H Q K N U K C S N
D B S R E W O L F I L U A C E K P
I E C B L C N R L W B C L P U W W
O R B P N A K S I V U O A P T H T
U R K E V R A W E H W R I O E B I
V I T A Z R V M X O G V M K S G Y
V E V S O O L A E B T A R M C S Y
I S V N U T E Z W Y T A S U Q L E
G T U H P S A N K O S F T D H I D
Z Y H U G V C O E U S F N O C S U
B A F Q T O A S Z J U C F S P F G
ACTIVITY 10. Fruit and Vegetables
2 3 4
5 6
7 8
9 10
11 12 13 14
15
16
Across Down
3. The vegetable that chips are made from. 1. A vegetable that looks like a small tree.
9. Delicious summer fruit: Red flesh with black pips. 2. Granny Smith, Golden Delicious, Star King
11. Grows in bunches on vines 4. Red berry with its seeds on the outside.
13. A vegetable that is good for your eyesight. 5. Round citrus fruit with segments inside
15. Delicious summer fruit: Big pip, yellow flesh, 6. Monkeys and Minions love these!
juicy 7. Green on the inside with tiny black pips
16. Dried grapes are called __________ 8. Round fruit with small pip and yellow or dark
purple flesh
10. A fungus
12. Hollowed out for Halloween
14. Tomatoes, cucumber and lettuce make a nice
_______
ANSWER KEY:
1
B
R
2 3 4
A P O T A T O S
P C T
5 6
O P C B R
7 8
R L O A K A P
9 10
W A T E R M E L O N I W L
N S U I A W B U
G S N I E M
E H A R
11 12 13 14
G R A P E S C A R R O T S
O U Y A
15
O M A N G O L
M P A
K D
16
R A I S I N S
N
MODULE 2: MODALS/ MODAL AUXILIARY VERBS.
NO 1.
Modal verbs Are a bit like a jigsaw puzzle. You can do anything if you put your
mind to it. Can expresses ability or permission: "i can play tennis" or "can I go with
you?"
Modal Verbs
A modal is a type of auxiliary (helping) verb that is used to express: ability,
possibility, permission or obligation. Modal phrases (or semi-modals) are used to
express the same things as modals, but are a combination of auxiliary verbs and the
preposition to. The modals and semi-modals in English are:
1. Can/could/be able to
2. May/might
3. Shall/should
4. Must/have to
5. Will/would
Activity 1. Modals Exercise
Fill in the blanks with appropriate modal auxiliary verbs.
1. ………………………… you solve this puzzle?
Can
May
Will
2. Although she tried, she ………………………….. solve the problem.
could not
cannot
will not
3. They ………………………….. have already left.
may
can
4. Who ………………………… it be?
can
will
could
5. No. It ……………………….. be the postman. He has already been.
cannot
will not
could not
6. My grandmother is ninety. She …………………………… still read without glasses.
can
will
could
7. He said that I …………………………… leave if I wanted to.
might
could
Either could be used here
8. You …………………………. regret this.
shall
will
can
9. I ……………………………. go no matter what.
will
can
would
10. She ………………………….. spend hours playing with her dog.
will
can
may
Answers 8. You shall regret this.

1. Can you solve this puzzle? 9. I will go no matter what.
2. Although she tried, she could not solve the problem.
3. They may have already left. 10. She will spend hours playing with her dog.
4. Who can it be?
5. No. It cannot be the postman. He has already been.
6. My grandmother is ninety. She can still read without glasses.
7. He said that I could / might leave if I wanted to.
NO 2. INSTRUCTIONAL MATERIAL :MODAL VERBS
POWERPOINT PRESENTATION
NO 3. INSTUCTIONAL
MATERIAL:
Modal Verbs Worksheets



These worksheets will help you

review how and when to use modal verbs. First, we will look at some examples, and
then you can practice with the exercises. Modal verbs are special kinds of verbs in
English that express ability, permission, obligation, possibility, and polite requests.
In English, we use modal verbs all the time! It is very important to understand the
different ways that we can use each verb.
In these worksheets, we will review the following groups of verbs:
Can, Could, and Be Able To

Must, Might, May, Need to, and Have To
Should, Ought to, and Had Better
Will, Shall, and Would.
Can, Could, and Be Able To
These modal verbs are usually used to show ability.
We use can to talk about things that we are able to do in the present or the immediate
future.
For example:
 I can speak two languages.

 She can help you with your homework later today.
 They can dance all night long!
We use could to talk about what we were able to do in the past and to talk about
ability in conditionals. We also use it for polite requests.
For example:
 When I was young, I could eat tons of ice cream!

 Many years ago, people could travel without passports.
 Could you pass me the salt, please?
 If we have enough time, we could go to the park later.
We use be able to in formal sentences and with the perfect tenses and other modal
verbs.
For example:
 She will be able to buy some new shoes soon.

 The President is able to veto laws if he chooses to do so.
 I have never been able to understand this subject!
Must, Might, May, Need to, and Have To
These modal verbs are usually used to express obligation and possibility.
We use must to talk about obligations and when we are sure something is true
(deduction).
For example:
 The students must finish their reports by Friday.

 You must eat your vegetables!
 He is not home yet. He must be on his way.
We use might and may to say that something is possible, but not sure.
For example:
 It may rain later.
 The kids might like carrots, but I'm not sure.
We also use may to talk about permission.
For example:
 You may have a cookie after dinner.
We use need to and have to for obligations, especially with the perfect tenses and
other modal verbs.
For example:
 Young people have always had to listen to their parents!

 You will need to finish reading this book by tomorrow.
Need to usually talks about things that the speaker thinks are necessary.
For example:
 All my clothes are dirty! I need to do some laundry.

 I am so tired! I need to take a nap.
Have to usually talks about things that someone else tells the speaker are necessary.
For example:
 My boss told me I have to work this weekend!

 The doctor said I have to exercise more.
Should, Ought to, and Had Better

We use these verbs to talk about obligation.
Should and ought to talk about what is the best thing for us to do.
For example:
 It's a beautiful day! We should go outside.

 They ought to keep the dog on a leash!
Had better is stronger than should and ought to. It means that there will be negative
consequences if we do not do something.
For example:
 You had better call your mother, or she will worry!

 He had better be careful, or he will fall!
Will, Shall, and Would

We use will and shall to talk about the future, especially for predictions and promises.
Remember that we only use shall for the first person (I or we).
For example:
 I shall arrive home late this evening.

 I will call you later.
We use would in conditionals and for polite requests.

For example:
 Would you please help me?

 If we had more money, we would go on vacation every month!
 It it were not cold outside, I would be much happier!
Exercise A: Can, Could, or Be Able To?
Choose the correct modal verb to complete each sentence.
1. I don't think I will have much work next week. I think I will ______________ take a
day off.
2. Excuse me, ______________ you tell me where the bus station is?
3. They haven't ______________ solve the problem yet.
4. She ______________ play the flute and the guitar.

5. When we were younger, we ______________ watch movies all afternoon! Now we think
it's boring.
Exercise B: Must, Might, or May?

Choose the correct modal verb to complete the sentence under each picture.
Sometimes more than one answer is correct.
1.
Oh no, I think they _______________ be hurt! But I'm not sure.

2.
They look just the same! I am sure that boy ______________ be his
3.
That looks delicious, and I am so hungry! ______________ I have some?
4.
He is running very well! I think he ______________ win!
5.
That looks like fun! ____________ we paint some eggs with you?
Exercise C: Need to or Have To?

Complete the sentences with need to or have to.
1. Wow, my house is a mess! I really ______________ clean a bit!
2. Professor, do we ______________ finish all the exercises on the test?
3. The judge said that he will ______________ make a formal apology to the public on
television.
4. If you want to camp in the park, you _____________ pay for a permit first.
5. I have worked too long! I _____________ take a break!
Exercise D: Should, Ought to, or Had Better?
Complete the sentences with the correct modal verb. Sometimes more than one
answer is correct.
1.
He ____________ go inside, or he will get a terrible

sunburn!
2.
I think we ____________ play. What do you think?
3.
He ______________ stop drinking so much coffee, or he will make himself sick!

4.
She has a beautiful voice! She ____________ record a CD!
5.
His cell phone is ringing. I think he ____________ answer it.
Exercise E: Will, Shall, and Would
There is a mistake in each of the sentences below. Correct the mistakes by adding the
correct modal verb.
1. Incorrect: They shall have a meeting later.
Correct: They _____________ have a meeting later.
2. If it were not raining, we will go for a walk.
If it were not raining, we ____________go for a walk.
3. I promise I would pay you back soon!
I promise I _____________ pay you back soon!
4. I think he shall pass his test.
I think he _____________ pass his test.
5. It's too bad I am so short! If I were taller, I shall play basketball.
It's too bad I am so short! If I were taller, I _____________play basketball.

ANSWER KEY
Exercise A: Can, Could, or Be Able To?
1. I don't think I will have much work next week. I think I will be able to take a day off.
2. Excuse me, could you tell me where the bus station is?
3. They haven't been able to solve the problem yet.
4. She can play the flute and the guitar.
5. When we were younger, we could watch movies all afternoon! Now we think it's boring.
Exercise B: Must, Might, or May?
1. Oh no, I think they might/may be hurt! But I'm not sure.
2. They look just the same! I am sure that boy must be his son.
3. That looks delicious, and I am so hungry! May I have some?
4. He is running very well! I think he might/may win!
5. That looks like fun! May we paint some eggs with you?
Exercise C: Need to or Have To?
1. Wow, my house is a mess! I really need to clean a bit!
2. Professor, do we have to finish all the exercises on the test?
3. The judge said that he will have to make a formal apology to the public on television.
4. If you want to camp in the park, you have to pay for a permit first.
5. I have worked too long! I need to take a break!
Exercise D: Should, Ought to, or Had Better?
1. He had better go inside, or he will get a terrible sunburn!
2. I think we should/ought to play. What do you think?
3. He had better stop drinking so much coffee, or he will make himself sick!
4. She has a beautiful voice! She should/ought to record a CD!
5. His cell phone is ringing. I think he should/ought to answer it.
Exercise E: Will, Shall, and Would
1. Incorrect: They shall have a meeting later.
Correct: They will have a meeting later.
2. If it were not raining, we will go for a walk.
If it were not raining, we would go for a walk.
3. I promise I would pay you back soon!
I promise I will pay you back soon!
4. I think he shall pass his test.
I think he will pass his test.
5. It's too bad I am so short! If I were taller, I shall play basketball.
It's too bad I am so short! If I were taller, I would play basketball.

MODULE 3: LEARNING LANGUAGE
LESSON 1. Subject-Verb Agreement

Most native English speakers know the standard verb-subject
combinations by ear.
Examples of these combinations are he talks, not he talk and she has, not she
have.
However, if you don’t trust your ear or you find simple sentence
formations confusing, just follow these simple rules and you will be ready to
write flawless sentences in no time!
In the present tense, verbs agree with their subjects in NUMBER
(singular/plural) and in PERSON (first, second, or third). The present tense
ending –s (or –es) is used on a verb if the subject is THIRD PERSON
SINGULAR. Otherwise, the verb takes NO ENDING.
SINGULAR PLURAL
SINGULAR PLURAL
First Person I Love We Love
Second You Love You Love
Person
Third Person He/She/it loves They love
If the concept still confuses you, try answering the following questions to
understand when to use the –s (or –es) form of a present tense verb.
 After learning the basic fundamentals of subject-verb agreement, read

and understand these special rules and after some practice, forming
correct sentences will be easy!
1. Make the verb agree with its subject, not with the word in between
High levels of pollution cause damage to the respiratory tract
The subject is levels, NOT pollution
2. With subjects joined with or, nor, either…or, or neither… nor, make
the verb agree with the part of the subject NEARER to the verb
A driver’s license or credit card is required
See, the term “driver’s license” was not used in making the verb
agree the sentence. Instead it was the term “credit card”
Neither the lab assistant nor the students were able to download the
information
3. Treat most indefinite pronouns as SINGULAR
Anybody Each Everyone Nobody Somebody

Anyone Either Everything No one Someone
Anything Everybody Neither Nothing Something
Everybody who signed up for the snowboarding trip was taking lessons
Everyone on the team supports the coach
4. However, a few indefinite nouns such as ALL, ANY, NONE and SOME may be
singular or plural DEPENDING on the noun or pronoun they refer to.
Some of our luggage was lost
None of his advice makes sense
5. Make the verb agree with its subject even when the subject follows the verb
There are surprisingly few children in our neighbourhood
There were a social worker and a crew of twenty volunteers at the
scene of the accident
6. Words such as athletics, economics, measles and news are usually
SINGULAR, despite their plural form
Statistics is among the most difficult courses in our program
7. Titles of works, company names, words mentioned as words, and gerund
phrases are SINGULAR
Lost Cities describes the discoveries of many ancient civilizations
Delmonico Brothers specializes in organic produce and additive-
free meats.
8. Treat collective nouns (e.g. team, audience, crowd, class, family) as

SINGULAR unless the meaning is clearly plural
1. SINGULAR
Collective nouns nearly always emphasize a group as a UNIT
The class respects the teacher
The board of trustees meets in Denver twice a year
2. PLURAL
Occasionally, a collective noun is treated as plural to draw
attention to the INDIVIDUAL members of the group
The class are debating amongst themselves
If that is the case, it is better to change it to:
The class members are debating amongst themselves
ACTIVITY 1:
Underline the subject (or compound subject) and then identify the verb that
agrees with it.
Everyone in the telecom focus group (has/have) experienced problems with cell phones
1. Your friendship over the years and your support (has/have) meant a great deal to us.
2. Hamilton Family Center, a shelter for teenage runaways in San Francisco, (offers/offer) a
wide variety of services.
3. The main source of income for Trinidad (is/are) oil and pitch.
4. The chances of your being promoted (is/are) excellent.
5. There (was/were) a Pokémon card stuck to the refrigerator.
6. Neither the professor nor his assistants (was/were) able to solve the mystery of the eerie glow
in the laboratory.
7. Many hours at the driving range (has/have) led us to design golf balls with GPS locators in
them.
8. Discovered in the soil of our city garden (was/were) a button dating from the Civil War dating
from the turn of the century.
9. Every year, during the midsummer festival, the smoke of village bonfires (fills/fill) the sky.
10. The story performers (was/were) surrounded by children and adults eager to see magical
tales.
ACTIVITY 2:
Edit the following sentences to eliminate problems with
subject-verb agreement and write the edited sentence. If a
sentence is correct, write “correct.”
Jack’s first days in the infantry was grueling
Jack’s first days in the infantry were grueling
1. One of the main reasons for elephant poaching are the profits received from selling the ivory
tusks.
2. Not until my interview with Dr. Chang were other possibilities opened to me.
3. Batik cloth from Bali, blue and white ceramics from Cambodia, and a bocce ball from Turin
has made Hannah’s room the talk of the dorm.
4. The board of directors, ignoring the wishes of the neighbourhood, has voted to allow further
development.
5. Measles is a contagious childhood disease.
6. The presence of certain bacteria in our bodies are one of the factors that determines our overall
health.
7. Leah is the only one of the many applicants who has the ability to step into this job.
8. Neither the explorer nor his companions was ever seen again.
ACTIVITY 3: Subject-Verb Agreement Practice Exercises
1. Everyone (has/have) done his or her homework

