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UNIT I. NOUNS, VERBS, ADJECTIVES, AND ADVERBS

OVERVIEW

This part provides the students with complete background of nouns, verbs,
adjectives, and adverbs. This will help the engineering students to easily identify if the
words used in the sentence are nouns, verbs, adjectives, and adverbs which can assist
them in constructing correct and accurate sentences.

LEARNING OBJECTIVES

At the end of the unit, I am able to:

1. Analyze essays/paragraphs by identifying the words used as nouns, verbs,
adjectives, and adverbs using Schoology;
2. Explain/discuss nouns, verbs, adjectives, and adverbs;
3. Use the four (4) parts of speech in correct sentences;
4. Write simple but meaningful essays using the four (4) parts of speech; and
5. Perform a dyadic communication
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SETTING UP

Name: Score
Year/Section Date

Eight Parts of Speech

Activity I (Noun)
Directions: Supply the columns with proper and common nouns. Include only the words
which are related to Architecture. After accomplishing the column, find a partner and
discuss your lists to him or her.
Proper Noun Common Noun Plural Form
Example: Grand Hyatt Building Buildings

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.
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6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.

10. 10. 10.

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LESSON PROPER

Lesson 1: Recognizing Nouns

NOUNS are
words used to
name the
persons, place, or thing. Nouns can also be inanimate objects, abstract concepts, and events.
Phrases can also perform as nouns or subjects of the sentence.

Example: Marketing and Selling are what I dream in the future.

In this example, marketing and selling are verbs, but they are used as subjects in the
statement.
Functions of Nouns
Nouns are commonly used in the sentences as direct objects, indirect objects,
objects of preposition, as adverbs, as adjectives, and as possessions.

As a Subject : Some of the students are coming home tonight.

As a Direct object : The students will take the midterm examination here.
As an Indirect object : Professor Santos gave the students some expensive
projects.
As an Object of preposition : Many of the students are here for some reasons.
As an Adverb : The students will be leaving tomorrow.
As an Adjective : The office building for the Faculty is repaired.
Possession : The students’ reaction papers were highly graded.

Types of Nouns
1. Common Noun. It refers to a common name of people or things.

Examples: country, bridge, town, birth, month, cheerfulness, sadness

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2. Proper Noun. It refers to a proper name of a particular person, thing, or place. It

always starts with a capital letter.
Example: Mr. Oliveros, Philippines, Monday, January.

3. Concrete Noun. It refers to a person and to tangible objects which can be seen,
smelled, touched, heard, or tasted.

Examples: Building, plates, coffee, machines, gasoline

4. Abstract Noun. It can be ideas, characteristics or qualities, and conditions that

cannot be seen or touched for they do not possess physical actuality.

Examples: Wisdom, truth, beauty, joy, time, courage, patience, skills

5. Collective Noun. It describes a thing or group of things that can be singular or

plural in form. (It depends on how the word is utilized in the statement.)
Examples: jury, audience, crowd, family, government, team
Note: Most collective nouns are singular, with singular verbs. They function as units.
Examples: (Singular): The whole family is at the table for a meeting.
: The basketball team prepares for the next game.
Examples: (Plural) : The whole family share ideas during the discussion.
. : Dr. Santos’ family live in different countries.

COLLECTIVE NOUNS
PEOPLE ANIMALS THINGS
A group of architecture A herd of donkeys A cup of tea
dancers
A choir of singers A colony of gulls A box of cereal
A crowd of people A flock of pigeons A carton of milk
A gang of engineers A brood of hens A can of milk
A band of men A swarm of bees A bowl of rice
Common Collectives Nouns Used for People, Animals, and Things
6. Count and Mass Nouns. These nouns can be countable and uncountable.
Countable nouns are also called “Count Nouns” referring to those nouns that can
be counted. These nouns usually have article a, an, a number or the number which are
usually placed before the nouns.
Examples: a plate, an architecture drawing material, a number of architecture
students
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Uncountable nouns are also called “Mass Nouns” referring to those nouns that
cannot be counted. They do not usually have plural forms.
Examples: information, fluid, understanding, wood, cheese, skills, logic

7. Attributive Nouns. These are nouns that are used as adjectives in front of another
noun called “Stacking”.
Examples: metal innovation, engineering school, birthday party, graduation rites

8. Compound Nouns. These refer to nouns that contain two or more words.
Compound nouns consist of three forms.
1. Open or Spaced. It consists of a space between the two words (machine
code)
2. Hyphenated. It consists of a hyphen between the two words (acid-base
reactions)
3. Closed or Solid. There is no space or hyphen between the two words
(flywheel)

Most of the compound nouns are nouns + nouns or nouns + adjectives. They can
function as single units or can be modifies by adjectives or other nouns.
Examples: Noun + noun : ice point, metal alloy
Adjective + noun : angular acceleration, atomic orbital

9. Possessive Nouns. These refer to words that name the person who owns
something or who has the possession of something. When the nouns are singular,
we usually add an apostrophe +s (‘s). In plural nouns, we just add apostrophe after
s, except for those plural nouns that do not end in s.

Examples: Architectures house, Committee’s decision, Family’s building

Five (5) Rules in Forming Possessive Nouns
Rule 1: How to make the singular nouns possessive?

