PORTFOLIO

IN

EL
107
TEACHING AND ASSESSMENT
OF THE
BY:
Kim
Rogenette

GRAMMAR
T. Marata

BSED-English II
Types of Assessment in
Table of
English exam Contents
Misplaced Dangling
Modifier
What is Syntax?
What is Grammar?
and it’s type
Syntax – Tree
Diagramming
Subject-Verb Agreement
What is Morphology?
Sentence Elements
Sentence Patterns
Types of Assessments
in English Exams

TOPIC # 1
 TYPES OF ASSESSMENT
IN ENGLISH EXAM

 DIAGNOSTIC ASSESSMENT
Used to identify current knowledge and/or misconceptions about a topic.
Good for pre and post assessments.

 FORMATIVE ASSESSMENT
Used to provide feedback during the instructional process.
Good for viewing growth over time.

 SUMMATIVE ASSESSMENT
Used to sum up learning at the end of the instructional process.
Good for assessing mastery and performance/production levels.
 TYPES OF ASSESSMENT
IN ENGLISH EXAM
 CONFIRMATIVE ASSESSMENT
Used to find out if the instruction is still a success after a year, and if your
way of teaching is still on point.
Good for post-assessment
 NORM-REFERENCED ASSESSMENT
Used to compare student’s performance against an average norm.
Good for assessing development over time.
 CRITERION-REFERENCE ASSESSMENT
Used to measure student’s performance against a fixed set or
predetermined criteria or learning standards.
Good for pre and post assessments
 IPSATIVE ASSESSMENT
Used to measure the performance of a student against previous
performances from that student.
Good for pre and post assessments
 Understanding
of current
situation

DIAGNOSTIC
Knowledge Improved
ASSESSMENT about how to ACTION learning
assists teachers improve outcomes
to gain…

Required resources
 EXAMPLES:
• Observations *Think Pair Share
• Questioning *Appointment Clock
• Discussion *Simulations/Business
• Journals Game
• Assignments *Conferencing/Reviews
• Projects *Meaningful Homework
• Pop Quizzes (not-graded) *Assignments
FORMATIVE • Exit/Admit Slips
ASSESSMENT • Learning/Response Logs
• Graphic Organizers
• Peer/Self Assessments
• Written Questions/Exercises
• Multiple-choice Answers
• Practice Presentation
• Diagnostic Test
• Visual Representation
• Kinesthetic Assessment
• Individual Whiteboards
• Four Corners
 Evaluation
Project
SUMMATIVE Tests/Exams
ASSESSMENT Demonstration
What have you Portfolio Review
learned?
Final Performance
Composition
Other
CONFIRMATIVE
ASSESSMENT

IMPROVING PLANNING
*Is the intervention *What are you
effective? evaluating?
*Should it be *what’s important to
continued, improved the students?
or terminated?

ASSESSING DOING
*What are your *How will the evaluation
findings? be designated?
*What do your findings *How will students be
suggest? Graded?
NORM-REFERENCED ASSESSMENT

TO RANK STUDENT BASED

ON TEST ACHIEVEMENT

SCORES ARE GIVEN AS A

RANK, BASED ON OTHER
STUDENT’S SCORES

ASSESSES A VERY LARGE

NUMBER OF STUDENTS

TESTS USUALLY TAKE A

LONGER PERIOD OF TIME
 CRITERION-REFRENCED
ASSESSMENT

TO MEASURE THE SKILLS AND

KNOWLEDE A STUDENT HAS
MASTERED

STUDENTS SCORE ARE

GIVEN AS PERCENT

ASSESSES A SMALL
NUMBER OF STUDENTS

TESTS USUALLY LAST A

CLASS PERIOD
 IPSATIVE ASSESSMENT

Assessment of learner’s current

achievement against their own
previous level.

“Your re
sult sho
you hav w
e impro s
half a g ved
rade”
ASSESSMENT
1.) An assessment that is used to measure student’s
performance against a fixed set or predetermined criteria or
learning standards?
2.) Used to provide feedback during the instructional
process?
3-4.) Diagnostic Assessment requires teachers to gain these
three?
5.) An assessment that is good for viewing growth over time?
6-8.) Cite at least three (3) examples that fall under
Summative Assessment?
9-10.) Differentiate Norm-referenced Assessment and
Criterion-referenced Assessment.
ANSWER KEY:

1.) Criterion-Referenced Assessment

2.) Formative Assessment
3-5.) * understanding of current situation
* knowledge about how to improve
* required resources
6-8.) * evaluation
* project
* test/exams (and etc.)
9-10.) (In their own understanding)
Misplaced Dangling
Modifier

TOPIC # 2
MISPLACED DANGLING
MODIFIER
Misplaced Modifier
is a word, phrase, or clause that is improperly
separated from the word it modifies/describes.