. 2. Each of the students (is/are) responsible for doing his or her work.
3. Either my father or my brothers (is/are) going to sell the car.
4. Neither my sisters nor my mother (is/are) going to sell the house.
5. The samples on the tray in the lab (need/needs) testing.
6. Mary and John usually (plays/play) together.
7. Both of the dogs (has/have) collars.
8. Neither the dogs nor the cat (is/are) very hungry.
9. Either the girls or the boy (walk/walks) in the evening.
10. Either the boy or the girls (walk/walks) in the evening.
11. At the end of the fall (comes/come) the hard tests.
12. The slaughter of animals for their fur (has/have) caused controversy.
13. The student, as well as his teacher, (was/were) going on the field trip.
14. The hard tests (comes/come) at the end of the fall.
15. Both of my roommates (has/have) decided to live in the dorms.
Activity 4: In each of the following sentences supply a verb

in agreement with its subject:
1. To take pay and then not to do work ________ dishonest.
2. The cost of all these articles ________ risen.
3. The jury _______ divided in their opinions
4. That night every one of the boat's crew ______ down with fever.
5. One or the other of those fellows _______ stolen the watch.
6. The strain of all the difficulties and vexations and anxieties ______ more than he could
bear.
7. No news _________ good news.
8. The accountant and the cashier ______ absconded.
9. A good man and useful citizen ______ passed away.
10. The famous juggler and conjurer ________ too unwell to perform.
Activity 5. In each of the following sentences supply a

verb in agreement with its subject:
1. The Three Musketeers ________ written by Dumas.

2. Each of the suspected men ______ arrested.
3. The ebb and flow of the tides ______ explained by Newton.
4. Ninety rupees ______ too much for this bag.
5. The cow as well as the horse _________on grass.
6. Neither his father nor his mother __________ alive.
7. There _______ many objections to the plan.
8. Two-thirds of the city ____________ in ruins
9. The formation of paragraphs __________ very important.
10. Man's happiness or misery __________ in a great measure in his own hands.
Activity 6. Choose the correct form of the verb that

agrees with the subject.
1. Annie and her brothers (is, are) at school.

2. Either my mother or my father (is, are) coming to the meeting.
3. The dog or the cats (is, are) outside.
4. Either my shoes or your coat (is, are) always on the floor.
5. George and Tamara (doesn't, don't) want to see that movie.
6. Benito (doesn't, don't) know the answer.
7. One of my sisters (is, are) going on a trip to France.
8. The man with all the birds (live, lives) on my street.
9. The movie, including all the previews, (take, takes) about two hours to watch.
10. The players, as well as the captain, (want, wants) to win.
Activity 7:
1. Either answer (is, are) acceptable.

2. Every one of those books (is, are) fiction.
3. Nobody (know, knows) the trouble I've seen.
4. (Is, Are) the news on at five or six?
5. Mathematics (is, are) John's favorite subject, while Civics (is, are) Andrea's favorite subject.
6. Eight dollars (is, are) the price of a movie these days.
7. (Is, Are) the tweezers in this drawer?
8. Your pants (is, are) at the cleaner's.
9. There (was, were) fifteen candies in that bag. Now there (is, are) only one left!
10. The committee (debates, debate) these questions carefully.
Activity 8. Fill in the blank with a verb that matches the

subject of each sentence.
1. Action adventures and romantic comedies ___are__ two of my favorite kinds of movies.
2. The pair [of scissors] you bought ___is___ really sharp!
3. The novel about alien invasions in the U.S. ___has__ been made into a movie.
4. The girl, not her brother, ___is__ an avid reader.
5. A child who __likes__ to read books and whose parents encourage reading __does__ better in
school.
6. Either bookstores or the library ___has__ Shakespeare plays.
7. Neither the library nor the bookstores ___have__ the book I want.
8. Either Mary or I ___am___ going to the store today.
Activity 9. A singular subject must always be matched with a
singular verb, and a plural subject must always be matched
with a plural verb. See details below for subject verb
agreement rules with examples.
The verb is affected only when in PRESENT tense, for the THIRD person
1. Anna and I (go) to the movie theater every friday.
2. Those apples (taste) so good that I can't stop eating them.
3. My mother never (come) with us to the beach.
4. Jose (cry) all the time.
5. Fifi (bury) his toys in the yard.
6. We (spoil) our daughter too much.
7. The radio (turn off) by itself time to time.
8. It (be) always nice to go on a family road trip.
9. The children (sleep) early.
10. All of our energy (go) into learning English.

Activity 10. A singular subject must always be
matched with a singular verb, and a plural
subject must always be matched with a plural
verb. See details below for subject verb agreement
rules with examples..
1. We both (love) cats.
2. Jerry (study) with his friends.
3. These furniture (suit) you perfectly.
4. My laptop (crash) all the time.
know s
5. Both my uncle and my cousin (know) how to play the piano.
lives
6. My brother and Andre (live) in the States.
7. Bob (fry) the patties on the grill.
8. They leave the office around 5 o'clock and (take) the next bus home.
tries
9. I (try) to wake up early on the weekends.
10. She reads many books that (help) her learn new vocabulary.
ANSWER KEY
ANSWER KEY- ACTIVITY 1
1. Your friendship over the years and your support (has/have) meant a great deal to us.
2. Hamilton Family Center, a shelter for teenage runaways in San Francisco, (offers/offer) a wide variety of services.
3. The main source of income for Trinidad (is/are) oil and pitch.
4. The chances of your being promoted (is/are) excellent.
5. There (was/were) a Pokémon card stuck to the refrigerator.
6. Neither the professor nor his assistants (was/were) able to solve the mystery of the eerie glow in the laboratory.
7. Many hours at the driving range (has/have) led us to design golf balls with GPS locators in them.
8. Discovered in the soil of our city garden (was/were) a button dating from the Civil War dating from the turn of the
century.
9. Every year, during the midsummer festival, the smoke of village bonfires (fills/fill) the sky.
10. The story performers (was/were) surrounded by children and adults eager to see magical tales.
ANSWER KEY- ACTIVITY 2

1. One of the main reasons for elephant poaching is the profits received from selling the ivory tusks.
2. CORRECT
3. Batik cloth from Bali, blue and white ceramics from Cambodia, and a bocce ball from Turin have made Hannah’s
rooms the talk of the dorm.
4. CORRECT
5. CORRECT
6. The presence of certain bacteria in our bodies is one of the factors that determine our overall health. 7.
CORRECT
8. Neither the explorer nor his companions were ever seen again.
ANSWER KEY ACTIVITY 3. Answer Key Subject-Verb Agreement Answers

1. Everyone has done his or her homework.
2. Each of the students is responsible for doing his or her work.
3. Either my father or my brothers are going to sell the car.
4. Neither my sisters nor my mother is going to sell the house.
5. The samples on the tray in the lab need testing.
6. Mary and John usually play together.
7. Both of the dogs have collars.
8. Neither the dogs nor the cat is very hungry.
9. Either the girls or the boy walks in the evening.
10. Either the boy or the girls walk in the evening.
11. At the end of the fall come the hard tests.
12. The slaughter of animals for their fur has caused controversy.
13. The student, as well as his teacher, was going on the field trip.
14. The hard tests come at the end of the fall.
15. Both of my roommates have decided to live in the dorms.
ACTIVITY 4. ANSWER KEY:

1. is 6. was
2.has 7. is
3. were 8. have
4.was 9. has
5.has 10. is
ACTIVITY 5. ANSWER KEY

1. is 6. is
2. was 7. are
3. was 8. is
4. is 9. is
5. feeds 10. Is

1. Annie and her brothers are at school.
2. Either my mother or my father is coming to the meeting.
3. The dog or the cats are outside.
4. Either my shoes or your coat is always on the floor.
5. George and Tamara don't want to see that movie.
6. Benito doesn't know the answer.
7. One of my sisters is going on a trip to France.
8. The man with all the birds lives on my street.
9. The movie, including all the previews, takes about two hours to watch.
10. The players, as well as the captain, want to win.

1. Either answer is acceptable.
2. Every one of those books is fiction.
3. Nobody knows the trouble I've seen.
4. Is the news on at five or six?
5. Mathematics is John's favorite subject, while Civics is Andrea's favorite subject.
6. Eight dollars is the price of a movie these days.
7. Are the tweezers in this drawer?
8. Your pants are at the cleaner's.
9. There were fifteen candies in that bag. Now there is only one left!
10. The committee debates these questions carefully.
ACTIVITY 8. ANSWER KEY:

1. are
2. is
3. has
4. is
5. likes
6. has
7. have
8. am
ACTIVITY 9. ANSWER KEY ACTIVITY 10 ANSWER KEY

1. go 1. love
2. tastes 2. studies
3. comes 3. suit
4. cries 4. crashes
5. buries 5. know
6. spoil 6. live
7. turns off 7. fries
8. is 8. take
9. sleep 9. try
10. goes 10. help
LESSON 2. Run-on
What is a Run-on Sentence?
A run-on sentence is poor grammar. It exists when two independent
clauses (also called main clauses) are incorrectly joined.
More than one independent clause cannot exist in a sentence unless they are
properly combined. To properly combine clauses, correct conjunctions or
punctuation must be added to the sentence.
Run-on Sentence Examples:

 I have to go to the store I need to buy milk.
 Here, there are two independent clauses with no punctuation. This is
an example of a fused sentence.
 Clause One: I have to go to the store.
 Clause Two: I need to buy milk.
 There is no conjunction or punctuation between these clauses; this
makes it a run-on sentence.
 We are going to the game, then we are going to dinner.
 Here, there are two independent clauses joined by a comma. This is
an example of a comma splice.
 Clause One: We are going to the game.
 Clause Two: Then we are going to the game.
 Just like the previous example, there is no conjunction or
punctuation between these clauses; this makes it a run-on sentence.
What is a Complete Sentence?
A complete sentence exists when an independent clause is created. An

independent clause includes a subject and a verb or verb predicate.
Complete Sentences:
 I walked.
 I waked fast.
 I walked to school.
 Today, I walked to school.
ACTIVITY 1. Repairing Run-On Sentences
1. Judy leads a charmed life she never seems to have a serious accident.
This sentence is correct
life, she
life; she
2. The airport is about to shut down because of the snow and if the plane doesn't land soon it
will have to go on to Boston.
snow, and
snow; and
snow. And
3. The show begins at 7:30 make sure you're there before 7:15.
7:30, make
7:30. Make
4. Marcellino always knew his way around the woods this is something he could always depend
on.
woods; this
woods, this
5. Having prepared himself well for the realtor exams and having exhausted everyone in the
family with his requests that someone help him with the true-and-false drills, Jeffrey, who had
never been a particularly good student in high school, knew he was ready to take on the
greatest challenge of his life.
drills; Jeffrey
Jeffrey -- who had never been a particularly good student in high school -- knew
6. Throughout history money and religion were closely linked there was little distinction
between government and religion.

linked because there was
linked, there was

7. The head of state and the religious leader were often the same person all power rested in one
ruler.
person, all
person; all
8. These powerful leaders decided what objects would serve as money their backing encouraged
public faith in the money.
money. Their
money, their
9. Coins were minted of precious metals the religious overtones of money were then
strengthened.
metals, the
When coins were minted of precious metals, the . . . .

10. People already believed the precious metals to be divine so their use in money intensified
its allure.
divine, so
divine; so
divine their
ACTIVITY 2. Please correct each one of them on the

lines below. Use all three ways to correct run-on
sentences at least three times each (period, semicolon,
comma plus coordinating conjunction). Write a
CORRECT under each correct sentence.
1. My father retired from the Air Force last year he is writing a book about his
experiences.
2. Jeff mowed the grass this morning tonight he will water the flowers and bushes
3. The small girl seemed to be lost, she was crying and looking for her mother.
4. Mrs. Dawson inherited a large sum of money from her brother she can buy a new
car now.
5. Kathy and Jerry worked very hard on their project therefore they felt they deserved
a high grade.
6. I can never beat my little brother at video games, he has them all mastered.
7. Dave is flying to Orlando for spring break, he will be gone a week
8. We are moving to Cincinnati in July I'll go to school there.
9. The storm passed quickly through the area last night, and it caused a lot of
damage.
10. We will be on vacation next week we will be unable to attend your party.
Activity 3. . Please correct each one of them on the

lines below. Use all three ways to correct run-on
sentences at least three times each (period, semicolon,
comma plus coordinating conjunction). Write a
CORRECT under each correct sentence.
1. We bought shoes, luggage, hats, and swimsuits at the mall fortunately, we have a
large trunk in our car.
2. . I didn't think it would be necessary to take my umbrella; after all, the sun was
shining when I left home.
3. Most of my study time is spent on biology it's my toughest class.
4. My car ran out of gas therefore I was late for my appointment
5. A fifth-grade student from our school won the spelling competition; she spelled
words I had never heard before.
6. My younger brother collects aluminum cans to recycle and is saving the money for a
new computer.
7. Jerry's dad is a pilot for a large airline sometimes he is gone
8. My family reunion is in three months I wonder if everyone will be there
9. I've missed several classes because I was ill I hope I will pass English class
10. Jeff is planning on going to Las Vegas for vacation; he'll need to take a lot of money.
Activity 4. Note: Just because a sentence is long does