 Add s to a singular common noun

Examples: The projects were rejected.
My daughter’s dream is to be an electrical engineer.

 Add s to a singular proper noun

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Example: Mr. Eduardo’s attempts to solve the problem were rewarded.

 If the persons’ names end in s, add an apostrophe + s, or just an

apostrophe.
Note: When pronouncing a possessive name, the s becomes z.

Example: Ms. Oliveros’s building is rare or Ms. Oliveros’ building is rare.

Rule 2: How to make plural nouns possessive?

 If plural nouns end in s, just add an apostrophe after s.

Examples: The chairs’ legs are destroyed.
The Mechanical Engineers inspect the machines’ parts.

 If the plural nouns do not end in s, just add ‘s.

Examples: The architects’ personal protective equipment is so expensive.
Some of the faculty’s ideas are highly appreciated.
Rule 3: How to make the possession of two nouns that are joined together?

 In a joint possession, use the possessive form to the nouns closest to

the words owned.
Examples: Mr. Reyes and Mr. Buenaventura’s project proposals will be
presented in the meeting.

Ar. Allan and Engr. Romeo’s suggestions were criticized by the

Committee.

Rule 4: How to make the possession of two nouns that are joined when the
ownership is
Separate?
 In a joint but separate possession of the same noun, use the correct
possessive form for each word.
Examples: Melvin’s and Apple’s books are reviewed well by us.
The car’s and the motor’s owners are here to buy paints and
accessories.
Rule 5: How to make the possession of hyphenated or compound nouns?

 When the compound nouns are hyphenated or not, use the proper
possessive form to the word nearest to the noun.

Examples: My daughter-in-law’s gift for her engineer boyfriend is an

expensive watch. (Hyphenated)
The English teacher’s books are highly technical. (Compound noun)
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10. Denominal Nouns. These are nouns generated from another noun, and they are
commonly formed by just adding suffixes (-ion, -ist, -ful)
Examples: action, teaspoonful, guitarist

11. Verbal Nouns. These are nouns that are also called gerunds. They are derived from
verbs. They are formed by just adding the suffix –ing.
Examples: My English teacher did not appreciate my writing of essay.
Drawing and sketching are my favorite habits.

Rules on How to Pluralize Some Nouns

1. To pluralize regular nouns, just add s to the end.

Examples: building- buildings, machine- machines, plate- plates

2. If singular nouns end in s, -ss, -sh, -ch, -x, or -z, just add es to the end to

pluralize them.

Examples: bus-buses, tax-taxes, dish-dishes, blitz-blitzes, watch-watches

3. If singular nouns end in -s or -z, double the -s or -z and add –s to pluralize.

Examples: class-classes, quiz-quizzes

4. If the nouns end in f or fe, the f becomes –ve, then add –s to pluralize.

Examples: shelf-shelves, knife-knives, half-halves

Exception: roof-roofs, belief-beliefs, staff-staffs

5. If singular nouns end in y and the letter before the -y is a consonant,

change the –y to –i and add –es to ending to pluralize.

Examples: city- cities, dictionary-dictionaries, electricity- electricities

6. If the singular nouns end in -y and the letter before the -y is a vowel, just

add an -s to pluralize.

Examples: ray-rays, key-keys, boy-boys

7. If the singular nouns end in o, just add es to pluralize.

Examples: tomato-tomatoes, potato-potatoes, echo-echoes

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Exception: photo-photos, halo-halos, piano-pianos

8. If the singular nouns end in us, change it to –i to pluralize.

Examples: focus-foci, radius-radii, alumnus-alumni, syllabus-syllabi

9. If the singular nouns end in is, change –is to –es to pluralize.

Examples: analysis-analyses, basis-bases, ellipsis-ellipses

10. If the singular nouns end in on, change –on to a to pluralize.

Examples: criterion-criteria, phenomenon-phenomena

11. Some nouns have no changes when forming their plural form.

Examples: series-series, equipment-equipment, information-information, means-

means, barracks – barracks, species – species, aircraft-aircraft

12. There are irregular nouns, when pluralized, just change the vowel

sound of the singular words. These are commonly called mutated plurals.

Examples: woman-women, man-men, child-children, foot-feet, tooth-teeth

LEARNING ACTIVITIES

 Practical Writing Activity

 Essay Writing
 Practical Speaking Activity
 Dyadic Communication
 Listening Activity
 TED Talk
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Activity 1

Name: Score:
Course/Year/Section: Date:

Directions: Complete the column by supplying the names of famous national and
international Artist. Briefly, tell something of their significant contributions.

Famous National Artist Famous International Artist

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.
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Activity 2

Name: Score:
Course/Year/Section: Date:

Direction: Underline each noun in the following sentences. Then write the first letter of
each noun on the line next to the sentence. If your answers are correct, you will spell out
the words of a quotation and the name of the famous American who said the quotation.
Write the quotation and its author’s name on the lines below sentence 15.