Note: Adjectives modify nouns and pronouns.

Adverb modify verbs, adjectives and
adverbs.
MISPLACED ADJECTIVES
Misplaced Adjectives
are incorrectly separated from the nouns they modify
and almost always distort the intended meaning.

 Ex. The child ate a cold bowl of cereal for breakfast this
morning.
Correct the error by placing the adjective next to the noun
it modifies.

Ex. The child ate a bowl of cold cereal for breakfast this
morning.
MISPLACED ADVERB
Misplaced Adverb
placement of adverbs can also change meaning in
sentences.
An example below illustrates how the placement of the word just
can change the sentence’s meaning.
 Just means only John was picked, no one else:
Just John was picked to host the program .

 Just means that John was picked now:

John was just picked to host the program.

MISPLACED ADVERB
 Just means that John hosted only the program, nothing else :

John was picked to host just the program.

Each of these sentences says something logical but quite different, and its correctness
depends upon what the writer has in mind.

Often, misplacing an adverb not only alters the intended meaning, but also creates a

sentence whose meaning is highly unlikely or completely ridiculous.

Watch out for adverbs such as only, just, nearly, merely, and almost.  They are
often misplaced and cause an unintended meaning.
MISPLACED PHRASES
 may cause a sentence to sound awkward and may create a
meaning that does not make sense.

The problem sentences below contain  misplaced phrases that 

modify the wrong nouns. 
To fix the errors and clarify the meaning, put the phrases  next
to the noun they are supposed to modify.  
 Example 1 (a buyer with leather seats?)

The dealer sold the Cadillac to the buyer with leather seats.

Corrected
The dealer sold the Cadillac with leather seats to the buyer.
MISPLACED CLAUSES
 may cause a sentence to sound awkward and may create a
meaning that does not make sense.
The problem sentences below contain  misplaced clauses that 
modify the wrong nouns. 
To fix the errors and clarify the meaning, put the clauses  next
to the noun they are supposed to modify.  
 Example 1 ( a buttered woman?)

The waiter served a dinner roll to the woman that was well buttered.

Corrected

The waiter served a dinner roll that was well buttered to the woman.
How to correct Dangling
Modifiers?
> Dangling modifiers may be corrected
in two general ways:

Correction Method #1
Leave the modifier as it is.
Change the main part of the sentence
so that it begins with the
term actually modified.  
This change will put the
modifier next to the term it modifies.
EXAMPLE:
Thus , this dangling modifier

Looking toward the west, a funnel shaped cloud stirred up dust.

dangling modifier

May be corrected to:

Looking toward the west, I saw a funnel shaped cloud stirred up dust.

Now the sentence means that I was looking toward the west.
Correction Method #2

Change the dangling modifier

phrase to a subordinate clause,
creating a subject and verb.
Leave the rest of the sentence as
it is.
EXAMPLE:

Thus, the dangling modifier

When nine years old, my mother enrolled in medical school.

dangling modifier

May be corrected to:

When I was nine years old, my mother enrolled in medical school.

verb

subject

Now the sentence means that I  (not my mother!) was nine years old when my mother
enrolled in medical school.
ASSESSMENT
Test I.

1. This modify nouns and pronouns.

2. This modify verbs, adjectives and adverbs.
3. is a word, phrase, or clause that is improperly separated
from the word it modifies/describes.
4. are incorrectly separated from the nouns they modify and
almost always distort the intended meaning.
5. may cause a sentence to sound awkward and may create a
meaning that does not make sense.
ASSESSMENT
Test II. Correct the given sentences.

1. Having been fixed the night before, Priscilla could use the
car.
2. Walking to the movies, the cloudburst drenched Jim.
3. The teacher said on Monday she will return our essays.
4. Ralph piled all of his clothes in the hamper that he had
worn.
5. They saw a fence behind the house made of barbed wire.
ANSER KEY:
Test I
1. Adjectives
2. Adverb
3. Misplaced Modifier
4. Misplaced Adjective
5. Misplaced Phrases
Test II
6. Since the car had been fixed the night before, Priscilla could use
it.
7. Walking to the movies, Jim was drenched by the cloudburst.
8. The teacher said she would return our essays on Monday.
9. Ralph piled all of his clothes that he has worn in the hamper.
10. They saw a fence made of barbed wire behind the house.
What is Syntax?