not necessarily mean it is a run-on. Some long
sentences are grammatically correct, while some short
sentences are run-ons. Note: Simple, short sentences
are the easiest to read and understand! Directions: try
to correct the following run-on sentences.
1. My mother and father and sister are coming to dinner tonight.
________________________________________________________________________
2. I like learning English it makes me tired.
________________________________________________________________________
3. My sister was taller than me when we were young now I am the tallest it is fun.
________________________________________________________________________
4. I love school, I love learning, my teacher is nice.
_________________________________________________________________________
5. I don’t want much for Christmas just some chocolates and a little toy car.
________________________________________________________________________
6. Blue is my favorite color it is the color of the sky and the sea and it reminds me of
my favorite insect which is the butterfly.
________________________________________________________________________
7. When I get older I want to have a big family I like big families.
________________________________________________________________________
8. We usually leave at 11:00 but today is different we are leaving at 10:30.
________________________________________________________________________
9. I like Tuesdays and Wednesdays and I like Fridays because the weekend starts on
Friday. ________________________________________________________________________
10. We should get moving there’s no time to waste.
________________________________________________
Activity 5. A word or word group that has been broken off from a
sentence is a sentence fragment. Mark the complete sentences with
an S and the sentence fragments with an F.
EXAMPLE :
__S__ We went to a lake
__F__ For two weeks.
1. _____ Until the last day
2. _____ Coming late tonight
3. _____ The loud explosion scared me
4. _____ Too late to matter
5. _____ Had the right answer
6. _____ Because he heard the band playing
7. _____ Spring is here
8. _____ The snow has melted
9. _____ In front of the last house
10. _____ Through she didn’t complain
Activity 6. Run-on Sentences Make corrections in punctuation and

capitalization in the sentences below.
look at your fingertips and you will see small ridges in the skin the pattern of
those ridges is different from anyone else’s fingerprints fingerprints never change if the
skin were burned off your fingertips time and time again your fingerprints would be
the same as they were once the skin heals
there are many different characteristics on each fingertip each finger has about
100 different marks no two fingers are the same hand are alike no two fingerprints
have yet been found to be exactly alike
everything that is touched by a person carries his fingerprints criminals are
captured by the police because their fingerprints are found on objects associated with
the crime
the Chinese were the first people to use fingerprinting thousands of years ago
today all the countries use fingerprints to identify people the FBI in Washington has a
collection of almost 160 million fingerprints
Activity 7. Mark the complete sentences with an S and the

sentence fragments with an F
1. That lay on the floor

2. The old tree was struck by lightning
3. The creaking sound of a rusty gate
4. Just as I fell asleep
5. Jud crawled into the tent
6. He laughed
7. The girls laughing and crying
8. If we get enough rain
9. Riding through the fog
10. The fire gone from the stove
Activity 8.
A sentence has a subject and a verb and makes a complete though. A
fragment is a word or word group that has been broken off from a
sentence. A run-on sentence is the result of connecting sentences
with a comma or connecting sentences with a mark of punctuation. Mark complete
sentences with an S, sentence fragments with an F, and run-on sentences with RO.
1. _____ The man that I saw yesterday.
2. _____ He is not an exceptional student, he is only average.
3. _____ To know everything is quite impossible.
4. _____ Because I have no money.
5. _____ Open the door very slowly.
6. _____ The rainfall this year was abundant, therefore, the crops will be plentiful.
7. _____ Having finished, my dinner, I sat down to an evening of television.
8. _____ America, the greatest country in the world.
9. _____ I went in, I bought the painting, I drove straight home.
10. _____ Hurry up!
Activity 9. A sentence has a subject and a verb and

makes a complete though. A fragment is a word or
word group that has been broken off from a sentence.
A run-on sentence is the result of connecting sentences
with a comma or connecting sentences with a mark of
punctuation. Mark complete sentences with an S, sentence fragments
with an F, and run-on sentences with RO.
1. _____ High grades do not come easily; but, they are earned by hard word and
perseverance.
2. _____ On the desk a knife which he used to open letters.
3. _____ Since we had no money and no transportation.
4. _____ Can we see well enough by the dawn’s early light for find fire wood?
5. _____ I studied for my math exam for six hours, I still did not pass.
6. _____ On the ledge far above us sat a curious mountain lion.
7. _____ Which was given to Mr. Jones, who had helped most in the long campaign to
raise funds for the school gym.
8. _____ Up the stairs trudged two reluctant six year olds they were being made to go
to bed.
9. _____ Suddenly, silence reigned after a long violent storm.
1.0. _____ Reading the book with the gold lettering on the cover.
Activity 10. Decide if the sentence is a run-on or a complete sentence.
1.) My academic advisor told me not to take 18 credit hours for the fall semester I'm regretting
not having listened to her.
a.) Run-on
b.) Complete sentence
2.) My cat was upset all day he didn't get canned food for breakfast.
a.) Run-on
3.) Organizations that promise students a scholarship if they pay an extraordinarily high
application fee are most likely scams.
a.) Run-on
4.) Because Rose was late for the all-you-can-eat buffet, she had to order from the main menu.
a.) Run-on
5.) The student fell asleep in class everyone thought this was rude behavior.
a.) Run-on
6.) Although an immigration lawyer might help me to stay in this country, his fees are too
expensive for me to afford.
a.) Run-on
7.) I like the history class because the material is explained so well.
a.) Run-on
8.) We followed the map we ended up in Canada instead.
a.) Run-on
9.) Although the trip to Montreal was not very well planned, we had a great time.
a.) Run-on
10.) I received an A on my Psychology test I am happy.
a.) Run-on
ANSWER KEY
1. life; she
2. snow, and
3. 7:30. Make
4. woods; this
5. This sentence is correct
6. linked because there was
7. person; all
8. money. Their
9. When coins were minted of precious metals, the . . . .
10. divine, so

1. My father retired from the Air Force last year. He is writing a book about his experiences.
2. Jeff mowed the grass this morning; tonight he will water the flowers and bushes.
3. The small girl seemed to be lost; she was crying and looking for her mother.
4. Mrs. Dawson inherited a large sum of money from her brother, so she can buy a new car now.
5. Kathy and Jerry worked very hard on their project. Therefore they felt they deserved a high grade.
6. I can never beat my little brother at video games; he has them all mastered.
7. Dave is flying to Orlando for spring break. He will be gone a week.
8. We are moving to Cincinnati in July, and I'll go to school there.
9. CORRECT
10. We will be on vacation next week, so we will be unable to attend your party.
ACTIVITY 3. ANSWER KEY.

1.We bought shoes, luggage, hats, and swimsuits at the mall. Fortunately, we have a large trunk in our car.
2. CORRECT
3. Most of my study time is spent on biology; it's my toughest class.
4. My car ran out of gas; therefore I was late for my appointment.
5. CORRECT
6. CORRECT
7. Jerry's dad is a pilot for a large airline. Sometimes he is gone for several days at a time.
8. My family reunion is in three months. I wonder if everyone will be there.
9. I've missed several classes because I was ill. I hope I will pass English class.
10. CORRECT
1. My mother, father, and sister are coming to dinner tonight. My parents and my sister are coming to dinner tonight.
2. I like learning English, but it makes me tired.
3. My sister was taller than me when we were young. Now I am the tallest, which is fun.
4. I love school and learning. I have a nice teacher.
5. I don’t want much for Christmas – just some chocolates and a little toy car. I don’t want much for Christmas. I
would be happy with some chocolates and a little toy car.
6. Blue is my favorite color. It is the color of the sky and the sea. Also, it reminds me of my favorite insect which is
the butterfly. Blue is my favorite color because it is the color of the sky and the sea. Also, it reminds me of my
favorite insect: the butterfly.
7. When I get older I want to have a big family; I like big families. I like big families. When I get older, I want to
have a big family. I like big families. So, when I get older, I want to have a big family.
8. We usually leave at 11:00 but today is different; we are leaving at 10:30. We usually leave at 11:00 but today is
different. Today, we are leaving at 10:30.
9. I like Tuesdays and Wednesdays. I also like Fridays, because the weekend starts on Friday. I like Tuesdays and
Wednesdays. I also like Fridays; the weekend starts on Friday.
10. We should get moving; there’s no time to waste. We should get moving. There’s no time to waste. There’s no
time to waste. So, we should get moving.

1. F 2. F 3. S 4. F 5. F 6. F 7. S 8. S 9. F 10. F
Run-on Sentences Look at your fingerprints, and you will see small ridges in the skin. The pattern of those
ridges is different from anyone else’s fingerprints. Fingerprints never change. If the skin were burned off your
fingertips time and time again, your fingerprints would be the same as they were once the skin heals.
There are many different characteristics on each fingertip. Each finger has about 100 different marks. No
two fingers on the same hand are alike. No two fingerprints have as yet been found to be exactly alike.
Everything that is touched by a person carries his fingerprints. Criminals are captured by the police
because their fingerprints are found on objects associated with the crime.
The Chinese were the first people to use fingerprinting thousands of years ago. Today, all countries use
fingerprints to identify people. The FBI in Washington has a collection of almost 160 million fingerprints.
ACTIVITY 7. ANSWER KEY ACTIVITY 8. ANSWER KEY

1. F 2. S 3. F 4. F 5. S 6. S 7. F 8. F 9. F 10. F 1. F 2. RO 3. S 4. F 5. S 6. RO 7. S 8. F 9. RO 10. S

1. S 2. F 3. F 4. S 5. RO 6. S 7. F 8. RO 9. S 10. F
1. Run-on 6. Complete sentence
2. Run-on 7. Complete sentence
3. Complete sentence 8. Run-on
4. Complete sentence 9. Complete sentence
5. Run-on 10. Run-on
LESSON 3: COMMON ENGLISH IDIOMS AND EXPRESSIONS
Idioms exist in every language. They are words or phrases that aren’t meant to
be taken literally. For example, if you say someone has “cold feet,” it doesn’t
mean their toes are actually cold. Rather, it means they’re nervous about
something.
Idioms can’t be deduced merely by studying the words in the phrase. If taken
literally, you would think that someone with cold feet has feet that feel chilly.
But, after living with a certain group of people for a period of time, you’ll start
to pick up their expressions. Let’s explore some idiom examples in everyday
language.
The examples below demonstrate how you can’t easily understand the meaning
of these expressions without knowing what they mean. The next time someone
says "It's raining cats and dogs!" you’ll know it has nothing to do with animals,
but rather that it's raining quite hard.
 Getting fired turned out to be a blessing in disguise. - Getting fired (normally
a negative event) turned out to be a good thing.
 These red poppies are a dime a dozen. - These red poppies are very common.
 Don’t beat around the bush. - Just say what you really mean.
 After some reflection, he decided to bite the bullet. - After some reflection, he
decided to do the undesirable thing he was avoiding.
 I’m going to call it a night. - I’m going to bed.
 He’s got a chip on his shoulder. - He’s holding onto a grudge or grievance
that’s making him very angry or callous.
 Would you cut me some slack? - Don’t be so hard on me.
 Don’t cut any corners. - Don’t take any shortcuts and produce shoddy work.
 She let things get out of hand. - She lets things get out of control.
 I’m going back to the drawing board. - I’m going to start over.
 Hang in there. - Stick with it.
 Don’t jump the gun. - Don’t do something before the allotted time.
 He decided to let her off the hook. - He decided to release her from her
responsibility.
 He missed the boat. - He missed out on an opportunity.
 I go out for walks once in a blue moon. - I go out for walks very rarely.
 Pull yourself together, man! - Calm down.
Activity 1. Out of four alternatives given for idioms/phrases

underlined in the following sentences, choose one which expresses
the meaning of the idiom/phrase.
1. A fair weather friend always tries to fish in troubled waters of his friends and
benefactors.
 A. To borrow money
 B. To steal belongings of
 C. To get benefit in bad situation.
 D. To extend a helping hand.

2. His arrogant behavior with others has left him high and dry.
 A. To be penniless
 B. To be very sick.
 C. To be very famous
 D. Isolated.

3. All the residents of the colony painted the town redon the eve of festival.
 A. To white wash buildings
 B. To renovate buildings
 C. To celebrate noisly in public places.
 D.To create nuisances.

4. The chairman pulled a long face when the house did not accept the suggestions put
forth by him.
 A. To look disappointed
 B. To get annoyed
 C. To be agitated
 D. To make a quarrel.

5. The fair and square policy of the chairman of the committee has made him very
popular among the residents of the town.
 A. Clever and Deceitful
 B. Honest
 C. Ambigious
 D. Relevant and practical.

Answers: 1.C 2.D 3.C 4.A 5.B.
1. Due his bad habit of borrowing money from others, he will be in the mire one day.
 A. to be punished
 B. To be imprisoned
 C. To be insulted
 D. to be in trouble.
2. I do not like his habit of mincing matters.
 A. Not to speak plainly.

 B. To brag about
 C. To be talkative
 D. To show off.
3. The chairman of the corporation plays a second fiddle to the minister.
 A. To extend a helping hand

 B. To play a secondary role.
 C. To be guiding person.
 D. To be facilitator.
4. In order to become a successful administrator in the office, an executive has to keep

his ears to the ground.
 A. To be very polite
 B. To encourage backbiting
 C. To keep informed about happening in surrounding.
 D. To have a strict control over all.
5. He had to go through the motion of starting with this new project as he was
least interested to take up it.
 A. To complete quickly.
 B. To do a work without enthusiasm
 C. To do without any interest.
 D. To work at a slow speed.
Answers: 1.D. 2.A 3.B 4.C 5.B.
Activity 3. Choose the correct meaning of the following

idioms//idiomatic phrases out of the given alternatives.
1. To steal the show.
 To gain popularity.
 To rob someone of his wealth.
 To leave the show stealthily.
 To send someone out of show.
2. To show the door.
 To extricate someone from service.

 To escort someone up to door.
 To repair the house door.
 To exaggerate about self.
3. To push to the corner.
 To make someone insignificant.

 To fight with someone.
 To make a physical assault.
 To defeat someone in wrestling.
4. To eat a humble pie.
 To eat a coarse food.

 To eat delicious food.
 To commit mistake and apologize.
 To give food to the poor.
5. Above board.
 To travel by a ship.
 To cross all the limits.
 To go on a voyage.
 Fair without any doubt.

Answers: 1.A 2.A .3.A .4.C 5.D.

1. Over head and ears.
 To cover one’s face.

 To work very hard.
 Completely, in all respects.
 To make one’s all efforts.

2.On the brink of.
 To be very intimate.
 To go stray.
 To be very close to
 To stroll on river side.

3. To grease one’s palm.
 To bribe someone.
 To help the needy person.
 To massage one’s hand.
 To make an irritating gestures.