1. Wendy located her housekeeper.

2. Some answers on this test are about electricity.
3. Her violin and easel were missing.
4. Their rabbit that left the yard was returned by the officer.
5. He used this umbrella in Alabama.
6. After the rain, the electrician checked the box.
7. The end of the afternoon arrived quickly.
8. This group is funny.
9. The ostrich and the orangutan are interesting.
10. My doctor and my orthodontist are neighbors.
11. In the evening, Archie likes to go boating.
12. Unfortunately, he had a rash and an allergy.
13. Her height and agility helped her win the match.
14. Linda cared for the infant throughout the night.
15. The garbage carton near the oven had licorice and noodles in it.

The quotation and its author:

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Activity 3

Name: Score:
Course/Year/Section: Date:

Direction: Twenty common nouns of people and things found in a classroom are
hidden in this puzzle. Words are placed backward, forward, diagonally, up, and
down. Circle the hidden nouns, and write those nouns on the lines below.

w h g f c b b v l j yv y w s b f t b j x
n d fm s h b t l j w l v k h o f x r y d
s j s p f z l g v y a c j a o j v x q l
d x r m b y s g n m q s b r k p h y g v
p j u y t k f r q p d f x p s e k n v v
a r l m k n e j k y n f c e h n j v m c
p o e y e h l c z b a h c n e c n n g k
e o r e c f a d r z b k k e l i j j w y
r d e a o b k c a l e s t r f l r n w s
ts e ct la k f p o n k x s e t l k e e o k r
p c c j o f d k h a u l p d g h c
s r e r c k o h g p d n t wjs
x s w x m t
q
l m h l d f ky t l n d y a m i e f y r
k r l k l v n c f q s t s w p b n r d
y m d v b h g n b d t q r t z
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Name: Score:
Course/Year/Section: Date:

Reflection
Directions: Write an2:essay
Lesson about your most memorable experiences as a student using the different types of nou
Recognizing
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SETTING UP

Name: Score:
Course/Year/Section: Date:

Directions: Identify all the verbs you can see in the article below.

Prominent Harvard Chemist Arrested For Concealing Ties to China

By: Amy Schleunes
Jan 29, 2020
The Department of Justice also released the names of two Chinese researchers who
allegedly acted against US interests.

Charles Lieber, chair of the department of chemistry and chemical biology at Harvard
University, has been arrested and charged with one count of making a false statement to
federal authorities, according to a Department of Justice press release published yesterday
(January 28).

“Unbeknownst to Harvard University beginning in 2011, Lieber became a ‘Strategic

Scientist’ at Wuhan University of Technology (WUT) in China and was a contractual
participant in China’s Thousand Talents Plan from in or about 2012 to 2017,” the justice
department statement says. At the same time, he also received funding from US federal
agencies, including the National Institutes of Health (NIH) and Department of Defense,
which require researchers to disclose if they receive aid from foreign governments or
foreign entities.

Lieber did: In connection with the Chinese programs, he received $50,000 USD per
month, living expenses of up to 1,000,000 Chinese Yuan (approximately $158,000 USD
at the time), and more than $1.5 million to establish a research lab at WUT. Neither
Harvard nor the federal agencies were aware of the connection or payments until the NIH
started to inquire about Lieber’s ties to China.

The charges are “extremely serious,” Jonathan Swain, a spokesman from Harvard
University, tells The New York Times.

In addition to Lieber’s arrest, the justice department also released the names of two other
researchers, both Chinese nationals, who had been charged on Tuesday in connection
with aiding China.

Yanqing Ye was charged with one count each of visa fraud, making false statements, and
acting as an agent of a foreign government and conspiracy. The statement alleges that Ye
“lied about her ongoing military service at the National University of Defense
Technology (NUDT), a top military academy directed by the CCP [Chinese Communist
Party].”
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Zaosong Zheng was arrested and charged with stealing 21 vials of cells from Beth Israel
Deaconess Medical Center in Boston and attempting to smuggle them out of the United
States.

The arrests come in the wake of controversy over proposals from the NIH and FBI
intended to identify researchers who may have acted against the United States.

“No country poses a greater, more severe or long-term threat to our national security and
economic prosperity than China,” FBI special agent Joseph Bonavolonta tells The Times.
“China’s communist government’s goal, simply put, is to replace the U.S. as the world
superpower, and they are breaking the law to get there.”

There is a growing sense of anxiety among scientists that they will be subject to
increasing scrutiny over international funding, the Times reports. “We worry that, slowly
but surely, we’re going to have something of a McCarthyish purity testing,” Ross
McKinney Jr. of the Association of American Medical Colleges tells the Times.
“[Lieber’s] being criminally charged. This is a big deal. He could end up in jail.”
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LESSON PROPER

Verbs refer to action words describing what the nouns perform. These are
very essential in the sentences like nouns.

What Do Verbs Express?

1. Physical Actions refer to physical activities.
Examples: to draw, to write, to sketch
2. Mental Actions refer to mental activities.
Examples: to think, to guess, to consider
3. State of Being verbs express no activity or action.
Examples: to be, to exist, to appear

Subject Verb to be
Past Tense Present Tense Future Tense
I was am will be
You were are will be
He / She / It was is will be
We were are will be
You were are will be
They were are will be

Types of Verbs

1. Action Verbs refer to words that tell the activity of a person.

Examples:
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 The students are repairing the car’s engine.