TOPIC # 3
SYNTAX
- the arrangement of words and phrases to
create well-formed sentences in a language.
-derives from the Greek word syntaxis, which
means to arrange

In linguistics, syntax is the set of rules,

principles, and processes that govern the
structure of sentences in a given language,
usually including word order. The term
syntax is also used to refer to the study of
such principles and processes.
In other words, syntax is the study of sentence
patterns of languages.

EXAMPLE:
ASSESSMENT
Tree Diagramming

1. Brad came to dinner with us.

2. He loves fish tacos.
3. We had a three-course meal.
4. She doesn't study German on Monday.
5. Cats hate water.
What is Grammar?
And it’s types

TOPIC # 4
GRAMMAR
- Is the system of a language.
- The structure and system of a language, or of
languages in general, usually considered to
consist of syntax and morphology.

Etymologically, the term Grammar goes back

to Greek word Grammatika or Grammatkia
which may be translated as the art of
‘writing’
TYPES OF GRAMMAR
• Traditional Grammar
• Prescriptive Grammar
• Descriptive Grammar
• Sentence-Interpretative Grammar
• Sentence-Producing Grammar
• Reference Grammar
• Contractive Grammar
• Theoretical Grammar
• Structural Grammar
• Phrase-Structure Grammar
• Generative Grammar
• Transformational Grammar
• Stratificational Grammar
 GENERATIVE GRAMMAR

Generative Grammar is a grammar in which a set of formal rules

are used to generate or define the membership of an infinite set of
grammatical sentences in a language. Instead of analyzing a single
sentence , this grammar devises a set of rules of construction that
may help in generating sentences or structures in an infinitely
large number. This grammar attempts to produce all and only
grammatical sentences of language.

We have a rule such as “a prepositional phrase in English consists

of a preposition followed by a noun phrase”. We can produce a
large number of (infinite) phrase using this rule.

Example: in the zoo, on the table, near the window

 DEEP AND SURFACE STRUCTURE

• Charlie broke the window. (Active Voice)

• The window was broken by Charlie. (Passive Voice)
• Jack loves his brother. (Active Voice)
• His brother is loved by Jack. (Passive Voice)

Some linguists, in particular Noam Chomsky, have tried

to account for this similarity by posting that these two
sentences are distinct (different) surface forms that
derive from a common deep structure.
 DEEP AND SURFACE STRUCTURE

The sentences can have deep structure like this:

• It was Charlie who broke the window.
• Was the window broken by Charlie?
• It is Jack loves his brother.
And so on…

An abstract level of structural organization in which all

the elements determining structural interpretation are
represented us called deep structure. OR the underlying
level where the basic components can be represented is
called their deep structure.
STRUCTURAL AMBIGUITY
• Annie bumped into a man with an umbrella.
• Small boys and girls are playing hide and seek.

Explanation can show in the first sentence two ideas:

i. Annie had an umbrella and she bumped into a man.

ii. Annie bumped into a man when he happened to be carrying an
umbrella .

Explanation can show in the first sentence two ideas:

iii. Small boys are playing with young girls.

iv. Small boys and all girls are playing.

Distinct underlying interpretations that have to be represented differently

in deep structure is called Structural Ambiguity.
 TREE DIAGRAM

Tree Diagram

• A Tress Diagram is a way of representing the

hierarchical nature of a structure in a graphical form.
It is named a “tree diagram” because the classis
representation resembles a tree, even though the chart
is generally upside down compared to an actual tree,
with the “root” at the top and the “leaves” at the
bottom.
• Tree Diagram provides us visual representation of the
constituents of the corresponding expression.
 PHASE STRUCTURE RULES
Phase Structure rules generate structure.

• TP/S * NPVP
• NP * {Art (Adj+) N, Pro, PN}
• VP * V NP (PP) (Adv)
• PP * P NP

Tree Diagrams

S NP VP PP

NP VP Art N V NP P NP
LEXICAL RULES
As we know, phase structure rules generate structures. To turn those
structures into recognizable English, we also need lexical rules that
specify which words can be used when we rewrite constituents such as N.