4. A Lion’s share.
 A major share.
 An act of bravery.
 Food for a lion.
 A cage for a lion.

5. Out and out.
 In a drunken condition.
 Completely
 To drink wine..
 To turn someone out of home.

Answers: 1.C 2.C 3.A 4.A 5.B.

1. When his brother returned from the factory, he lookedlike a duck in a thunder
storm.
 A. Very handsome.
 B. Very tired.
 C. Very enthusiastic
 D. Distressed.
2. Ignoring his father’s warnings to him, he burnt his fingers by interfering in John’s
affairs.
 A. Got ashamed of
 B. Got himself into trouble
 C. Suffered monetary loss.
 D. burnt his hand in fire.
3. I found his father having a cold feet in starting a new business.
 A. Very confident about

 B. Too much interested
 C. reluctant
 D. Over enthusiastic.
4. He had to eat a humble pie in starting a row with his neighbour over a trifle.
 A. To feel sorry and apologise for a wrong

 B. to take simple food
 C. To remain without food
 D.To be punished for doing something wrong.
5. By disobeying the orders of his boss, John stirred up a hornet’s nest.
 A. To get severe punishment.

 B. To invite a trouble
 C. To make a protest
 D.To be imprisoned.
Answers: 1.D. 2.B. 3.C. 4.A. 5.B.

Activity 6.Choose the correct meaning of the following
idioms//idiomatic phrases out of the given alternatives:
A. Kith and Kin.
1. Famous persons 2.A deceiver 3. Near and dear 4.Strong followers

B. Maiden Speech.
1. A speech made by a maid 2. A speech for a lady. 3. A speech poor in quality 4. A speech
made for first time by a person.
C. Spick and span.
1. Tools of a workman 2. Weak and thin 3.Immaculate 4.Not worth any use.
D.Nook and Corner.
1. At a distant place 2. Not up to the mark 3. Everywhere 4.A useless thing.
E.Bag and Baggage.
1. All the belongings 2. Under cover of 3. Make heavy purchases 4. To make

arrangements
Answers: A.3. B.4. C.3. D.3. E.1.

idioms/idiomatic phrases out of the given alternatives:
A. Man of straw.
1. A good business man 2. A weak person 3.A haughty person 4. Useless fellow.
B .Cock and Bull story.
1. A story about animals 2. A concocted story 3. A detailed information 4. Unwanted details
C.Pros and Cons.
1. Beginning and End of a story. 2. Likes and dislikes of a person

2. Uses and Abuses. 4. Dawn and Dusk.
D. Null and void.
1. Useless 2. Invalid 3. Undue favour to someone. 4. Not applicable.
E. A Man of letters.
1. A Postman 2. A man with good handwriting 3. A famous person with qualities of
head and heart 4. A rich person.
Answers: A.4. B.2. C.3. D.2. E.3.

Activity 8
Out of four alternatives given for idioms/phrases underlined in the
following sentences, choose one which expresses the meaning of the
idiom/phrase.
1. After demise of his father, he made ducks and drakes of his father’s money.A. Took
non vegetarian food. B. Kept birds at his place.C. Borrowed money from
others. D. Squandered money.

2. All the non performing employees of the office were given marching orders by the
new boss.A. Applauded B. Sent for training C. Punished D. Dismissed.

3. All the attempts made by police to nab the culprits appeared like a wild goose chase.
A. Full hearted attempt. B. A useless effort C.A strong desire
D. An easy job.
4. My friend John is a man of his word.
A. A good orator B. A famous poet. C. A man who always fulfills
what he promises D. A hypocrite.
5. The two friends buried the hatchet and started working together.
A. Started a new business B.travelled by boat C. Stopped fighting and became
friends. D. Shunned laziness.

Answers 1.D 2.D 3.B 4.C 5.C.

Activity 9.Choose the correct meaning of the following
idioms//idiomatic phrases out of the given alternatives
1. Lock,stock and barrel.

 A. to wind up one’s business.
 B. To start a new business.
 C. Complete in all respects.
 D. To go on a long journey.

2. Let bygones be bygones.
 A. To accord permission to go.
 B. To forbid anyone to go.
 C. To forget past actions and make a new start.
 D. To act in a negligent & careless way.

3. Alma Mater.
 A. Great affection for mother.
 B. To make preliminary arrangements.
 C. To brood over past experience.
 D. Institution where one gets education.

4. Loom Large.
 A. To start hosiery business.
 B. To make irrelevant remarks.
 C. To miss an important opportunity.
 D. Fear of some ensuing danger.

 A. To wander during day time.
 B. To roam about at night.
 C. To work day and night.
 D. Daily without fail.
Answers: 1.C 2.C 3.D 4.D 5.D.

1. To bury the hatchet.

 A. To raise a dispute with someone.
 B. To make agriculture as one’s profession.
 C. To forget old disputes and start new relations
 D. To make irrelevant remarks about someone.
2. To hope against hope.
 A. To make a wrong decision.
 B. To have a great relations
 C. To expect an unexpected thing
 D. To give a false hope.
3. Once in a blue moon.
 A. To stroll at night.
 B. Something happening rarely.
 C. To work at night.
 D. To be in search of an opportunity.
4. To mince words
 A. To quarrel with some one.
 B. To make irritating remarks.
 C. To talk in an indirect way.
 D. To praise some one.
5. A hard nut to crack.
 A. A difficult work to do.
 B. A nut which cannot be broken.
 C. To attempt an impossible job.
 D. A thing which cannot be obtained.
Answers:1.C. 2.C 3.B 4.C 5.A.

LESSON 4: Clauses In English Grammar
Clauses are the building blocks of the English language. Any sentence
hat you write which has a subject (the doer of the action) and a verb (an action
word) is called a clause. Whereas a phrase is a group of words which makes
sense but not complete sense, a clause makes complete sense.
For example, "a clear blue sky" (is a phrase) and "A clear blue sky welcomed me
in Leh" (is a clause-The subject is 'A clear blue sky' and the verb is 'welcomed').
There are two kinds of Clauses:
1) Principal or Main Clause

A main clause is a clause that contains a subject and an object. They make
sense on their own.
For example,
 "I like ice-cream" is a simple sentence made of a main clause.
 "I like ice-cream and I like chocolate" is a compound sentence made up of
two main clauses ('I like ice- cream' and 'I like chocolate'). The two main
clauses are joined by the conjunction 'and.'
2) Subordinate Clause
A subordinate clause contains a subject and a verb but it depends on the

main clause for making sense as it does not make complete sense on its own.
For example, "I will go to the market if you come with me" is a complex
sentence. It has a main clause 'I will go to the market' and a subordinate
clause 'if you come with me'. The main clause 'I will go to the market' makes
complete sense on its own. But, the subordinate clause 'if you come with me'
does not make complete sense on its own and depends on the main clause for
its complete meaning.
Based on the function they perform in the sentence, clauses can be categorized
as:
• Noun Clause- is a group of words which contains a Subject and Predicate
of its own, and does the work of a noun. For example, "I like what I see" as a
way of saying "I like cakes". The highlighted portion is a clause that is
functioning as noun.
• Adjective Clause-usually comes after the noun it qualifies and is made up
of several words which, like all clauses, will include a subject and a verb.It
answers the adjective questions 'What kind? How many? or Which one?" For
example, "The umbrella which has a broken handle is mine."The highlighted
portion is a clause that is functioning as an adjective.
• Adverb Clause-is a group of words which contains a Subject and Predicate
of its own, and does the work of an adverb. It answers the adverb questions
How? When? Where? Or Why? For example, "You may sit wherever you like."
The highlighted portion is a clause that is functioning as an adverb
Activity 1. Identify the clauses and point it whether it is a Noun

Clause, Adjective Clause, Adverb Clause.
a.The bankers need to know what they should do.
b. The books, which are lost, are not really necessary.
c. Whether you like it or not, you have to go to bed now.
d. Students who are intelligent get good grades.
e. No one knows he is.
f. When I was younger, I thought so.
g. He laughs best who laughs last.
h. I went to see what had happened.
i. He met a girl whose eyes were blue.
j. I shall remain where I am.
ANAWER KEY:
a) The bankers need to know what they should do.
Ans. what they should do-Noun Clause
b) The books, which are lost, are not really necessary.
Ans. which are lost-Adjective Clause
c) Whether you like it or not, you have to go to bed now.
Ans. Whether you like it or not-Adverb Clause
d) Students who are intelligent get good grades.
Ans. who are intelligent-Adjective Clause
e) No one knows he is.
Ans. who he is-Noun Clause
f) When I was younger, I thought so.
Ans. when I was younger-Adverb Clause
g) He laughs best who laughs last.
Ans. who laughs last-Adjective Clause
h) I went to see what had happened.
Ans. what had happened-Noun Clause
i) He met a girl whose eyes were blue.
Ans. whose eyes were blue-Adjective Clause
j) I shall remain where I am.
Ans. where I am-Adverb Clause
Activity 2
Complete the following blanks, using suitable clause.
(as soon as his neck reached the noose, where there is a will, if
grandmother were educated, if we are in it together, who has a tool,
students who read in English, when grandmother died, she helped
him, who was just eleven years old, when in Rome, who help themselves, whom the
doctor revived. Where there’s smoke, is not to yield to it.)
1. ______________, there’s fire.

2. God helps those, ______________.
3. A fool, ______________ , is still a fool.
4. ______________ , there is a way.
5. ______________ , do as Romans do.
6. We are not afraid to die, ______________,
7. ______________ , Khushwant Singh’s life would have been different.
8. ______________ get good marks in CBSE English examinations.
9. The baby, ______________ , was the only child of Morgan’s.
10. The only way to get rid of temptation, ______________.
ANSWER KEY
1. Where there’s smoke
2. who help themselves
3. who has a tool
4. Where there is a will
5. When in Rome
6. we are in it together
7. If grandmother were educated
8. Students who read in English
9. whom the doctor revived
10. is not to yield to it
Activity 3
Combine the following sentences using clauses:
1. I am reading a book at the moment. It is very interesting.

The book ____________.
2. The sweets are delicious. I bought them yesterday.
The sweets ____________.
3. The football match was very exciting. My friend played in it.
The football match ____________.
4. The letter hasn’t arrived yet. I posted it three years ago.
The letter ____________.
ANSWER KEY
1. The book which I am reading at the moment, is very interesting.
2. The sweets, that I bought yesterday, are delicious.
3. The football match, which my friend played, was very exciting.
4. The letter which I posted three days ago hasn’t arrived yet.
Activity 4.
Underline the noun clauses in the following sentences.
1. Life is what we make it.

2. I fear that I shall fall.
3. She says that it will not work.
4. I went to see what had happened.
5. I remember what you had told me.
ANSWER KEY
1. Life is what we make it.
2. I fear that I shall fall.
3. She says that it will not work.
4. I went to see what had happened.
5. I remember what you had told me.
Activity 5
Combine the following sets of sentence using clauses:
1. You have met Ashok. He is my friend’s brother.

2. A laser is a new device. It makes light shine in a red beam.
3. He found the book interesting. It had been given to him by his friend.
4. She blushed deeply. This was at my mentioning the matter.
5. John locked up Delilah in a coal-cellar. He knew it would be impossible
for her to escape from there.
ANSWER KEY
1. Ashok, whom you have met, is my friend’s brother.
2. Laser, which is a new device, makes light shine in a red beam.
3. He found the book, which had been given to him by friend.
4. She blushed deeply when I mentioned the matter.
5. John locked up Delilah in a coal-cellar from where he knew it would be impossible for her to escape.
Activity 6
Identify the kind of clause used in the following sentences.
1. The jury believed that the man was guilty.

Adjective clause
Noun clause
Adverb clause
2. Come when you like.
Noun clause
Adjective clause
Adverb clause
3. I know the girl who won the prize.

Noun clause
Adjective clause
Adverb clause
4. He confessed that he was guilty.
Noun clause
Adjective clause
Adverb clause
5. I know you have great regard for him.
Noun clause
Adjective clause
Adverb clause
ANSWERS
1. The jury believed that the man was guilty. (Noun clause)
2. Come when you like. (Adverb clause)
3. I know the girl who won the prize. (Adjective clause)
4. He confessed that he was guilty. (Noun clause)
5. I know you have great regard for him. (Noun clause)
Activity 7
Identify the kind of clause used in the following sentences.
1. Do you think that I am a fool?

Noun clause
Adjective clause
Adverb clause
2. Before I die I want to see Venice.
Noun clause
Adjective clause
Adverb clause
3. The hand that rocks the cradle rules the world.
Noun clause
Adjective clause
Adverb clause
4. I know a boy whose father serves in the army.
Noun clause
Adjective clause
Adverb clause
5. I will not go until he arrives.
Noun clause
Adjective clause
Adverb clause
ANSWER KEY
1. Do you think that I am a fool? (Noun clause)
2. Before I die I want to see Venice. (Adverb clause)
3. The hand that rocks the cradle rules the world. (Adjective clause)
4. I know a boy whose father serves in the army. (Adjective clause)
5. I will not go until he arrives. (Adverb clause)
Activity 8
Dependent or independent?
1. John did his homework before he went to bed.
Dependent
Independent
Q2. I don't like Mondays.
Dependent
Independent
Q3. If you help me, I will help you!
Dependent
Independent
Q4. I need a new calculator.
Dependent
Independent
Q5. She is very fit because she goes running every day.
Dependent
Independent
ANSWER KEY
1.independent
2. independent
3. dependent
4. independent
5. dependent
Activity 9
State whether the subordinate clause used in the following sentences is an adjective
clause, adverb clause or noun clause.
1. My friend helped me when I was in danger.
Adjective clause
Adverb clause
Noun clause
2. We believe in democracy though it has its shortcomings.
Adjective clause
Adverb clause
Noun clause
3. My parents were happy because I won the first prize.
Adjective clause
Adverb clause
Noun clause
4. This is the girl who talked to me yesterday.
Adjective clause
Adverb clause
Noun clause
5. I have lost the tickets which I bought.
Adjective clause
Adverb clause
Noun clause
ANSWER KEY
1. My friend helped me when I was in danger. (Adverb clause)

2. We believe in democracy though it has its shortcomings. (Adverb clause)
3. My parents were happy because I won the first prize. (Adverb clause)
4. This is the girl who talked to me yesterday. (Adjective clause)
5. I have lost the tickets which I bought. (Adjective clause)
Activity 10
Match the clauses below to make meaningful sentences.
a. I would be able to apply for this
.1 Students can't use calculators position.
b. since I last heard from my parents.