(Repairing is the action made by students.)
 The whole class reads the policies on how to avoid the covid-19
pandemic.
(Read is something that the whole class do.)

2. Stative Verbs refer to words that express a state of being, a thought, or

an emotion instead of action.
Examples:

 The employees wish to stay at home. (Wish is a state of being)

 The students are afraid of the pandemic. (Verb to be-are does not
show an action. Instead, it is a state of being.)

3. Transitive Verbs refer to words that act on something. This is

commonly called a “Direct Object”. Transitive verbs usually answer the
question “WHAT?”
Examples:
 Those students’ found the lost plates. (Found what?) “Plates” serves as
the direct object.

 The applicants submitted their letters to the President. (Submitted

what?) “Letters” is used as the direct object.

4. Intransitive Verbs refer to words that do not act on something. (No

direct object)

Examples:
 Somebody in the English class shouted loudly.

 Several students stayed at home during the pandemic.

5. Auxiliary Verbs/ Helping Verbs supplement the main verb to express

its tense, voice, and mood. The common auxiliary verbs are be, do, have
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Examples:
The attendance of the students has been appreciated. (The auxiliary verb “has been” helps to
The engineer has submitted his project proposal. (The auxiliary verb “has” helps to express th
If the teacher were a millionaire, she would help the covid-19 victims. (The auxiliary verb “we
verb which is in the subjunctive mood.)

6. Modal Verbs are verbs that are used to express ability, permission,
possibility, and obligation. The common modals are as follows:
 May or might - expresses “Possibility”
 Must - expresses “Necessity”
 Ought - expresses “Advice, Duty, or Responsibility”
 Shall or should - expresses “Obligation”
 Will - expresses “Beliefs, Future Actions, Request,
Offer, and a Promise”
 Would - expresses “Past Actions, Hypothesis, and
Courtesy/Politeness”
 Can or could - expresses “Ability”

Examples:

1. The student can sketch big buildings.

(The modal verb can expresses ABILITY.)
2. The student might design quality and expensive buildings.
(The modal might expresses POSSIBILITY.)
3. The student may design rare but high-class buildings.
(The modal verb may expresses PERMISSION.)
4. The student should provide me a copy of the building’s sketch.
(The modal verb should express OBLIGATION.)
5. The student will design a lot of top-quality buildings.
The modal will expresses:
 Beliefs regarding the present or future;
 Things that a person wants to do; and
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 Things that the people make as a promise, as an offer, or as

a request.
6. The student would have designed a top-quality building.

The modal verb would expresses:

 Actions in the past;

 Hypothesis; and
 Courtesy/Politeness.
7. The student ought to design as many buildings as he likes.

(The modal verb ought to expresses advice, duty, or

obligation.)

8. Phrasal Verb

It refers to a verb that consists of more than one word- a main verb
and another word which can be a preposition or a particle. It has a meaning
which is different from the main verb. It can be transitive or intransitive.

Examples:

Phrasal Verbs Meaning Sentences

1. Act on To take action based on The Faculty members ACT ON the

the information received problem caused by the COVID-19
pandemic.
2. Argue down To beat someone in a The seminar speaker tries to ARGUE
debate, discussion, or the other speaker DOWN.
argument
3. To retreat or to The chair of the department told the
Back off
withdraw students to BACK OFF.
4. Bear down To move towards The teacher saw his students in the
on gymnasium and he BORE DOWN ON
them.
5. Call up To telephone I CALLED my student UP as soon as
I got home to tell his grade in
English.
6. Carry off To win or to succeed The College of Arts and Sciences
CARRIED OFF the first prize in the
competition.
7. Decide upon To choose or select Engr. Lopez DECIDED UPON a
house to be bought near the market.
8. To reach inside in order The mother DIGS INTO her wallet to
Dig into to get something needed get money for the allowance of her
engineering son.

9. Fawn over To exaggeratedly The student FAWNED OVER her

compliment a person to mother for his allowance to be
get his favor or to get increased.
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something from him

10. Professor Reyes thought that her

To feel that you are
Feel up to students were not FEELING UP TO
capable of doing things
doing their projects online.
11. The graduating students WENT
Go over To review OVER their answers before
submitting their papers in Calculus.
12. To feel that you are That student always LOOKS DOWN
Look down
better than other person on his classmates.
13. Ask To invite someone for a Those students ASKED their
somebody date teachers OUT for a dinner.
out
14. To write information on The applicants are asked to FILL
Fill out
a blank form OUT the application form.
15. Hold back To hide one’s emotion Some of the graduates HELD BACK
their tears as they hugged their
parents.
16. Make out To understand The students could not MAKE the
speech OUT because of the noise.
17. Look out for To be more vigilant Don’t forget to look out for your
health as you travel abroad.
18. Mix up To be confused She is totally mixed up with the
problems given by their
Mathematics professor.
19. Look over To examine The English teacher looks over the
paragraph’s grammar and
punctuations.
20. Pass out To faint The old professor had passed out
because of the weather.
21. Run into To meet someone I ran into my former Professor in
unexpectedly Calculus at the church.