• PN * { Mary, George }
• N * { Girl, Dog, Boy }
• Pro * { It, you, he }
• Art * { A, An, the }
• V * { Help, run, play }

We can rely on these rules to generate the

grammatical sentences but not
ungrammatical sentences.
 MOVEMENT RULES
It is easy to represent Declarative forms in tree diagrams.

e.g. You will help Mary. S NP Aux VP

S

NP Aux VP

Pro V NP

You will help Mary

 MOVEMENT RULES
It is easy to represent Declarative forms in tree diagrams.

e.g. You will help Mary.

But how can you represent this

one?
Will you help Mary?
MOVEMENT RULES

SIMPLY Will you help Mary?

S Aux NP VP

Aux NP VP

Pro V NP

Will youhelp Mary

RECURSION

Examples:

• a. ab
• b. aabb
• c. aaabbb
• a. The man [who the girl saw is my friend
• b. The man [who the girl [who sneezed] saw]
is my friend.
• c. The man [who the girl [who Peter [who
knows] met] saw] is my friend.
 RECURSION
The rules of grammar will also need the crucial
property of recursion. In this, we can put sentences
inside other sentences and these sentences can be
generated inside another sentences.

Notice these:

• Mary helped George.

• Cathy knew that Mary helped George.
• John believed that Cathy knew that Mary helped
George.
COMPLEMENT PHRASE
• Mary helped George.
• Cathy knew that Mary helped George.
• John believed that Cathy knew that Mary helped George.

Traditionally, such sentences are called clauses (that-clause)

In the above examples, that is called complementizer (c).
We can say that sentences with that are Complement Phrase
(CP).

Complement Phrase Rules

S NP VP
VP V CP
CP CS
COMPLEMENT PHRASE

S
NP VP John believed that Cathy Knew that
Mary helped George.
V CP
C S
NP VP
V CP
C S
NP VP
V NP

PN PN PN
PN

John believed that Cathy knew that Mary helped George.

Syntax

Tree Diagramming

TOPIC # 5
In a tree diagram, a sentence is
divided into two parts: a subject
and a predicate. They are made up
of noun phrases or verb phrases.
These are groups of words that
include a noun or verb and any
words that add as modifiers. The
subject is a noun phrase while a
predicate is usually a verb phrase.
Ex. The chef cooks the soup.

Note:
“D” stands for determiner, another term for article.
ASSESSMENT
Arrange the following sentences below.
(Tree Diagramming)
1. The child keeps on crying.
2. Dwayne likes to eat popcorn.
3. Our English teacher looks
approachable.
4. The policemen arrested the culprits.
5. He begs for food everyday.
Subject-Verb
Agreement

TOPIC # 6
Subjects and verbs must AGREE with one another
in number (singular or plural). Thus, if a subject is
singular, its verb must also be singular; if
a subject is plural, its verb must also be plural.

In present tenses, nouns and verbs form plurals in opposite

ways:  
                        nouns ADD an s to the singular form,
                                                    BUT
                      verbs REMOVE an s from the singular form.
Agreement or concord happens when a word changes
form depending on the other words to which it relates.
It is an instance of inflection, and usually involves
making the value of some grammatical category "agree"
between varied words or parts of the sentence.

INFLECTION
Inflection is a process of word formation, in which a
word is modified to express different grammatical
categories such as tense, case, voice, aspect, person,
number, gender, mood, animacy, and definiteness.

For example, the inflection -s at the end of dogs

shows that the noun is plural.
Here are nine subject-verb agreement rules.
1.  A phrase or clause between subject and
verb does not change the number of the subject.

Examples:
2.  Indefinite pronouns as subjects
•    Singular indefinite pronoun subjects take singular verbs.

Singular: each, either neither, one, no one, nobody, nothing, anyone,

anybody, anything, someone, somebody, something, everyone,
everybody, everything.

• Plural indefinite pronoun subjects take plural verbs.

Plural: several, few, both, many

• Some indefinite pronouns may be either singular or
plural: with uncountable, use singular; with countable, use
plural.

EITHER SINGULAR OR PLURAL:  some, any, none, all, most

Sugar is uncountable; therefore, the sentence has a singular verb.

Marbles are countable; therefore, the sentence has a plural verb.

3.  Compound subjects joined by and are always plural.

4.  With compound subjects joined by or/nor, the verb agrees with the
subject nearer to it.

 In the above example, the plural verb are agrees with the nearer
subject actors.