2. I wish you wouldn't make so much c. doing any of the questions on the test.
noise
d. in the early years of the cinema.
e. during a math or physics exam.

3. Just as the play was about to
start, f. in their high school years.
g. as soon as the bell rang.
4. The pupils rushed out of the h. someone in the audience cried for help.
classroom
i. while I am trying to concentrate.
j. for fifteen hours now.
5. It has been three months
6. The film crew has been working
7. Mike couldn't remember
8. If I could speak English well,

9. Very few students can learn
English
10. There were only silent films
ANSWER KEY
1. e 6. j
2. I 7. c
3. h 8. a
4. g 9. f
5. b 10. d
LESSON 5: Tenses of Verb
Verbs come in three tenses: past, present, and future. The past is
used to describe things that have already happened (e.g., earlier in the
day, yesterday, last week, three years ago). The present tense is used
to describe things that are happening right now, or things that are
continuous. The future tense describes things that have yet to happen
(e.g., later, tomorrow, next week, next year, three years from now).
The following table illustrates the proper use of verb tenses:
Simple Present Simple Past Simple Future

Last night, I read an I will read as much as I
I read nearly every day.
entire novel. can this year.
Present Continuous Past Continuous Future Continuous
I am I will be
I was reading Edgar
reading Shakespeare at reading Nathaniel
Allan Poe last night.
the moment. Hawthorne soon.
Present Perfect Past Perfect Future Perfect
I have read so many I had read at least I will have read at least
books I can’t keep 100 books by the 500 books by the end of
count. time I was twelve. the year.
Present Perfect Past Perfect Future Perfect
Continuous Continuous Continuous
I had been I will have been
I have been
reading for at least a reading for at least two
reading since I was four
year before my sister hours before dinner
years old.
learned to read. tonight.
Activity 1. Verb tense

Example: I (be) am happy.
1) I (be) _____ tired.

2) I (be) _____ hungry.
3) I (be) _____ late!
Example: He / She / It (be) is happy.

4) He (be) _____ cool
5) She (be) _____ pretty.
6) It (be) _____ fast
Example: You / We / They (be) are happy.

7) You (be) _____ nice.
8) We (be) _____ sleepy.
9) They (be) _____ funny.
10) John (be) _____ excited
Activity 2.
1) Tiffany and Uma (be) _____ my friends.
2) Ricardo, John and I (be) _____ watching a movie.
3) Hadil (be) _____ kind. 14) Alisa (be) _____ young.
5) The hammer (be) _____ new.
6) My mother and father (be) _____ cooking dinner.
7) Rachel (be) _____ driving to school.
8) Nikkos and Billy (be) _____ playing at the park.
9) The students (be) _____ studying English.
10) The test (be) _____ hard!
Activity 3.
Using the Verb "To be" Choose the correct form of "to be" in present
tense.
Example: I (be) am excited.

Example: Jessica and Akbar (be) are happy. Example: The new car (be) is nice.
1) The bag (be) ________ blue.
A. am B. are C. is
2) The rocks (be) ________ hard.
A. am B. are C. is
3) The children (be) ________ young.
A. am B. are C. is
4) Thomas (be) ________ nice.
A. am B. are C. is
5) The game (be) ________ difficult.
A. am B. are C. is
6) They (be) ________ tired.
A. am B. are C. is
7) I (be) ________ thirty years old.
A. am B. are C. is
8) Susan and Juan (be) ________ married.
A. am B. are C. is
9) Teddy (be) ________ my friend.
A. am B. are C. is
10) We (be) ________ in English class.
A. am B. are C. is
Activity 4. Present Tense

Choose the correct form of the verb in simple present tense.
Example: I / You / We / They (cook) cook.
Example: He / She / It (cook) cooks.
1) I ( cook / cooks ) on Monday.
2) You ( cook / cooks ) on Tuesday.
3) We ( cook / cooks ) on Wednesday.
4) They ( cook / cooks ) on Thursday.
5) He ( cook / cooks ) on Friday.
6) She ( cook / cooks ) on Saturday.
7) It ( cook / cooks ) on Sunday.
8) I ( wash / washes ) the car on Monday.
9) You ( wash / washes ) the car on Tuesday.
10) We ( wash / washes ) the car on Wednesday.
Activity 5 Present Tense
Choose the correct form of the verb in simple present tense.
Example: I / You / We / They (study) study English on Monday.
Example: He / She / It (study) studies English on Tuesday.
1) I (study / studies) English on Monday.
2) You (study / studies) English on Tuesday.
3) We (study / studies) English on Wednesday.
4) They (study / studies) English on Thursday.
5) He (study / studies) English on Friday.
6) She (study / studies) English on Saturday.
7) It (study / studies) English on Sunday.
Activity 6 Past Tense

Fill in the spaces with the correct forms of these regular verbs in
simple past tense.
Example: I / You / We / They / He / She / It (clean) cleaned on Monday.
1) I (clean) ________ my car on Monday
2) You (walk) ________ three miles on Tuesday.
3) We (cook) ________ lunch on Wednesday.
4) They (sew) ________ curtains on Thursday.
5) He (film) ________ the movie on Friday.
6) She (play) ________ chess on Saturday.
7) It (rest) ________ from its work on Sunday

Choose the correct form of the verb in past progressive tense.
Note: This tense describes actions that were in progress in the past. It uses the
helping verb "was" with the pronouns I / He / She / It, and "were" with the pronouns
You / We / They. Then, –ing is added to the base form of the verb.
Example: I / He / She / It / (wash) was washing the car yesterday.
Example: You / We / They (wear) were wearing their old clothes at the cabin.
1) I [was walking / were walking] through the mall Tuesday.
2) He [was playing / were playing] baseball until four o'clock.
3) You [was watching / were watching] the sunset last night.
4) They [was staying / were staying] at the same hotel that year.
5) She [was smelling / were smelling] the coffee when she woke up.
6) We [was planting / were planting] the garden on May 15th.
7) It [was barking / were barking] loudly at the cat.

Fill in the spaces with the correct form of the verb in parentheses in
simple past tense or past progressive tense.
Example: Jing (talk) was talking (past progressive tense) to her little sister when her
cell phone (lose) lost (simple past tense) its signal.
Example: Ashley and Manny (stroll) were strolling (past progressive tense) through the
zoo when, suddenly, they (see) saw (simple past tense) a lion attack its trainer.
1) We (walk) _______ _______ by the bakery when the smell of fresh cinnamon rolls
(reach) ____________ our noses.
2) Dr. Lee (treat) _______ ________ her patient when she (get) ________ a signal from her
pager.
3) Annie and Lilly (climb) _______ _______ trees when Annie (fall) ____________ and
(break) ________ her arm.
4) While Christopher (dig) _______ _______ a hole in the sand, a crab (crawl)
____________ out.
5) They (sit) _______ _______ on the park bench when the fountain suddenly (light)
____________ up. 6) David (ride) _______ _______ his motorcycle on the dirt road when it
(hit) ________ a dangerous bump.
7) Mr. Walker (earn) _______ _______ more than anyone else in his division when he
(retire)__________ last year.
8) The lost dog (wear) _______ _______ his collar when the children (find) ____________
him.
9) Marcella (hope) _______ _______ to buy a yacht; instead she (buy) __________a small
fishing boat. 10) Nick (water) _______ _______ the plants in the garden when a
groundhog (appear) ____________.

simple past perfect tense.
Note: This tense describes actions that have been completed before other past actions.
It can also describe actions that happened in the distant past (other actions have
happened since then).
When used in the simple past perfect tense, the past participle (the word that
comes after "had") is often regular, and therefore retains its simple past tense spelling.
In this exercise all of the past participles requested are regular.
1) I (study) _______ _______ extremely hard before the test was given.
2) You (pick) _______ _______ a lot of tomatoes from your garden before we had any ripe
ones in ours. 3) We (expect) _______ _______ to find many vacant hotel rooms, but we
only found one.
4) They (play) ______ _______ in the Super Bowl in 1990, so they were more prepared in
1995.
5) He (enjoy) _______ ______ color photography before he tried black-and-white film.
6) She (look) _______ ________ all over town for a formal dress before she found one
she liked.
7) It (jump) ______ _______ out of its cage just before we arrived at the zoo!
Activity 10. Past Tense

past perfect progressive tense.
Note: This tense describes actions which were ongoing before other past actions, or
which were ongoing in the distant past. It uses the helping verb phrase "had been"
followed by the verb + "ing".
Example: I / You / We / They / He / She / It had been watching the fish in the
aquarium before w the giant turtle appeared.
1) Before I bought my new boat, I (go) ______ ______ ______ to the boat show every day
to see the newest models.
2) You (talk) ______ ______ ________ to Whitney before the show began.
3) We (think) ______ ______ ______ about buying an electric car even before the price of
gas went up. 4) They (race) ______ ______ ______ cars at that track for twenty years
before it closed.
5) He (drive) ______ ______ ______ too fast all afternoon before the accident happened.
6) After she died, it was discovered that she (make) ______ ______ ______ secret
donations to the shelter for years.
7) We (grow) ______ ______ ______ grapes for twelve years before we decided to open a
winery.
ANSWER KEY
1)am 1) are
2) am 2) are
3) am 3) is
4) are 4) is
5) are 5) is
6) are 6) are
7) is 7) is
8) is 8) are
9) is 9) are
10) is 10) is
1) c 2) b 3) b 4) c 5) c 6) b 7) a 8) b 9) c 10) b

1) cook 1) study
2) cook 2) study
3) cook 3) study
4) cook 4) study
5) cooks 5) studies
6) cooks 6) studies
7) cooks 7) studies
8) wash
9) wash
10) wash

1) cleaned 1) was walking
2) walked 2) was playing
3) cooked 3) were watching
4) sewed 4) were staying
5) filmed 5) was smelling
6) played 6) were planting
7) rested 7) was barking

1) were walking, reached 2) was treating, got 3) were climbing, fell, broke 4) was digging, crawled 5) were sitting,
lit 6) was riding, hit 7) was earning, retired 8) was wearing, found 9) was hoping, bought 10) was watering, appeared

1) had studied 2) had picked 3) had expected 4) had played 5) had enjoyed 6) had looked 7) had jumped

1) had been going 2) had been talking 3) had been thinking 4) had been racing 5) had been driving 6) had been
making 7) had been growing
LESSON 6: Types of Sentences in English

There are four types of English sentence, classified by their purpose:
 declarative sentence (statement)
 interrogative sentence (question)
 imperative sentence (command)
 exclamative sentence (exclamation)
Form Function example final

sentence punctuation
(clause)
1 Declarative statement: It tells us John likes Mary. .

something
2 interrogative question: It asks us Does Mary like ?
something John?
3 Imperative command: It tells us Stop! ! or .

to do something Close the door.
4 exclamative exclamation: It What a funny !

expresses surprise story he told us!
(form = structure / function = job)
1. Declarative Sentence (statement)
Declarative sentences make a statement. They tell us something. They give us

information, and they normally end with a full-stop/period.
The usual word order for the declarative sentence is:
 subject + verb...
Declarative sentences can be positive or negative. Look at these examples:
positive Negative
I like coffee. I do not like coffee.
We watched TV last night. We did not watch TV last night.
Declarative sentences are the most common type of sentence.

2. Interrogative Sentence (question)
Interrogative sentences ask a question. They ask us something. They want

information, and they always end with a question mark.
The usual word order for the interrogative sentence is:
 (wh-word +) auxiliary + subject + verb...
Interrogative sentences can be positive or negative. Look at these examples:
positive Negative
Do you like coffee? Don't you like

coffee?
Why did you go? Why didn't you go?
3. Imperative Sentence (command)
Imperative sentences give a command. They tell us to do something, and they

end with a full-stop/period (.) or exclamation mark/point (!).
The usual word order for the imperative sentence is:
 base verb...
Note that there is usually no subject—because the subject is understood, it

is YOU.
Imperative sentences can be positive or negative. Look at these examples:
positive Negative
Stop! Do not stop!
Give her Don't give her coffee.

coffee.
4. Exclamative Sentence (exclamation)
Exclamative sentences express strong emotion/surprise—an exclamation—

and they always end with an exclamation mark/point (!).
The usual word order for the exclamative sentence is:
 What (+ adjective) + noun + subject + verb
 How (+ adjective/adverb) + subject + verb

Look at these examples:
 What a liar he is!

 What an exciting movie it was!
 How he lied!
 How exciting the movie was!
Activity 1 Mini Quiz
1. Which sentence type is the most common?

declarative
imperative
exclamative
2. "Who came to the party?" Which sentence type is used?

interrogative
imperative
exclamative
3. Which sentence type does not usually use a subject?

declarative
imperative
interrogative
ANSWER KEY
1. declarative
2. interrogative
3. imperative
Activity 2
Identify the type of sentence.
There are 4 types of sentences in English.
Declarative
Imperative
Interrogative
Exclamatory
1. How well she sings!
2. What is your name?
3. Did I say anything to make you angry?
4. What is your name?
5. Who told you this?
6. She is a successful writer.
7. It is raining cats and dogs.
8. I want to become a writer.
9. She does not eat meat or fish.
10. Go at once.
ANSWER KEY
1. How well she sings! – Exclamatory
2. What is your name? – Interrogative
3. Did I say anything to make you angry? – Interrogative
4. What is your name? – Interrogative
5. Who told you this? – Interrogative
6. She is a successful writer. – Declarative
7. It is raining cats and dogs. – Declarative
8. I want to become a writer. – Declarative
9. She does not eat meat or fish. – Declarative
10. Go at once. – Imperative
Activity 3
1. Bring me that file.

2. My mother makes delicious cookies.
3. Get lost.
4. Fetch me a glass of water.
5. Please be seated.
6. Sit down.
7. She writes with her left hand.
8. What a tragedy!
9. How beautiful she is!
10. I have two sisters.
ANSWER KEY
1. Bring me that file. – Imperative
2. My mother makes delicious cookies. – Declarative
3. Get lost. – Imperative
4. Fetch me a glass of water. – Imperative
5. Please be seated. – Imperative
6. Sit down. – Imperative
7. She writes with her left hand. – Declarative
8. What a tragedy! – Exclamatory
9. How beautiful she is! – Exclamatory
10. I have two sisters. – Declarative
Activity 4
Read the following sentences and mark whether Declarative,
Interrogative, Imperative or Exclamatory.
1. Do you drink milk daily?