22. Show off To demonstrate When the professors were in, one of
arrogantly the students stood up to show off
his talent in speaking.
23. The English teacher took off her
Take off To remove something jacket before entering the
classroom.
24. Some of the students used their
To finish using the
Use up grocery items up in order to buy
supply
new ones.
25. After the rain, her drawings and
Wear off To vanish or fade away sketches had worn off.

9. Regular and Irregular Verbs

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Regular Verbs are those verbs forming their past tense and past
participle by just adding -d or -ed.

Examples: talk-talked, communicate-communicated, solve-solved, compute-

computed

Irregular Verbs are those verbs that do not follow the general rule of
using -d or -ed to get their past tense and past participle.

Examples: get-got-gotten, see-saw-seen, leave-left-left, write-wrote-written

Common Irregular Verbs

Irregular Verbs Past Tense Past Particle

arise arose arisen

be Was, were been
bear bore born
burst burst burst
build built built
catch caught caught
cost cost Cost
cut cut cut
draw drew drawn
deal dealt dealt
drive drove driven
eat ate eaten
fall fell fallen
freeze froze frozen
has, have had had
hang hung hung
hold held held
know knew known
keep kept kept
lead led led
let let let
light Lit/lighted Lit/lighted
make made made
meet met met
overcome overcame overcome
outgrow outgrew outgrown
pay paid paid
partake partook partaken
put put put
quit quit/quitted quit/quitted
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read read (pronounced as “red”) read (pronounced as

“red”)
run ran run
ring rang rung
sell sold sold
send sent sent
strike struck struck
spread spread spread
take took taken
teach taught taught
think thought thought
undergo underwent undergone
upset upset upset
weep wept wept
win won won
wring wrung wrung

Tenses of Verbs

Tenses of verbs refer to the time when the action happens or occurs and
whether the action is habitual, ongoing, or already completed.

Verbs in 3 Tenses

1. Present Tense tells that an action is currently happening or continuously

happening.
Simple Present: The NEUST Professor writes books every year. (Habitual)
Present Continuous: She is writing a book in English now. (Ongoing)

2. Present Perfect tell an action occurred in the past but still happening in the
present. The main verb here is in the past participle as it is combined with
has (singular) or have (plural).
Examples: My professor in English has discussed the lessons with confidence.
(Singular)
Those attendees in the online training have appreciated the
speakers.

Present Perfect Continuous tells an action occurred over a period of time in

the past but still continuing in the present. The main verb here is in the past
participle as it is combined with has + LV- been + V-ing or have + LV been +
V-ing
Examples: My professor in English has been discussing the lessons with
confidence.
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Those attendees in the online training have been appreciating the

speakers.

3. Past Tense tells an action that is already completed or finished. It makes use
of the time expressions like yesterday, last week, two years ago, last year
(already completed)

Examples: Some of the researchers received certificates of recognition last

year.
My professor appreciated the whole class yesterday.

4. Past Perfect Progressive tells a continuous action in the past which was
completed before another past action (had + LV- been + V-ing).

Examples: Some of the researchers had been presenting their researches

when the rain fell.
They had been painting the building before the investigator came.

5. Future Tense tells a future action, event, or condition using will or would. It
makes use of the time expressions like tomorrow, next month, next year

Examples:
They will paint the building tomorrow.
One of the students will take the examinations next week.
6. Future Continuous tells an action that will happen in the future and continue
for an expected length of time. It is constructed this way: Subject + will + LV-
be + V-ing)

Examples:
The students will be leaving the room at 12:00 noon.
One of the students will be taking the examinations
soon.

7. Future Perfect Progressive tells a continuous action that will be completed

in the future. It is constructed this way: Subject + will + have + LV-been + +
V-ing.

Examples:
Ms. Gonzales will have been taking the Board Exam by next
summer.
They will have been finishing he project by the time the summer
ends.
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Voices of Verbs

Voices of verbs refer to the thinking whether the subject is the doer of the
action or the receiver of the action. Voices also tell the relationship between the
subject and verb of a particular sentence.

Two Types of Verb Voice

1. Active Voice expresses that the subject performs the action. It is the normal sentence constru
Examples: The students in the classroom
Subject finish their project proposal. VerbDirect Object

2. Passive Voice expresses that the subject does not perform the action, instead, it receives t
Examples: The project proposal is finished by the
More ExampstluesdeinntDs.ifferent Tenses:
Note: The object was put in the beginning and the
subject (project proposal) was placed at the end of the sentence with by. In such case, this su

Given sentence in the Active Voice: The architect

inspects the building.
1. Present Simple- The building is inspected by the architect.
Note: Object- building + LV is-present + V-past participle- inspected + by +
Agent- architect

Given Sentence in the Active Voice: He is sending the teacher to

work.
2. Present Progressive- The teacher was being sent to work by him.
Note: Object- The teacher + LV is + being-present + V-past participle- sent + by
+ Agent- him.