 In this example, the singular verb is agrees with the nearer

subject director.
5.  Inverted Subjects must agree with the verb.

6.  Collective Nouns (group, jury, crowd, team, etc.) may be singular or

plural, depending on meaning.

 In this example, the jury is acting as one unit; therefore, the verb is singular.

In this example, the jury members are acting as twelve individuals;

therefore, the verb is plural.
7.  Titles of single entities (books, organizations, countries, etc.) are
always singular.

8.  Plural form subjects

• Plural form subjects with a singular meaning take a singular
verb. (e.g. news, measles, mumps, physics, etc.)

• Plural form subjects with singular or plural meaning take a singular

or plural verb, depending on meaning.  (e.g. politics, economics, etc.)
In this example, politics is a single topic; therefore, the sentence
has a singular verb.

 In this example, politics refers to the many aspects of the

situation; therefore, the sentence has a plural verb.
• Plural form subjects with a plural meaning take a plural
verb. (e.g.  scissors, trousers)

Note:  In this example, the subject of the sentence is pair;

therefore, the verb must agree with it.  (Because scissors is the
object of the preposition, scissors does not affect the number of
the verb.)
9.  With subject and subjective complement of
different number, the verb always agrees with
the subject.
10-A. With one of those ________ who, use a plural verb.

The above example implies that others besides Hannah like to read comic
books.  Therefore, the plural verb is the correct form to use. 

10-B.  With the only one of those ________who, use a singular verb.

The above example implies that no one else except for Hannah likes to
read comic books.  Therefore, the singular verb is the correct for to use.
11-A.  With the number of _______, use a singular verb.

11-B.  With a number of _______, use a plural verb.

12.  With every ______ and many a ________, use a singular verb.
ASSESSMENT
Subject-Verb Agreement

1. Melanie (love, loves) to cook for her family.

2. They (are, is) all having fun at the party.
3. Everybody (is, are) present this afternoon.
4. You should not (go, went) there alone.
5. He (go, went) to school earlier.
6. Somebody (fetch, fetched) a pail of water please?
7. I got a (fail, failed) score in my exam.
8. She (did, do) her assignment right after class.
9. Everyone (like, likes) chocolate ice cream.
10. She (got, gone) mad at her son for not telling the
truth.
What is Morphology?

TOPIC # 7
Morphology is the study of the internal structure of words and
forms a core part of linguistic study today. The
term morphology is Greek and is a makeup of morph- meaning
'shape, form', and -ology which means 'the study of something'.
ASSESSMENT
 Identify if its Free or Bound Morphemes.
1. eat
2. date
3. weak
4. re-
5. -ing
6. woman
7. -sent
8. -ment
9. love
10. ly
Sentence Elements

TOPIC # 8
What is Sentence?
a sentence is a textual unit consisting of one or more
words that are grammatically linked. In functional
linguistics, a sentence is a unit of written texts
delimited by graphological features such as upper case
letters and markers such as periods, question marks,
and exclamation marks.
A sentence contains a:

• Subject
• Predicate

For example: "Ali is walking". A complete sentence has

at least a subject and a main verb to state (declare) a
complete thought.
The basic parts of a sentence are the subject, the verb, and (often,
but not always) the object. The subject is usually a noun — a word
that names a person, place, or thing. The verb (or predicate)
usually follows the subject and identifies an action or a state of
being.
Types of Sentences

• Declarative sentences.
• Interrogative sentences.
• Imperative sentences.
• Exclamatory sentences.

These different kinds of sentences in English allow us to express

ourselves clearly. Using a variety of sentences in your writing will
add interest and help you get your ideas across effectively. To
communicate clearly, it's important to know the function of each
type of sentence so you can make the right choice, depending on
your purpose.
 DECLARATIVE SENTENCES
A declarative sentence  is the most basic type of
sentence. Its purpose is to relay information, and it is
punctuated with a period.
For example:
 The boy walked home.
 I love honey.
 He wants to eat cookies, but he doesn't know how to
make them.

As you can see, these sentences make statements,

whether of fact or opinion. Declarative sentences can be
simple, as in the first two examples, or compound, as in
the final example. They can also be in any tense, as long
as they do their basic job of presenting information. This
makes them the most common sentence type.
 INTERROGATIVE SENTENCES

Interrogative sentences interrogate, or ask questions.

These are direct questions, and they are punctuated
with a question mark.
For example:
 Why does the sun shine?
 Whose dog is that?
 Will Sherri get to keep all her lottery winnings?

