ENGLISH LANGUAGE PROFICIENCY 1

 Aims to improve students language proficiency by engaging then in

listening, speaking, reading, writing, viewing and grammar learning
activities that are functional, communicative and relevant in their real-word
encounters at home, in school, in the community and in their future
professional workplace locally and globally.
LANGUAGAE PROFICIENCY
 Ability of an individual to use language with a level of accuracy.

COURSE CONTENT
 Correct usage and correcting sentence errors
 Listening and viewing skills
 Reading skills
 Speaking skills
 Writing skills

GRADING SYSTEM
 Submission of assigned activities  20%
 Students engagement in forum and discussion  30%
 Quizzes and unit examination  30%
 Major examination 20%
 100%

CORRECT USAGE OF DO, DOES, DID, HAS, HAVE AND HAD

OBJECTIVES:
 Tell when to use do, does, did, has, have and had.
 Write correct sentences using the words indicated.
 Perform a comm
 unicative task applying the correct use of those verbs.

CORRECT USE OF DO, DOES AND DID

USING HAS, HAVE AND HAD

CORRECT USAGE (PRONOUNS AND IT’S ANTECEDENT)

OBJECTIVES:
1. Use the pronoun that agrees with it’s antecedent.
2. Edit errors in sentences applying the rules in pronoun-antecedent
agreement.
3. Write correct sentences applying the rules in pronoun-antecedent
agreement.
PRONOUN
 Is a word that takes the place of a noun, a group of words acting as a noun
or another pronoun. The word or group of words that a pronoun refers to is
called its antecedent.
EXAMPLE:
 Rainer finished his requirement on time.

RULE 1: A pronoun and it’s antecedent must agree in number and gender.
 Amiel Matheus passed his examination with flying colors.
 Andrea Nicole passed too her examination.
 The students failed to submit their requirements.
 A student failed to submit his/her requirement.

Pronoun-antecedent agreement becomes complicated when you are dealing with

compound antecedents, indefinite pronouns and collective nouns.
RULE 2: Compound Antecedents joined with “ and” should be treated as
plural.
 Rainer and Raiver teamed up to take revenge on their foes.
 Marie and Theresa glammed beautifully during their graduation.
Pronoun-antecedent agreement becomes complicated when you are dealing with
compound antecedents, indefinite pronouns and collective nouns.
RULES 3: Compound Antecedents joined with “or/nor” should be treated as
singular.
 Either Rainer or Raiver will represent his class for the incoming activity.
 Neither Marie nor Theresa could have succeeded her plan.

Pronoun-antecedent agreement becomes complicated when you are dealing with

compound antecedents, indefinite pronouns, and collective nouns.
RULE 4: If the two nouns joined by “or/nor” are different in number, the pronoun
should agree with the antecedent closest to it.
 Either the group leaders or the class representative presents his/her
proposal.
 Either the class representative or the group of leaders present their
proposal.

Pronoun-antecedent agreement becomes complicated when you are dealing with

compound antecedents, indefinite pronouns, and collective nouns.
RULE 5: Indefinite Pronouns like “everywhere”, “anything”, “anybody”, or
“somebody” do not refer to any specific person or thing, so writers treat them as
singular.
 Everyone in my English class does his/her homework.
 Somebody has to show his/her concern.
RULE 6: Collective nouns like “committee”, “senate”, or “audience” refer to a
group that might act as a single unit. When such a group is acting as a single unit
it is referred to in the singular. But if it refers to the individuals in the group,
should take plural.
 The audience screamed in union as it saw the zombie hordes
approaching.
 The audience clapped their hands when Bruce Willis shot the zombies to
pieces.

FRAGMENTS
AVOIDING SENTENCE ERRORS
1. FRAGMENTS
 A fragment is a group of words masquerading a sentence.
 Beacause it does not express a complete thought
 Most fragments in writing are PHRASES, SUBORDINATE CLAUSES,
WORDS IN SERIES.

 PHRASE FRAGMENTS
1. NOUN PHRASE
 Can be corrected by linking them up to words that come before or
after them.
 A hawk perched in the treetop.
 We saw a hawk perched in the treetop.
 The crowded school bus.
 The crowded school bus stopped.
 The bird singing in the mango tree.
 The bird is singing in the mango tree.
2. PREPOSITIONAL PHRASE
 Can be corrected by linking them up to words that come before or
after them.
 Out of the woods.
 I saw a deer run out of the woods.
 In the morning.
 Amiel wakes up early in the morning.
 Inside the classroom.
 The students stayed inside the classroom.

3. VERB PHRASE
 Can be corrected by adding a subject.
 Has almost finished the race.
 Maria has almost finished the race.
 Have a great responsibility.
 Parents have a great responsibility.

4. PARTICIPIAL PHRASE
 Can be corrected by adding a subject.
 Thrown too hard.
 Thrown too hard, the ball sailed over the fence.
 Waving his hand.
 Waving his hand, the boy uttered goodbye.

5. GERUND PHRASE
 Use the gerund phrase as subject, direct object, predicate
nominative, appositive.
 Preparing the sauce.
 Preparing the sauce will be our first task.
 Running for president.
 Running for president is his dream.
 His dream, running for president, is a serious ambition.

6. INFINITIVE PHRASE
 Use infinitive phrase as subject, direct object, predicate nominative,
appositive.
 To address the problem.
 The boss is ready to address the problem.
 To lead a group.
 To lead a group is a tedious task.
 SUBORDINATE CLAUSES.
 Subordinate clauses cannot stand alone as a sentence.
 Either connect them to nearby independent clauses or add the sentence
missing part.

1. ADJECTIVAL CLAUSE
 That I have never heard before.
 She recited a quotation that I have never heard before.
 Who leaved next door.
 The woman who leaves next door is my favorite aunt.

2. ADVERBIAL CLAUSE
 When I starred at the desolate island.
 When I starred at the desolate island, I felt lonely.
 After having my first breakup.
 After having my first breakup, I become stronger and wiser.

3. NOUN CLAUSE
 Who disobeyed the law.
 Tell me who disobeyed the law.
 Why she opted to leave.
 Why she opted to leave is still a big question.

 WORDS IN SERIES/SERIES FRAGMENT

 Always check to see that the series has both a subject and a verb.
EXAMPLES:
 A starfish, measuring ten centimeters in diameter, a barnacle
firmly attached to the piling of the rotting pier, and an empty
conch shell lying in the sand.
 A starfish, measuring ten centimeters in diameter, a barnacle
firmly attached to the piling of the rotting pier, and an empty
conch shell lying in the sand fascinated us.