Given Sentence in the Active Voice: He will make a sketch of the building.
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3. Future Tense (will be) - A sketch of the building will be made by

him.
Note: Object- a sketch + Modal will + LV be -present + V-past participle- made
+by + Agent- him
Given Sentence in the Active Voice: He is going to make a sketch of the
building.
4. Future Tense (going to) - A sketch of the building is going to be
made by him.
Note: Object- a sketch + LV is going to be -present + V-past participle- made +
by + Agent- him
Given Sentence in the Active Voice: I have sold the building for 2 million.
5. Present Perfect Tense- The building has been sold by me for 2
million.
Note: Object- The building + Modal-have + LV- been + V-past participle-
made + by + Agent- him
Given Sentence in the Active Voice: I had sold the building for 2 million.
6. Past Perfect Tense- The building had been sold by me for 2 million.
Note: Object- The building + Auxiliary-had + LV been+ V-past participle- made
+ by + Agent- him
7. Future Perfect Tense- The building will have been sold by me for 2
million.
Note: Object- The building + Modal-will + Auxiliary- have + LV been+ V-past
participle- made + by + Agent- him

LEARNING ACTIVITIES

 Practical Writing Activity (The What If Challenge)

 Make a short article out of “What If…
Example: What if all people in the world were engineers?
 After you complete your piece, underline all the physical verbs, circle
the mental verbs, and box the state of being verbs.

 Practical Speaking Activity

 Group conversation activity (5 groups were formed)
Title: Tense Race

 Listening Activity
 Listen to the conversation made by each group using
Camtasia/Mobile phone
 Identify the verbs and tell what tense of the verb is used
 One group is assigned to identify the verbs used by the other
group (counterpart)
2

Activity 1

Name: Score:
Course/Year/Section: Date:
Directions: Define the following types of verbs. Give three examples in each type into
meaningful sentences which has relation to your future career as an architect.

A. Regular Verbs is

1.
2.
3.

B. Irregular Verb is

1.
2.
3.

C. Linking Verb

1.
2.
3.

D. Transitive Verb

1.
2.
3.

E. Intransitive Verb

1.
2.
3.
2

F. Finite Verb

1.
2.
3.

G. Infinite Verb

1.
2.
3.
Activity 2

Name: Score:
Course/Year/Section: Date:

Directions: Using the diagram below, differentiate the three given types of verb.

Physical Verbs ______________________________________

______________________________________
______________________________________
______________________________________

______________________________________
Mental Verbs ______________________________________
______________________________________
______________________________________

______________________________________
State of Being Verbs ______________________________________
______________________________________
______________________________________
2

Activity 2

Name: Score:
Course/Year/Section: Date:

Directions: Make two sentences using the given words by following the different tenses of
the verb.

Past
Present

tenseDraw
Tense

1.Color

2.1.
Future
Tense Paint
1.
2.

Present
Perfect Mold
1.
2.

Past
Future
Perfect
Perfect
Build
Design
1.1.
2

Activity 3

Name: Score:
Course/Year/Section: Date:
Direction: Think you know your verbs? On the lines below, write a verb that starts with the
letter a, and then one that starts with the letter b, and so forth until you have written a
verb for each of the twenty-six letters of the alphabet. These verbs can be action, linking,
or helping verbs.
3

Activity 4
Name: Score:
Course/Year/Section: Date:

Direction: Underline the verb in each of the following sentences. Then on the line
before each sentence, write the first letter of the verb found in that sentence.
Finally, write the twenty consecutive letters on the lines below the last numbered
item to identify the names of five boys.

1. Will he remember the name of the boys?

2. Yes, she understands your explanation.
3. Please shuffle the cards now.
4. Send the messenger to the principal’s office.
5. Juan jokes around most of the time.
6. You omitted several names of tonight’s program.
7. The scientists simulated the rocket’s path.
8. Mrs. Simmons, our teacher, erased the board quickly.
9. The plant withered last week.
10. Coach Albers inspired us before the big football game last week.
11. The runner leaped with enthusiasm after her record-breaking
performance.
12. They loved last night’s dance recital.
13. The cyclists pedaled through the mountains during the grueling
segment of the Tour de France.
14. He envies the other players.
15. I told you that earlier.
16. The artist etched the rough outline.
17. I forgot my jacket in the music room.
18. They easily recalled the unforgettable incident.
19. That game ended his hopes for a professional career.
20. Her parents decided that long ago.

The names of the five boys are ,

, , , and .

Name: Score:
3

Course/Year/Section: Date:

Reflection
Directions: Using the Active and Passive voice, tell who inspire you to become a future Architect. Your reflec
3

Lesson 3: Recognizing Adjectives

SETTING UP

Name: Score:
Course/Year/Section: Date:

Directions: Using the images below, describe vividly the different architectural designs.

A. Ancient Greek Temples (first-century era)

3

B. Nature inspired motifs on the Pillars of Ancient Greek Temples

C. SAGRADA FAMILIA BY GAUDI (18th century era)

Image credit: Flickr/onanickle

LESSON PROPER
3

Adjectives refer words that give descriptions to nouns in the sentence,

either persons or things.
Articles a, an, and the also belong to adjective. They are considered
special type of adjectives.