Many interrogative sentences start with question words

like "how" or "why," but others are  yes/no questions that
begin with the verb instead of the noun. It is important
to remember that interrogative sentences still require a
noun and a verb to be complete.
EXCLAMATORY SENTENCES
Exclamatory sentences  are like declarative sentences in that
they make a statement instead of asking a question, but their
main purpose is to express strong  emotion. They are easily
recognized because they end in an exclamation point instead
of a period:
 I said I wanted tacos instead of pizza!
 How well he sings!
 Wow, he just won a gold medal!

Notice that each one of these examples contains both a

subject and a verb, which is still a requirement for a
complete sentence. Exclamatory sentences are often used in
casual conversation and in written dialogue to show emotion,
but they are not typically useful in academic or  expository
writing. In these more serious works, it's better to make your
point with well-written declarative sentences instead.
IMPARATIVE SENTENCES
Imperative sentences  do not simply state a fact but
rather tell someone to do something. These can be in the
form of friendly advice, basic instructions or more forceful
commands. For example:
 Please shut the door to keep out the bugs.
 Turn left at the bridge.
 Stop bothering me!
Many imperative sentences end in periods, but some of the
more forceful demands may end in an exclamation point to
highlight the emotion. You can identify an imperative
sentence because it appears to be missing a subject.
However, the command of each imperative is directed at you,
making these sentences  second-person. The subject of the
sentence may be omitted, but it's called "you understood"
because the reader is aware that each sentence could be
written as "you do this" or "you do that."
 PARTS OF SPEECH
1. NOUN
A noun is a word for a person, place, thing, or
idea. Nouns are often used with an article ( the, a, an),
but not always. Proper nouns always start with a capital
letter; common nouns do not. Nouns can be singular or
plural, concrete or abstract. Nouns show possession by
adding 's. Nouns can function in different roles within a
sentence; for example, a noun can be a subject, direct
object, indirect object, subject complement, or object of
a preposition.

Example:
The young girl brought me a very long letter from
the teacher, and then she quickly disappeared. Oh my!
2. PRONOUN

A pronoun is a word used in place of a noun. A pronoun is usually

substituted for a specific noun, which is called its antecedent. In
the sentence above, the antecedent for the pronoun she is the
girl. Pronouns are further defined by type: personal pronouns refer
to specific persons or things; possessive pronouns indicate
ownership; reflexive pronouns are used to emphasize another noun
or pronoun; relative pronouns introduce a subordinate clause; and
demonstrative pronouns identify, point to, or refer to nouns.

Example:

The young girl brought me a very long letter from the teacher, and
then she quickly disappeared. Oh my!
3. VERB

The verb in a sentence expresses action or being. There is a main

verb and sometimes one or more helping verbs. ("She can
sing." Sing is the main verb; can is the helping verb.) A verb must
agree with its subject in number (both are singular or both are
plural). Verbs also take different forms to express tense.

Example:

The young girl brought me a very long letter from the teacher, and
then she quickly disappeared. Oh my!
4. ADJECTIVE
An adjective is a word used to modify or describe a noun or a
pronoun. It usually answers the question of which one, what
kind, or how many. (Articles [a, an, the] are usually classified as
adjectives.)

Example:
The young girl brought me a very long letter from the teacher,
and then she quickly disappeared. Oh my!

5. ADVERB
An adverb describes or modifies a verb, an adjective, or another
adverb, but never a noun. It usually answers the questions of
when, where, how, why, under what conditions, or to what
degree. Adverbs often end in -ly.

Example:
The young girl brought me a very long letter from the teacher,
and then she quickly disappeared. Oh my!
6. PREPOSITION
A preposition is a word placed before a noun or pronoun to form a phrase
modifying another word in the sentence. Therefore a preposition is always
part of a prepositional phrase. The prepositional phrase almost always
functions as an adjective or as an adverb. The following list includes the
most common prepositions:

Example:
The young girl brought me a very long letter from the teacher, and then
she quickly disappeared. Oh my!

7. CONJUNCTION
A conjunction joins words, phrases, or clauses, and indicates the
relationship between the elements joined. Coordinating conjunctions
connect grammatically equal elements: and, but, or, nor, for, so,
yet. Subordinating conjunctions connect clauses that are not equal:
because, although, while, since, etc. There are other types of conjunctions
as well.