2. Stars are twinkling in the sky.
3. Ah! What a lovely rose.
4. Let us go for a river bath.
5. Let us go to the river to swim.
6. The train is not running on time.
7. Where has Rohan gone?
8. Call in the doctor please.
9. Kindly lend me your book.
10.I like this book.
ANSWER KEY
1. Interrogative
2. Declarative
3. Exclamatory
4. Imperative
5. Imperative
6. Declarative
7. Interrogative
8. Imperative
9. Imperative
10. Declarative
Activity 5
Change the type of sentence as indicated in the bracket.
1. It is a lovely rose. (Exclamatory)

2. Bravo! A nice kick. (Assertive)
3. She did not behave well there. (Interrogative)
4. Will you lend me your book? (Imperative)
5. Show me your house. (Interrogative)
ANSWER KEY
1. Ah! What a lovely rose.
2. It was a nice kick.
3. Did she behave well there?
4. Kindly lend me your book.
5. Which is your house?
Activity 6
Read the following sentences and mark as Declarative,

Interrogative, Imperative or Exclamatory.
1. Are you well now?

2. The elephant is a big animal.
3. May God Bless you!
4. What a pleasant weather!
5. Do they keep dogs?
6. Keep quiet.
7. Let us enjoy bathing.
8. Why were you absent yesterday?
9. Bhavna, open the door.
10.The earth moves round the sun.
ANSWER KEY
1. Interrogative
2. Declarative.
3. Exclamatory.
4. Exclamatory.
5. Interrogative.
6. Imperative.
7. Imperative.
8. Interrogative.
9. Imperative.
10. Declarative.
Activity 7.
1. Which type of sentence must end with a question mark?

interrogative
imperative
exclamative
2. A sentence that's used to give someone an order or a command is an _______
sentence.
interrogative
imperative
exclamative
3. The function of a declarative sentence is to _______ someone about something.

ask
tell
surprise
4. What does an exclamative sentence usually end with?

a full-stop or period
a question mark
an exclamation mark
5. "Sit down and be quiet!" What type of sentence is this?

exclamative
imperative
interrogative
6. Which of these sentence types often begins with the subject?

declarative
imperative
exclamative
7. Which is an exclamative sentence?

He's so cute!
Isn't he cute?
How cute he is!
8. The usual FORM of a declarative sentence is

to make a statement
subject-verb
a period or full-stop
9. Which of these sentences is in imperative form?
Have fun, won't you?
Did you have fun?
It'll be fun!
10. Which is a declarative sentence?

Ouch!
Stop hurting me!
That hurts!
ANSWER KEY
1. interrogative
2. imperative
3. tell
4. an exclamation mark
5. imperative
6. declarative
7. How cute he is!
8. subject-verb
9. Have fun, won't you?
10. That hurts!
Activity 8
Directions: Identify and label each sentence as declarative,
interrogative, imperative, or exclamatory.
Example: I love cats! exclamatory

1. Where is my shovel?
2. This is the most beautiful lawn I have ever seen.

3. Please pass the lemonade.
4. My arms ache from digging the flower beds!
5. It takes hard work to plant all of these flowers. 6. Could you please give me
the hose?
7. I am going to climb that tree.
8. The view from the top of this tree is amazing.
9. I can't get down!
10. Please help me to climb down this tree.
ANSWER KEY
1. interrogative
2. declarative
3. imperative * Note that even when you say please, this is still an imperative sentence. You may be commanding
someone politely, but you are still commanding them.
4. exclamatory
5. declarative
6. interrogative
7. declarative
8. declarative
9. exclamatory
10. imperative
Activity 9
Directions: Identify and label each sentence as declarative,
interrogative, imperative, or exclamatory. Write the correct
punctuation mark after each sentence.
Example: The blue water in Greece is beautiful declarative, period .
1. This summer, my family will travel to Greece
2. I am so excited
3. Do you know where Greece is
4. Greece is home to many archaeological monuments
5. You should read Greek mythology 6. Greek mythology is full of adventures and
legends
7. Hercules, Achilles, and Perseus are all heroes found in Greek mythology
8. Reading mythology will get you excited about traveling
9. Would you enjoy a trip to Greece
10. Come with us
ANSWER KEY;
1. statement, period .
2. exclamatory, exclamation mark !
3. interrogative, question mark ?
5. statement, period . * This is not a command. It would be a command if it said, Read Greek mythology.
9. interrogative, question mark ?
10. imperative, period . OR exclamation mark !
Activity 10
Place the correct punctuation in the boxes to end each sentence.
Identify each sentence as either declarative, interrogative,
imperative or exclamatory.
1.Pick up some more milk when you pass by the supermarket
( 2 ) Just try and figure out what the new password is
( 3 ) How beautiful your rose garden is
( 4 ) Take a good look at this financial chart
( 5 ) Clean out the gutters with this plastic scooper I bought
( 6 ) I am sick and tired of this rainy weather
( 7 ) Go get another paper towel from the kitchen
( 8 ) This closet is where we keep the spare batteries
( 9 ) This phone bill is highway robbery
(10) May I have a clean plate
ANSWER KEY
1) . Imperative .
2) Imperative 3) ! Exclamatory 4) . Imperative
5) . Imperative !
6) Exclamatory` 7) . Imperative .
8) Declarative
!
9) Exclamatory 10.) ? Interrogative
LESSON 7: Reading Comprehension
Anne of Avonlea
by Lucy Maud Montgomery
This sequel to Anne of Green Gables follows Anne Shirley, a young Canadian orphan.
Anne was sent to live with the Cuthberts, a brother and sister who have a farm on
Prince Edward Island, Canada. In Anne of Avonlea, written in 1909, Anne is 16 years
old and is going to teach school for the fi rst time in the town of Avonlea.
Chapter V. Full-fl edged Schoolma’am

When Anne reached the school that morning . . . for the fi rst time in her life
she had traversed the Birch Path deaf and blind to its beauties . . . all was quiet and
still. The preceding teacher had trained the children to be in their places at her arrival,
and when Anne entered the schoolroom she was confronted by prim rows of “shining
morning faces” and bright, inquisitive eyes.
She hung up her hat and faced her pupils, hoping that she did not look as
frightened and foolish as she felt and that they would not perceive how she was
trembling. She had sat up until nearly twelve the preceding night composing a speech
she meant to make to her pupils upon opening the school. She had revised and
improved it painstakingly, and then she had learned it off by heart. It was a very good
speech and had some very fi ne ideas in it, especially about mutual help and earnest
striving after knowledge. The only trouble was that she could not now remember a
word of it.
After what seemed to her a year . . . about ten seconds in reality . . . she said
faintly, “Take your Testaments, please,” and sank breathlessly into her chair under
cover of the rustle and clatter of desk lids that followed. While the children read their
verses Anne marshalled her shaky wits into order and looked over the array of little
pilgrims to the Grownup Land.
ACTIVITY 1. List three examples from the passage that show Anne is
nervous on her fi rst day of teaching school.
1.
_________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
Examples of correct answers:

1. Anne was “hoping that she did not look as frightened and foolish as she felt.”
2.“ The only trouble was that she could not now remember a word” of her speech. “
3. “Anne marshalled her shaky wits”
COYOTE: A very young coyote pup
The coyote is a relative of the dog, wolf and jackal. Like its relatives, it is a
predator and mostly eats other mammals. It will, however, eat a wide variety of foods,
including insects, fruits and vegetables.
Coyotes are found throughout most of North America, from Mexico and Central
America to Canada and Alaska. The color of its coat depends on where it lives.
Mountain coyotes are darker than those living in the desert.
Like the wolf, coyotes live in groups, or packs. The pack is usually smaller in
number than a wolf pack. All members of the pack are usually related. The pack will
often divide into pairs to hunt.
Female coyotes have a litter of pups once a year. A litter has an average of six
pups. Over half of the pups will die before they reach adulthood. Male pups usually
leave the pack to fi nd their own territory. Female pups stay with the parent’s pack.
Wolves and coyotes compete for the same prey animals. Since the coyote is
smaller than the wolf, wolves will usually drive the coyote out of any shared territory.
The coyote adapts easily to new areas. Unlike the buffalo or wolf, the coyote’s
range increased after human populations expanded across the continent. For example,
the coyote was not native to New England. Once the New England settlers eliminated
wolves, however, the coyote moved in. Scientists who have studied the coyote believe it
is better than the wolf at living in human areas.
Coyotes are now found in most large urban areas. They fi nd an abundant
supply of food in these areas, since coyotes are willing to eat garbage, rodents and
even small pets, such as cats. Scientists estimate that as many as 2,000 coyotes may
be living in the Chicago area. Because of its adaptability, the coyote is not an
endangered species, or even a threatened species. It has been classifi ed as “least
concern,” which means it has the lowest risk of extinction.
Activity 2. Cite the Source
Find two examples from the text that support the idea that
the coyote adapts to survive.
1.
________________________________________________________________________
2.
______________________________________________________________________
Examples of correct answers

1.: “Unlike the buffalo or wolf, the coyote’s range increased after human populations expanded
across the continent.”
2. “Coyotes are now found in most large urban areas.”
Earthquakes: Movement of the Earth’s Crust

Earthquakes are the shaking and moving of the ground when energy is released
in waves. These waves are called seismic waves. These waves are similar to ocean
waves, which move through water. Seismic waves, however, move through the ground.
Most earthquakes are caused by the movement of large sections of the Earth’s crust,
called plates. The place where two plates meet is called a fault. Faults look like large
cracks in the ground. If the two plates move in different directions, they build up
energy at the fault line. When enough energy builds up, the stress on the fault
becomes too great and it ruptures. This releases the energy and the ground starts to
shake.
Earthquakes can also be caused by other natural events, such as landslides
and volcanoes. Manmade earthquakes happen because of nuclear testing and mining
explosions. The fi rst movement of an earthquake, called the main shock, is often
followed by smaller ground trembles, called aftershocks. These aftershocks are the
plates settling into their new position. Aftershocks can continue for days after the
main shock. There are an estimated 500,000 earthquakes around the world each year.
Most are so mild they are only recorded on scientifi c instruments. Only about
100,000 can be felt by humans. Of these, only about 19 a year cause major damage.
Major earthquakes in populated areas can cause huge destruction. Buildings
collapse, roads and bridges buckle and crack, and electrical and gas lines break and
cause fi res. If the earthquake happens in the ocean, it makes a series of huge ocean
waves called a tsunami. The tsunami travels until it fi nally reaches land, where it
causes large fl ooding. Scientists are searching for ways to predict earthquakes. They
study the historical patterns of earthquakes and monitor the movement of the plates
with seismic equipment. While they cannot predict an exact date of a future
earthquake, they have a better understanding of when earthquakes are more likely to
happen.
Activity 3. Word Meanings
Circle the correct meaning for each of the following words from the
passage.
1. ruptures
a. joins b. forms a new plate c. breaks
2. destruction
a. panic b. damage c. worry; concern
3. collapse
a. fall down b. catch fi re c. explode
4. predict
a. prevent; stop b. know a future event c. study; examine
ANSWER KEY
1.C
2. B
3. A
4. B
The Grand Canyon
The Grand Canyon is a large river canyon in Arizona. It is over 220 miles long
and over a mile deep in some places. Its widest point is 18 miles wide. The canyon is
considered one of the Seven Natural Wonders of the World. Over millions of years, the
Colorado River wore away rocks as it passed through the area. Slowly, the river made
the path deeper and deeper.
Now, the canyon is surrounded by steep walls on either side, while the river
continues to fl ow at the bottom of the canyon. Besides its large size, the Grand
Canyon is also known for its magnifi cent colors. The canyon is made of layers of rock,
and each layer of rock has a different depth and color. Geologist have identifi ed
almost 40 different layers of rock exposed by the river’s erosion. The climate in canyon
area is primarily desert, with both high and low temperatures. The upper rims of the
canyon often receive snowfall. The air quality is usually very high, although dust
storms and smoke from fi res can change the air.
The Grand Canyon is home to variety of plants and animals. Plants range from
various species of cactus to pine forests. Many types of animals live in the area,
including the bald eagle, bobcats, bats and gila monsters. Six different kinds of
rattlesnakes have been identifi ed in the area. Native Americans have inhabited the
area for around 3,000 years. Spanish conquistadors fi rst explored the area in 1540.
Later, Spanish priests and explorers returned in 1776.
However, they did not stay, as they found the canyon impassable. Arizona
became part of the United States in 1848, and the fi rst geological studies were
completed on the Grand Canyon in 1856. Today, the canyon is part of the Grand
Canyon National Park. About fi ve million tourists visit the park each year.
Activity 4. What Does It Mean?