Article THE
Article the is a definite article which is used to identify a specific noun.
Example: The student saw the professor inside the classroom.
(The article the in the statement specifies one precise architect student, one
precise professor seen, and one precise location which is classroom)

Article A
Article a is used when the word next to it begins with a consonant.
Example: a building, a pencil, a civil engineer, a mechanical engineer
Article AN
Article an is used when the word next to it begins with a vowel.
Example: an electrical engineer, an electricity, an equipment, an
organization

Uses of Adjectives

1. Adjectives are used to notify the readers WHICH KIND?

Example: The professor is a competent
researcher of the University.
2. Adjectives are used to notify the readers HOW MANY?
Example: There are four faculty members
3

Adjective Clause vs. Adjective Phrase

Adjective Clause refers to a group of words that is independent or cannot
stand alone. It modifies a noun or a pronoun by stating WHAT KIND or WHICH
ONE? It is commonly introduced by relative pronouns who, whom, which, who,
and that or subordinate conjunctions like when and where.
Examples:
 I appreciate the students who are committed and engaged in their
studies.
 The students dream to stay in the country where the weather is cold
and frosty.

Adjective Clause can be classified as essential or nonessential.

Essential Adjective Clause refers to a group of words that is not set off by a
comma.
Examples:
 The English teacher who passed by the office was my cousin and
friend.
 Those chairs that were used by the students were old and low-
quality.
Nonessential Adjective Clause refers to a group of words that is set apart by a
comma.
Examples:
 Dr. Santos, who is a neuro surgeon, will be retiring next year.
 Some of the Mathematics students, who were scolded by their
Department chairs, were sent to the Guidance Office
Adjective Phrase refers to a group of words with a modifying word to
describe the
3

subject that can be a noun or a pronoun.

Examples:
 The professor has very expensive car.
Note: The adjective phrase here is “very expensive” that modifies
car.
 The machine has an extremely green color.
Note: The adjective phrase here is “extremely green” that modifies
the noun color.

Coordinate Adjectives
These adjectives refer to two or more adjectives that describe only one
subject or noun. They are separated by the conjunction “and” or by a comma.
Examples:
 Dr. Santos is a brilliant, competent, and effective professor in the
College of Arts and Sciences.
 Dr. Santos is a brilliant and competent professor in the College of
Arts and Science.

Position of Adjectives
 Adjectives are usually placed before the words modified.
Examples:
 Dr. Reyes is a competent professor. The adjective competent
comes first before the word modified (professor).

 Two or more adjectives modifying a noun, they usually separated by

a comma.

Examples:
 A tall, dark, handsome student is here. The first two adjectives are
separated by a comma except the last one (handsome)
 When two adjectives of color are used, separate them with a comma.

Examples:
 The black and white machines are very expensive.
 When two or more adjectives are in the predicative position, use
“and” between the last two adjectives.
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Examples:
 The project of the students in English are simple, easy, and
economical.
Order of Adjectives
Adjectives denoting qualities are written with a specific order to follow.
Below are the proper order of adjectives to be used in the sentence.

 Determiners include the following:

 Articles like a, an, the
 Demonstratives like this, that, these,
those
 Possessives like his, her, my, your, its,
our, theirs
 Quantifiers like few, little, many, much,
more, most, some, any
 Quantity or Numbers like one, two, three,
four, five, etc.
 Quality or Opinion like wonderful, competent,
beautiful, handsome
 Size and Shape like wealthy, circle, large, round
 Age like young, old, ancient, new
 Color like yellow, brown, orange, blue
 Nationality or Origin like English, British,
Dutch, French
 Material like metallic, wooden, silky
 Qualifier like singing engineer, dancing
teacher, book cover

Collective Adjectives
Collective adjectives are those characteristics used to describe a group of
people. These adjectives function as nouns, always plural in form, and follow the
use of the definite article the.
Examples:
 The poor are to be help.
 The brilliant need to be rewarded and aided.
 The hardworking are always admired and appreciated.
3

Collective adjectives can also refer to the nationality of a group of people

which always start in capital letter.
Examples:
 The Chinese stay in the Philippines for business purpose.
 The Japanese produce quality cars.
 The French are found in Europe.

LEARNING ACTIVITIES

 Practical Writing Activity

 Choose one love song.
 Practical Speaking Activity
 Voice recording explaining what the song wants to convey to you.
 Listening Activity
 Listening to an English love song taking down all the adjectives used
by the composer. Then, discuss the beauty of the song and the role of
the adjectives in the song.

Activity 1

Name: Score:
Course/Year/Section: Date:
3

Directions: Using the images below, describe vividly the different architectural designs
by using the Royal Order of Adjectives

LOTUS TEMPLE, NEW DELHI (1986)

Norman Foster’s Gherkin Tower (2003)

4

Activity 2

Name: Score:
Course/Year/Section: Date:
4

Directions: Using the Venn Diagram, differentiate Adjective Clause from Adjective
Phrase

Activity 3

Name: Score:
Course/Year/Section: Date:
4

Sixteen of the words in this activity are not adjectives. Twenty-four are
adjectives. On the line after each question number, write the first letter of the twenty-
four adjectives in this list below. Then write these twenty-four letters (consecutively) on
the lines below Zoo Animals. These twenty four consecutive letters spell out the names
of five animals found in a zoo.

1. nothing 21. plumber

2. pretty 22. brave
3. crust 23. interesting
4. faith 24. marry
5. attractive 25. smart
6. grabbed 26. old
7. nice 27. solitude
8. America 28. nasty
9. dainty 29. beautifully
10. agile 30. proud
11. mechanic 31. infantile
12. mean 32. earn
13. they 33. great
14. odd 34. forget
15. noisy 35. zany
16. nor 36. elegant
17. kind 37. boastful
18. neither 38. rigid
19. easy 39. decide
20. young 40. average

Zoo Animals:

1.
2.
3.
4.
5.