Example:
The young girl brought me a very long letter from the teacher, and then she
quickly disappeared. Oh my!
8. INTERJECTION

An interjection is a word used to express emotion. It is often

followed by an exclamation point.

Example:

The young girl brought me a very long letter from the teacher, and
then she quickly disappeared. Oh my!
ASSESSMENT
Identify the subject and predicate of each sentences.

1. Aki is playing.
2. My sister Camille slipped in the front door.
3. Mary added a lot of sugar to her coffee.
4. The boy in the room enjoys reading many books.
5. She fell asleep on the bench.
6. He goes to football every Sunday.
7. George brushes his teeth twice a day.
8. They speak English language in USA.
9. Gabe gets up early every day.
10. I love the color of your eyes.
Sentence Patterns

TOPIC # 9
There are six basic or simple sentence patterns:
• Subject/Predicate, Action Verb
• Subject/Predicate, Action Verb/Direct Object
• Subject/Predicate, Action Verb/Adverb
• Subject/Predicate, Linking Verb/Predicate Nominative
• Subject/Predicate, Linking Verb/Predicate Adjective
• Subject/Predicate, Action Verb/Indirect Object/Direct Object

Examples of the six basis sentence types:

1. Subject/Predicate, Action Verb

• The class studied.
• The students and the teacher read.
• The students sat and read.
• The students and the teacher sat and read.

2. Subject/Predicate, Action Verb/Direct Object

• The class took a test.
• The class took a test and a quiz.
3. Subject/Predicate, Action Verb/Adverb
• The class worked carefully.
• The students sit here.
• The class worked like a team.
• Before school, in the gym, the class worked like a team.
• In the gym, the class worked like a team before school.
• Like a team, the class worked before school in the gym.

4. Subject/Predicate, Linking Verb/Predicate Nominative

• The teacher is Mr. Soto.
• The teachers are Mr. Soto and Ms. Lin

5. Subject/Predicate, Linking Verb/Predicate Adjective

• The teacher is kind.
• Ms. Kin is kind and helpful.

6. Subject/Predicate, Action Verb/Indirect Object/Direct Object

• The teacher gave the class a test.
• Mr. Soto gave Kim and John a test.
ASSESSMENT
Multiple choice
Choose the right sentence pattern for each sentence.

 T h e m o s t c o m m o n s e n t e nc e p at t e rn s a re :  
 S- V ( s u b j e c t + v e rb ) , V - S ( v e rb + s u b je c t ) ,
 S- V- D O ( s u b j e c t + v e rb + d i r e c t o b j e c t ) ,
 S- V- SC ( s u b j e c t + v e r b + s u b j e c t c o m p l e m e n t) ,
 S- V- IO - D O ( s u b j e c t + v e r b + i n d i r e c t o b j e c t + d i re c t o b j e c t ) ,
 S- V- D O - O C ( s u b j e c t + v e rb + d i re c t o b j e c t + o b j e c t c o m p l e m e n t ) .

1. Jennifer baked for weeks before the holidays.

a) V-S
b) S-V-DO
c) S-V
d) S-V-SC
2. Brad looks very handsome in his new sweater.
a) S-V
b) S-V-DO
c) S-V-SC
d) S-V-DO-OC

3. There was a strange sound coming from the cellar.

e) V-S
f) S-V
g) S-V-IO-DO
h) S-V-DO-OC

4. A jockey rides racehorses until he gets too old or too heavy.

i) V-S
j) S-V-DO
k) S-V-SC
l) S-V-IO-DO

5. Aunt Tilly gave Marty some cookies.

m) S-V
n) S-V-DO
o) S-V-SC
p) S-V-IO-DO
 REFERENCE

• https://webapps.towson.edu/ows/sub-verb.htm#:~:text=Subje
cts%20and%20verbs%20must%20AGREE,verb%20must%20a
lso%20be%20plural
.