Circle the correct meaning for each of the following words from the
passage.
1. geologists
a. scientists who study the physical properties of the earth b. scientists who study
plants and animals in Arizona c. scientists who study numbers
2. various
a. desert b. different kinds c. rare; unusual
3. impassable
a. unable to cross b. far from civilization c. haunted
4. erosion
a. the act of drying up or evaporating b. change of direction c. the act of
wearing away or grinding down
ANSWER KEY
1. A 2. B 3. A 4.C
Oliver Twist
by Charles Dickens
Boys have generally excellent appetites. Oliver Twist and his companions
suffered the tortures of slow starvation for three months: at last they got so voracious
and wild with hunger, that one boy, who was tall for his age, and hadn’t been used to
that sort of thing (for his father had kept a small cook-shop), hinted darkly to his
companions, that unless he had another basin of gruel per diem, he was afraid he
might some night happen to eat the boy who slept next him, who happened to be a
weakly youth of tender age.
He had a wild, hungry eye; and they implicitly believed him. A council was held;
lots were cast who should walk up to the master after supper that evening, and ask for
more; and it fell to Oliver Twist. The evening arrived; the boys took their places. The
master, in his cook’s uniform, stationed himself at the copper; his pauper assistants
ranged themselves behind him; the gruel was served out; and a long grace was said
over the short commons. The gruel disappeared; the boys whispered each other, and
winked at Oliver; while his next neighbors nudged him. Child as he was, he was
desperate with hunger, and reckless with misery.
He rose from the table; and advancing to the master, basin and spoon in hand,
said: somewhat alarmed at his own temerity: ‘Please, sir, I want some more.’ The
master was a fat, healthy man; but he turned very pale. He gazed in stupefi ed
astonishment on the small rebel for some seconds, and then clung for support to the
copper. The assistants were paralysed with wonder; the boys with fear. ‘What!’ said the
master at length, in a faint voice. ‘Please, sir,’ replied Oliver, ‘I want some more.’ The
master aimed a blow at Oliver’s head with the ladle; pinioned him in his arm; and
shrieked aloud for the beadle.
Activity 5.
Name: ___________________________
Summarize It Write a short summary of the passage.
____________________________________________
ANSWER KEY:
Key points that should be included:
The boys were very hungry.
Oliver was selected to ask for more food.
When he asked more food, the master of the workhouse struck Oliver and grabbed him.
An Honorable Tradition
The word "clown" is sometimes used to label a person as foolish. But being
called a clown is not always an insult. The art of clowning is an old, honorable
tradition. It includes not just modern-day circus clowns but court jesters, who
performed for kings or emperors, and theatrical clowns, who were onstage as early as
500 years ago. Throughout history, most cultures have had clowns. These clowns do
more than just make people laugh.
They are often shown as powerless fools, but sometimes clowns actually enjoy
great freedom of speech. Using humor, clowns are able to question their leaders in a
way ordinary people might not. For example, in ancient China, the Emperor Shih
Huang-Ti ordered the Great Wall of China to be built. During its construction,
thousands of workers died due to poor working conditions. The Emperor planned to
have the Great Wall painted, which would have resulted in even more lives lost.
The Emperor‟s jester, Yu Sze, was the only person who dared to criticize this
plan. He did so jokingly, but his jokes persuaded the Emperor not to paint the Great
Wall. For this Yu Sze is now celebrated as a national hero in China. Clowns remind us
that humor can be one of the most effective ways to influence people. The clowns of
our culture— those who make us laugh and look at life in new ways— may not
represent foolishness at all, but wisdom in disguise.
Activity 6.
1) Based on its use in paragraph 1, it can be understood that honorable belongs to

which of the following word groups?
A. smart, wise, intelligent B. helpful, beneficial, useful
C. ancient, old-fashioned, traditional D. respected, admirable, praised
2) The author of this passage is most interested in
A. presenting the history of clowns B. explaining why Yu Sze is a hero
C. discussing the role clowns play in a culture D. making people feel better
about being called a clown
3) In paragraph 2, the author suggests that sometimes clowns have “great freedom of
speech” compared to ordinary people because clowns are
A. not afraid of their leaders B. able to use humor to make a point
C. scrutinized more than ordinary people D. viewed as national heroes
4) In paragraph 3, the author writes, "The Emperor‟s jester, Yu Sze, was the only
person who dared to criticize this plan." Like Yu Sze, which of these people also
criticizes something?
A. Alice, who paints a picture and enters it into a contest
B. Jeffrey, who wears a silly clown costume to a Halloween party
C. Ed, who points out the problems with the book he just read
D. Rolfe, who studies very hard but still gets bad grades
5) According to the author, Yu Sze persuaded the Chinese Emperor not to
A. build the Great Wall
B. paint the Great Wall
C. mistreat the workers
D. starve the workers
ANSWER KEY
1.D 2. C 3. B 4. C 5. B
All the Wonders

Soon after Navi became engaged to Roberto, she began learning about his
seemingly magical origins. She had heard many stories of Roberto‟s birth city of
Guanajuato, and they had all captivated her. She was fascinated by the many exotic
tales he told her about the region. At one time, this colonial city was the source of two-
thirds of the world‟s silver. "Our family goes to a beautiful church in Guanajuato,"
Roberto had told her while they courted in the United States. "It is said that silver dust
was mixed into the cement building blocks and that is why the church sparkles." Navi
had been enthralled by the tale.
Indeed, Roberto always told such wonderful stories. She could not wait to see
the city and meet all of Roberto‟s family. Navi was excited; she knew that the trip was
sure to be inspirational. While Roberto had imparted to Navi all the wonders of his
beautiful city, it had not occurred to him to mention any dangers. After all, they were
young and they were in love--they lived only in the moment. Navi was speechless when
she saw the Oratorio de San Felipe. "It really does sparkle!" she exclaimed. Navi kissed
Roberto on the cheek. "I‟ll meet you outside," she said, leaving the church. She pulled
her sketchpad and pencils from her bag and went to sit against one of the glorious
palm trees outside the church. She began sketching the colossal cupola, which
extended mightily, towering three stories above the nave.
Suddenly, a sharp pain took hold of her left shoulder. It felt like an electrical
shock. The pain began to pervade the rest of her body. She had been stung by a
scorpion! The last thing Navi remembered was Roberto kneeling by her side. She woke
up a day later with him holding her hand and talking to her in a soft voice. "In
Mexico," he said, "scorpions are ubiquitous. They are everywhere. And they love palm
trees," he said, rubbing her hand with tears of relief in his eyes. "There are more
scorpion deaths here than in any other place in the world. I should have mentioned
that before."
Activity 7.
. 1) As used in paragraph 2, which is the best antonym for captivated?
A. dishonored B. enthralled C. repelled D. saddened
2) Foreshadowing is a literary device characterized by the use of words or phrases that
hint at something—typically something bad—that is going to happen later in the story.
This is done without revealing the story or spoiling the suspense. Using this
information as a guide, which of the following sentences from the passage best
demonstrates the use of foreshadowing?
A. "They lived only in the moment."
B. "It had not occurred to him to mention any dangers."
C. "'I‟ll meet you outside‟” she said, leaving the church."
D. "Suddenly, a sharp pain took hold of her left shoulder."
3) Which of the following words best describes how Roberto felt about after failing to
have warned Navi about scorpions?
A. intrigued, meaning curious or interested B. perplexed, meaning utterly confused
C. remorseful, meaning regretful or ashamed D. irate, meaning angry or enraged
4) Which grammatical point of view is used to narrate this passage?
A. first person, characterized as being a person in the passage
B. second person, characterized as speaking directly to the reader
C. third person omniscient, characterized by knowing what all the characters are
thinking
D. third person focalized, characterized by knowing only what one character may be
thinking
ANSWER KEY
1.C 2.B 3.C 4.C
Considering Cockroaches
I have had the pleasure of raising many different kinds of animals. In my 40
years of pet ownership, I have had rabbits, fish, lizards, dogs, cats, hamsters, and
even a pot-bellied pig. As a longtime pet owner, I therefore must take issue with your
recent article, "Dogs Make the Best Pets" (6/15/11).
There is no doubt that dogs are playful, loyal, and smart. Dogs have been an
extremely popular choice for pet owners for decades. But your article completely
ignored the many benefits of a slightly less popular pet: cockroaches. If dogs are such
great pets, then why do dog owners have so few of them? How many dogs does the
typical dog owner have? One? Two? Three? I have over four hundred cockroaches. This
number is, of course, an estimate. I cannot really be certain exactly how many of those
little beauties currently live under my roof.
They are a little shy and like to hide when I turn the lights on, so it can be
difficult to keep an exact count. But my point remains the same: if dogs really were
the "best pets," as your article claims, people would have more of them. Furthermore,
while I understand all of your points about the benefits of dog ownership, your article
does not address two very important negative factors: the expense and the labor. First,
the expense: purebred dogs can cost thousands of dollars. Even if you adopt a dog
from a shelter, you still have to pay some fees.
Moreover, once you get the dog home, you have to pay for food, toys, and visits
to the veterinarian. Second, the labor: dogs require a lot of work. You have to walk
dogs. You have to train dogs not to jump on people. You have to teach dogs not to
chew on furniture. These problems with expense and labor do not apply to
cockroaches. First and foremost, cockroaches are 100% free. You do not have to pay a
breeder or a shelter to adopt a cockroach— they just walk right into your home! You
also do not have to buy any sort of special food for cockroaches. They are happy to eat
your crumbs, garbage, or even cardboard boxes. Try feeding a cardboard box to a dog!
As far as labor goes, there is no pet easier to take care of than a cockroach. You never
need to walk cockroaches, because they prefer to spend all day inside the house.
Plus, cockroaches already know not to jump on people. In fact, they are more
than happy just to scurry into a dark corner when strangers come into the room and
turn on the lights. I am not saying that dogs are all bad. I understand that different
people enjoy different kinds of pets. But your article failed to consider every option for
people interested in becoming pet owners. Cockroaches may not be right for everyone,
but they are certainly the best pets that I have ever had. I hope that this letter helps
other readers realize that they should give these tiny creatures a chance to become
their new best friends.
Activity 8.
1. This passage would most likely be found in A. the letters to the editor section of a
newspaper B. a brochure at a veterinarian’s office about how to choose a pet C. an
encyclopedia article about cockroaches D. an exotic pet owner’s life story 2) In
paragraph
2. the author most likely identifies him or herself as a “longtime pet owner” who has
had many different types of pets in order to A. inform readers about the different kinds
of pets available B. make readers curious about the author’s background C. convince
readers that exotic animals like lizards and pot-bellied pigs are more interesting than
dogs and cats D. establish that he or she is an authority on the subject of pets
ANSWER KEY
1) A 2) D
Joey and the Field Guide
Joey’s uncle gave him a book called The Southeast American Flora and Fauna
Field Guide for his birthday. With this book, Joey could identify many different species
of plants and animals, simply by looking them up. He went for a walk around the
pond behind his apartment complex to test his new gift. First, Joey saw a plant in the
water with purple flowers. He looked in the plant section of his field guide.
Next, he flipped to the section titled "Water-Dwelling Flowering Plants." There

were many plants in this section. Joey wondered how he would be able to identify
which plant it was. The book instructed Joey to count the number of leaves on the
plant, and then to count the number of petals on the flower. Joey counted two leaves
and four petals. With this information, Joey was able to successfully identify the plant.
It was a blue flag, a type of wild iris that grows in humid pond areas.
Next, Joey decided that he wanted to try to observe an animal at the pond and
then classify it using his book. He saw a bright red bird with black across its eyes. It
was perched on a nearby tree, chirping. This time Joey searched in the animal part of
the field guide under "Calling Birds." He flipped past the section about black-colored
birds, past the section about blue-colored birds, until he arrived at the section about
red-colored birds. There on the page, he saw a red bird with black across its eyes just
like the one in the tree—a cardinal! Joey enjoyed this new gift. He decided that he
would make a habit of using his field guide to learn about plants and animals in other
environments.
Activity 9
1) Based on the title of the book Joey receives, we can understand that Joey
most likely lives in the
A. northeast B. northwest C. southeast D. southwest
2) According to the passage, how many petals does a "blue flag" have? A. two B.
three C. four D. six This document and its content is protected under
copyrights laws and owned solely by ReadTheory Limited Partnership;
Distributing, reusing, republishing the document in any way or form is
forbidden.
3) The part of the field manual titled “Calling Birds” is organized by A. color B.
name C. size D. sound
4) What kind of animal does Joey identify? A. a crow B. a cardinal C. a blue jay
D. a blue flag
5) Based on the information in the passage, the reader can infer that Joey A. is
interested in wildlife B. is active in the Boy Scouts of America C. keeps birds as
pets D. lives with his aunt and uncle
ANSWER KEY
1.C 2. C 3.A 4.B 5.A
Ostriches
Ostriches are the largest and heaviest birds on earth. They can grow to be as
tall as 9 feet (2.75 meters) and can weigh as much as 250 pounds (113 kilograms).
Even though they have wings, they cannot fly. Instead, ostriches have long, powerful
legs that help them to run very fast when they feel threatened. Ostriches use their
wings to propel themselves forward and to help them change direction. Ostriches are
native to Africa, where they still live in desert areas and dry, open grasslands called
savannahs.
Ostriches can also be found in zoos all over the world. Humans have
domesticated ostriches, so now ostriches live on farms in over a dozen countries,
including the United States , China , India , Japan , Brazil and Costa Rica. They are
raised for their meat, skin, and feathers. Ostriches like to live in small groups called
herds. The male ostrich is called a rooster; the female, a hen. Baby ostriches are called
chicks. The female ostrich lays the eggs, but both the male and the female take turns
sitting on the eggs to keep them warm. An ostrich egg hatches about 42 days after it is
laid.
An ostrich egg is the largest of all eggs, weighing 3.5 to 5 pounds (about 1600-
2300 grams). It would take an hour and a half to hard boil an ostrich egg! People used
to think that ostriches buried their heads in the sand when in danger, but this is not
true. When ostriches sense danger, they try to hide by holding their heads close to the
ground. The color of their feathers blends in with the color of the sand, which makes it
difficult for predators to see them. Even so, we still use the expression "to bury your
head in the sand" to describe someone who refuses to recognize or deal with a
problem.
Activity 10.
1) According to the passage, ostriches use their wings to A. fly faster than most other
birds B. move forward and change direction C. keep their eggs warm in the nest D.
scare potential predators away
2) According to the passage, ostriches were originally found in A. Africa B. Brazil C.

Asia D. the United States
3) As used in paragraph 2, which is the best SYNONYM for domesticated?
A. stolen B. consumed C. saved D. tamed
4) In paragraph 3, the author tells us that “it would take an hour and a half to hard
boil an ostrich egg.” This author says this in order to A. prove the hypothesis that no
one could actually eat an ostrich egg B. reinforce the idea that ostrich eggs are quite
rare C. illustrate the fact that ostrich eggs are very big D. clarify the point that farmers
raise ostriches for meat, not eggs
5) Using the information presented in the passage, we can understand that the
expression to “bury your head in the sand” means to A. lay your head close to the
ground when in danger B. refuse to acknowledge a problem C. hide from approaching
predators D. hope for a bad situation to become better
6) The main purpose of this passage is to A. clarify a commonly misunderstood

expression B. argue that ostriches are smarter than most people think C. describe how
ostriches have come to be found in many different countries D. provide general facts
about ostriches and their habits.
ANSWER KEY
1.B 2.A 3.D 4.C 5.B 6.D
LESSON 8: Speaking Activities

1. Debate
 Debate is another classic that can incorporate pair or group work,

depending on the size of your class. Create groups and assign each
group or pair a side of an argument. Use pair work time to allow
students to develop their argument and conclude with a class-wide
debate. Debate is made even more interesting when you present students
with authentic materials to use as support for their claims.
ACTIVITY 1
-Group the class into two sides

-With the topic:
 Are private schools better than public schools?
2. Games! Pinoy Henyo
-Pinoy Henyo is a word and mind game popularized in the Philippine’s

It is played by pair. The guesser and the one will give three short answers: YES
(Oo), NO (Hindi) or CAN BE (Puwede).
ACTIVITY 2
-The students will be grouped by pairs
-And the teacher will be providing topics that the students will be guessing
-Take note that the gusser will be utilizing diferrent adjectives to guess the
correct answer.
3. Tongue Twisters
Activity 3
The teacher will write some tongue twisters on the board or

on pieces of paper to distribute to students. Here are some
examples:
1. She sells sea shells on the sea shore.

2. A proper copper coffee pot.
3. Around the rugged rocks the ragged rascal ran.
4. Red lorry, yellow lorry, red lorry, yellow lorry.
5. A big black bug bit a big black bear.
6. Peter Piper picked a peck of pickled peppers. Where's the peck of pickled
peppers Peter Piper picked?
The teacher will ask students to read the tongue twisters aloud. Then, ask them
to read them again but faster. Then ask them to read them as fast as they can
three times in a row.
4. Advertisement
Activity 4
Make an advertisement for products in the Philippines

and use adjectves as much as needed.
5. Poem
Activity 5
Memorize and present the poem “The road not taken”
The Road Not Taken

BY ROBERT FROST
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
6. Persuasive Speech
Activity 6. Make a persuasive essay about the topic:
“Does freedom of speech truly exist?” and present this in class as an
speech.
7. Declamation
Activity 7. Perform the declamation piece

“A glass of water”
“A Glass of Cold Water”
Everybody calls me young, beautiful,

wonderful. Am I? Look at my hair, my lips, my red rosy cheeks and apair
of blinkering eyes.I remember, somebody says that I look like my mother
that I look like my mother. But that was when shewas young.Now, I am
much lovelier than she is. I’m a mortal Venus. Oops! What time is it? I
must get ready for theparty!
Beep-beep…!A-huh! Here they are! Yes, I’m coming!"Child, are you

still there?""Hmp! That’s my mama""Child, are you still there? Will you
please get me a glass of cold water?""Mama, I’m in a hurry!""Please child,
try to get me a glass of cold water.""Mama, please, try to get it on your
own.""Please child, try to get me a glass of cold water!"At the party, I
danced and danced the whole night.You see, I can’t leave the party at once.
I have to dance with everybody who proposed to me. At last, theparty is
over. I’m very tired. Very, very tired.So, I went home to tell mama what
happened."Mama, I’m home! It’s very quiet. "Mama, I’m home!" Nobody
answers.Where is she? I look for her in the sala, but she’s not there.
Where is she? A-huh! In the kitchen!I saw my mama, lying down on the
floor, dead. With a glass on her hand. I remember, she tried to get it.Oh,
God, just for the glass of cold water! Mama! Mama! Oh, Mama!
8. Write a conversation exercise:
Activity 8
Topic:“going out”
“Going Out” is another good conversation topic. When students write these
dialogues in pairs or small groups they automatically fall into a role play mode
without any direction from the teacher.
Write a conversation: going out” and perform it in the class.
Key Words:
What about …? Are you serious? I'll meet you there. Do you want to go….? Me
too ! my favorite ……. Are you ready? It's perfect ! I love. It's exciting !
Complete the conversation with the phrases above and your own ideas.
Example: Hey Emma, do you want to go a movie?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
9. Write a conversation exercise and perform

Activity 9 Greetings and introductions (with example
conversation and audio)
I teach really large classes. One of the biggest problems in large

classes is assessing students’ speaking and language abilities. I have found that this is
a great way to assess students speaking skills as I teach through an elementary
English language course. At the end of a class I hand out the worksheets. The
students create their own conversation or dialogue and come and perform the dialogue
for me. I give each student a score.
This exercise (write a conversation format ) can be done every 2 or 3 classes (or even
every class!-it’s worked really well for me) and gradually you build up a really accurate
picture of a students’ abilities. I have now added an example conversation and audio
so it can be used as a listening exercise also.
Write a conversation exercise: greetings & introductions

take it easy
email address see you later
Do you like ….?
have a nice day nice to meet you
first name
free tiem How about you? how are you?
Write a conversation with at least 6 of the phrases above.
Example: Hi. My name is Mika. What’s your first name?
________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
EXAMPLE
First day of term
Lucas: Hello.
Ella: Hi!
Lucas: My name is Lucas. What's your name?
Ella: My name's Ella. Nice to meet you Lucas.
Lucas: So how are you today?
Ella: I’m really good. How about you?
Lucas: I’m good too. Tell me, what's your favorite subject?
Ella: I like studying English.
Lucas: Really! I like English, but I also like Chinese.
Ella: Oh, I study Chinese too but I’m not good at Chinese. If I have a problem, can you
help me? Lucas: Sure, you can email me.
Ella: Thanks. What’s your email address?
Lucas: lucas6707@gmail.com Ella: Wait. Can you repeat that?
Lucas: l – u – c – a – s – 6 – 7 – 0 – 7 - @ - gmail.com
Ella: Thanks a lot. Ok. Take it easy. Bye. Lucas: See you later.
9. Write a conversation exercise: family and perform
Activity 10 Talking about the families is another easy

topic for dialogue/conversation writing for elementary
English learners. This exercise includes 3 example
conversations and one conversation (audio file) that can be used as a listening
activity.
Example: Hey,Emma, how many people are there in your family? single role model
younger married sister How many people are there…? shy parents youngest oldest
What is…….like.? outgoing older brother only child leader Do you have…?
Write a conversation exercise: family

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Example conversation with audio.
A conversation about families between 3 friends: Fah, Mint and Deal
Fah : Hey, Mint and Deal, how many people are there in your families?
Mint. Actually, there are 5 people in my family.
Deal: There are 5 people in my family too!
Fah : Wowl You have big families.
Deal: Mint, do you have a brother?
Mint : Yes Deal, I have two older brothers. Fah, do you have a brother?
Fah No, I just have one older sister. So there are only 4 people in my family.
Deal: Fah, what’s your sister like?
Fah : She’s a very serious person. So Mint, what are your brothers like?
Mint: Oh, my brothers are friendly and kind.

LESSON 9: Listening Activity
1.Listen and draw a story
The teacher reads or makes up a story and as the students listen they draw the
different scenes. You can help them by explaining which scene to draw. This can be
done individually or in small groups on larger paper. This really helps you to see if the
students are understanding and the teacher will often ask questions if they don’t
understand (because they’ll be so keen to draw the picture!)
2.Guess what it is
Put students into teams of 3 or 4. Then everyone sits and listens carefully to
the teacher for a description of something or someone (e.g. “This is an animal which
lives in Africa and Asia loves taking baths. It flaps its ears to keep cool. It has a really
long nose” – answer: elephant). Then each team discusses what they think it is before
giving an answer. You can give the description sentence by sentence, encouraging the
students to guess each time, until one group wins. You can start off with easy clues
and slow speech but then progressively choose more difficult words and speak more
quickly so the students really have to concentrate.
3.Taking Notes in Class
Objective: To learn that listening is an important part of learning and that listening for
and taking notes on key ideas produce good notes.
Suggestion: If students do not have a textbook for a class in which they will soon be
tested, direct them to read a passage they have not yet studied.
1. Answers should discuss strengths and weaknesses in note-taking techniques.
2. Answers should focus on both speaker and note taker.
3. Answers should reflect that the students would listen carefully for a complete
explanation.
4. Simon Says
Simon Says is a great go-to listening game. It’s practically perfect for
teaching with Total Physical Response.
The students will have to follow simple commands and move their bodies
in the way the teacher will direct them.
This game is also great for reviewing vocabulary or grammar structures if
you make a point of including them in your verbal directions.
5. Listen and Draw
If you have kinesthetic students who struggle to express themselves in English,
Listen and Draw isolates listening from speaking. Simply have the students
take out a blank piece of paper and give them instructions on what to draw.
For example, you might say the following:
 Draw a square in the center of your paper.
 Draw a triangle on top of the square.
 Draw a small rectangle inside the square, at the bottom.
 Draw two small squares inside the square near the top.
If your students listen correctly, they will have drawn a house (or something
like it), and you will be able to tell with one glance whether they understood
your directions.
6. Back-to-back Interviews
In Back-to-back Interviews, have two students sit back to back to remove
the visual clues from their conversation. Give one student a famous person to
role play and have the other person ask ten interview questions, noting the
answers that their partner gives.
Can the interviewer guess who the interviewee is? After the interview
have students switch roles and give the interviewee a different celebrity to role
play.
7. Movie Vocabulary
Have students listen for specific vocabulary in a favorite movie clip.
Before class choose a movie clip (FluentU or YouTube have tons to choose
from) and prewatch it, noting any interesting or unusual vocabulary. Type up
the words in list form. Keep them in order for an easier listening activity and
randomize them for a more challenging activity.
In class give the students copies of the vocabulary list. Review the
pronunciation with students and then play the movie clip for them. Have
students mark off the words as they hear them. After watching the clip, see
who heard the most words and discuss the meaning of any words your
students don’t already know
8. Reported Interviews
Put students in pairs to interview each other. Have students quote
their interviewees. After the interviews are complete, have students
change their quoted speech notes into reported speech and write a
paragraph about the person they interviewed.
1. Tell me a little about yourself.
2. What are your strengths?
3. What are your weaknesses?
4. What are your short term goals?
5. What are your long term goals?
6. What do you want to be doing five years from now?
7. If you could change one thing about your personality, what would it be...
8. What does success mean to you?
9. What does failure mean to you?
10. Are you an organized person?
9. Picture Book Sequence

Choose a picture book that you’ll read to your class—something simple
like “The Little Red Hen” is a good one to start with. Before class make a list of
the major events in the story, then randomize them.
Then read the book aloud to your class. After listening to the story, have
students put the events from the story in sequence by cutting apart your list
and arranging the slips of paper on a desk or table.
10. Music to My Lexicon
Choose a song to play for your class. Anything will work, so try and
match your song to the personality of your class. Before class, make a list of
interesting vocabulary words that appear in the song.
Give the list to your students and review the pronunciation of each word.
Then play the song for them and let them cross off the words on the list as they
hear them.
REFERENCES
https://www.trinitycollege.com/qualifications/english-language/GESE/GESE-grades-7-9-intermediate-
resources/GESE-grades-7-9-speaking-activities
https://www.dictionary.com/browse/vocabulary
https://www.menlo.edu/wp-content/uploads/2015/03/SUBJECT-VERB_AGREEMENT.pdf
https://wordmint.com/public_puzzles/132260
https://owl.purdue.edu/owl_exercises/sentence_structure/subject_verb_agreement/
subject_verb_agreement_exercise.html
http://guidetogrammar.org/grammar/quizzes/runons_quiz.htm
https://englishforeveryone.org/Topics/Verb-Tenses.html
https://www.grammarbank.com/subject-verb-agreement-exercise-2.html
https://www.hitbullseye.com/Subject-Verb-Agreement-Exercise.php
https://owl.purdue.edu/owl_exercises/sentence_structure/subject_verb_agreement/
subject_verb_agreement_exercise_answers.html
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex1.htm
https://www.englishgrammar.org/modals-exercise-4/
https://store.really-learn-english.com/pages/modal-verbs-worksheets
https://www.grammar-monster.com/glossary/clause.htm
https://www.mbarendezvous.com/clause-answer-key/
https://www.englishgrammar.org/clauses-exercise-3/
https://www.grammarbank.com/clauses-worksheet.html
https://www.grammarly.com/blog/verb-tenses/

A1final Output Grade 7 Module by Divina. Rochelle G.

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

A1final Output Grade 7 Module by Divina. Rochelle G.

Uploaded by

Copyright:

Available Formats

GRADE 7

2.) 3 Instructional Material About Modals

3.) Diferent Exercises

A. Subject-Verb Agrement(10 Activities)

B. Run-On Sentences (10 Activities)

C. Common English Idioms & Expressions(10 Activities)

D. Clauses In English Grammar (10 Activities)

E. Tenses Of Verbs (10 Activities)

F. Types Of Sentences In English (10 Activities)

G. Reading Comprehension Exercises (10 Activities)

H. Speaking Activities (10)

I. Listening Activities (10)

 a list or collection of the words or phrases of a language, technical field,

 the words of a language.

 any collection of signs or symbols constituting a means or system of

 any more or less specific group of forms characteristic of an artist, a style

ACTIVITY 1. Adjectives Vocabulary!

1. Thick / Thin 2. Unfriendly / Friendly 3. Expensive / Cheap 4. Safe / Dangerous

afraid ashamed blue bugged calm cheerful confused cranky depressed

disappointed discouraged disgusted embarrassed empty explosive frustrated

proud responsible sad thankful won

Foul Piglet Sow Rooster Hen Calf Kitten

apples carrots cauliflower grapes

Answers 8. You shall regret this.

These worksheets will help you

Can, Could, and Be Able To

These modal verbs are usually used to show ability.

 I can speak two languages.

 When I was young, I could eat tons of ice cream!

 She will be able to buy some new shoes soon.

Must, Might, May, Need to, and Have To

These modal verbs are usually used to express obligation and possibility.

 The students must finish their reports by Friday.

We use might and may to say that something is possible, but not sure.

 You may have a cookie after dinner.

 Young people have always had to listen to their parents!

 All my clothes are dirty! I need to do some laundry.

 My boss told me I have to work this weekend!

Should, Ought to, and Had Better

 It's a beautiful day! We should go outside.

 You had better call your mother, or she will worry!

Will, Shall, and Would

 I shall arrive home late this evening.

We use would in conditionals and for polite requests.

 Would you please help me?

Exercise A: Can, Could, or Be Able To?

Choose the correct modal verb to complete each sentence.

2. Excuse me, ______________ you tell me where the bus station is?

3. They haven't ______________ solve the problem yet.

4. She ______________ play the flute and the guitar.

Exercise B: Must, Might, or May?

Oh no, I think they _______________ be hurt! But I'm not sure.

That looks delicious, and I am so hungry! ______________ I have some?

He is running very well! I think he ______________ win!

Exercise C: Need to or Have To?

He ____________ go inside, or he will get a terrible

I think we ____________ play. What do you think?

He ______________ stop drinking so much coffee, or he will make himself sick!

His cell phone is ringing. I think he ____________ answer it.

Exercise E: Will, Shall, and Would

1. Incorrect: They shall have a meeting later.

Correct: They _____________ have a meeting later.

2. If it were not raining, we will go for a walk.