• https://
www.englishclub.com/grammar/sentence/what-is-a-sentence.
htm

• https://support.lexercise.com/hc/en-us/community/posts/
220971647-Basic-English-Sentence-Patterns#:~:text=There
%20are%20six%20basic%20or,Predicate%2C%20Action
%20Verb%2FDirect%20Object&text=Subject%2FPredicate
%2C%20Action%20Verb%2FIndirect%20Object%2FDirect
%20Object

• http://
www.butte.edu/departments/cas/tipsheets/grammar/parts_o
f_speech.html
1. Assessment - the evaluation or estimation of the nature, GLOSSARY
quality, or ability of someone or something.
2. Observation - the action or process of observing something
or someone carefully or in order to gain information.
3. Questioning - the action of asking someone questions,
especially in an official context.
4. Diagnostic Assessment - Used to identify current knowledge
and/or misconceptions about a topic.
5. Formative Assessment - Used to provide feedback during the
instructional process.
6. Summative Assessment - Used to sum up learning at the
end of the instructional process.
7. Confirmative Assessment - Used to find out if the
instruction is still a success after a year, and if your way of
teaching is still on point.
8. Norm-Referenced Assessment - Used to compare student’s
performance against an average norm.
9. Criterion-Reference Assessment - Used to measure student’s
performance against a fixed set or predetermined criteria or
learning standards.
10. Ipsative Assessment - Used to measure the performance of a
student against previous performances from that student.
11. Misplace Modifiers - is a word, phrase, or clause that is
improperly separated from the word it modifies/describes.
12. Misplaced Adjectives - are incorrectly separated from the
nouns they modify and almost always distort the intended GLOSSARY
meaning.
13. Misplaced Adverb - placement of adverbs can also change
meaning in sentences.
14. Misplaces Phrase - may cause a sentence to sound awkward
and may create a meaning that does not make sense.
15. Misplaced Clause - may cause a sentence to sound
awkward and may create a meaning that does not make sense.
16. Syntax - the arrangement of words and phrases to create
well-formed sentences in a language.
17. Grammar - The structure and system of a language, or of
languages in general, usually considered to consist of syntax
and morphology.
18. Generative Grammar - is a grammar in which a set of
formal rules are used to generate or define the membership of
an infinite set of grammatical sentences in a language.
19. Tree Diagram - is a way of representing the hierarchical
nature of a structure in a graphical form.
20. Subject - a person or thing that is being discussed,
described, or dealt with.
21 . Inflection - is a process of word formation, in which a word
is modified to express different grammatical categories such as
tense, case, voice, aspect, person, number, gender, mood,
animacy, and definiteness.
22. Phrase - a phrase is any group of words, often carrying a
special idiomatic meaning; in this sense it is synonymous with GLOSSARY
expression.
23. Clause -  is a group of words that contains a verb (and
usually other components too).
24. Morphology - is the study of the internal structure of words
and forms a core part of linguistic study today.
25. Morphemes - a meaningful morphological unit of a language
that cannot be further divided (e.g. in, come, -ing,
forming incoming ).
26. Free Morphemes - is a morpheme (or word element) that
can stand alone as a word.
27. Bound Morphemes - is a word element that cannot stand
alone as a word, including both prefixes and suffixes.
28. Inflection - is a process of word formation, in which a word
is modified to express different grammatical categories such as
tense, case, voice, aspect, person, number, gender, mood,
animacy, and definiteness.
29. Derivation - is the process of forming a new word from an
existing word, often by adding a prefix or suffix, such as un- or
-ness.
30. Declarative Sentence - is the most basic type of sentence.
Its purpose is to relay information, and it is punctuated with a
period.
31. Interrogative Sentence - interrogate, or ask questions.
These are direct questions, and they are punctuated with a GLOSSARY
question mark.
32. Exclamatory Sentence - are like declarative sentences in
that they make a statement instead of asking a question, but
their main purpose is to express strong emotion. They are
easily recognized because they end in an exclamation point
instead of a period.
33. Imperative Sentence - do not simply state a fact but rather
tell someone to do something. These can be in the form of
friendly advice, basic instructions or more forceful commands.
34. Noun - A noun is a word for a person, place, thing, or
idea. Nouns are often used with an article (the, a, an), but not
always
35. Pronoun - A pronoun is a word used in place of a noun. A
pronoun is usually substituted for a specific noun, which is
called its antecedent.
36. Verb - The verb in a sentence expresses action or
being. There is a main verb and sometimes one or more
helping verbs.
37. Adjectives - An adjective is a word used to modify or
describe a noun or a pronoun.
38. Adverb - An adverb describes or modifies a verb, an
adjective, or another adverb, but never a noun.
39. Preposition - A preposition is a word placed before a noun
or pronoun to form a phrase modifying another word in the
GLOSSARY
sentence
40. Conjunction - A conjunction joins words, phrases, or
clauses, and indicates the relationship between the elements
joined. 
41. Interjection - An interjection is a word used to express
emotion. It is often followed by an exclamation point.

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