Activity 4

Name: Score:
Course/Year/Section: Date:
4

1. Name three complimentary adjectives that describe one of your friends:

, ,

2. Name three adjectives that describe one of your laboratory equipments:

, ,

3. Name three adjectives that describe a famous chemist:

, ,

4. Name three adjectives that describe a book or magazine article that you
recently read:
, ,

5. Name three adjectives that describe your favorite song:

, ,

6. Name three adjectives that describe one of your recent math tests:

, ,

7. Name three adjectives that describe one of your most difficult experiences:

, ,
4

Name: Score:
Course/Year/Section: Date:

Reflection
Directions: As a future architect, draw a symbol of your characteristics and explain below how it wi
4

Lesson 4: Recognizing Adverbs

SETTING UP

Name: Score:
Course/Year/Section: Date:
Directions: Compose a tercet, three-stanza poem using the given adverbs as title. Make a
illustration for each one. Identify which kind of adverbs are the following titles.

Magnificiently

At the Sky
4

Midafternoon

Million Times
4

LESSON PROPER

Adverbs refer to words that modify 3 things: verbs, adjectives, and another
adverbs.

 Adverbs Modifying Verbs

Example: The student speaks tactfully.
Adverb
How does he speak?

 Adverbs Modifying Adjectives

Example: He repairs the machine very fast.
Adjective
How fast does he repair the machine?

 Adverbs Modifying Another adverbs

Example: He repairs the machine very slowly.
Adverb
How slowly does he repair the machine?

Kinds of Adverbs

1. Adverb of Manner tells how an action is done which is usually placed after
the main verb. This adverb always ends in –ly.
Examples:

 Some of the students recited excitedly.

 We joined the online meeting apprehensively.
4
2. Adverb of Time tells when an action happens and it usually uses the time
expressions now, then, today, tomorrow, tonight, etc.

Examples:

 The NEUST faculty is here now.

 We will join the online meeting tomorrow.

3. Adverb of Place tells where an action happens. Some of the common adverbs
of place are in, on, near, below, far, above, under, etc.

Examples:

 Many of the students stay on the roof of the building.

 We never stay in the room for it lacks ventilation.

4. Adverb of Frequency tells how often an action is done. Some of the common
adverbs of frequency are always, often, rarely, sometimes, usually, and
never.

Examples:

 The president of the class always visits the museum of the university.
 We never try to submit our project proposal without their permission.

5. Adverb of Purpose tells why an action is done. It is also called “Adverb of

Reason”. Some of the common adverbs of frequency are always, often, rarely,
sometimes, usually, and never.

Examples:

 They enter the classroom silently to avoid distraction.

 I did not mention his name during the meeting to hide his identity.

Position of Adverbs

1. Adverbs of manner can have flexible positions or locations in the

sentence.
4
Examples:

 Excitedly, the students attended the online class in English.

 The students excitedly attended the online class in English.
 Some of the students recited excitedly.

2. Adverbs of frequency may appear in different areas in the sentence.

Examples:

 Before the main verb: I never see that student reciting in class.
 Between the auxiliary verb and the main verb: She has frequently
come here.
 Before the verb used to: My father always used to buy fruits in the
market.

3. Unspecified adverbs of time can appear before the verb or between

the auxiliary and the main verb.
Examples:

 They finally submitted the research project proposal in Physics.

 Those professors have recently passed their modules in Mathematics.

Adjuncts, Disjuncts, and Conjuncts Adverbs

1. Adjunct refers to a word, phrase, or clause used in a sentence that can
be deleted without changing its thought. Its purpose is to give the
reader an additional information as to where, when, how, and why.
Examples:

 Time adjunct: That student visited his family last week.

Note: The sentence is still correct even without the use of the time
“yesterday”.
 Place Adjunct: The students attend the flag raising ceremony in the
gymnasium.
Note: The sentence is still correct even without the use of the time “in
the morning”.
 Manner adjunct: Some of them analyze the situation positively.
Note: The sentence is still correct even without the word
“positively”.
5

 Purpose Adjunct: The Linguistics and Literature department holds

an online meeting to orient the new faculty.
 Note: The sentence is still correct even without stating the purpose of
the online meeting.

2. Disjunct refers to a word, phrase, or clause used in a sentence to

express the writer’s beliefs or opinions regarding the message of their
communication. The commonly used disjuncts are although,
unfortunately, obviously, hopefully, without a doubt, etc.
Examples:

 Hopefully, all the graduating students in the College of Arts and

Sciences will pass the Board Exam.
Note: The sentence is still correct even without the use “Hopefully”.

 Without a doubt, he would be the valedictorian in this class.

Note: The sentence is still complete without the use of “without a
doubt”.

3. Conjunct refers to a word, phrase, or clause used in a sentence to connect the earlier informa
To add info, use moreover, also, in addition, furthermore.
To oppose, use on the other hand, however, nevertheless, yet.
To explain something, use for example, in other words, that is to say.
To denote result, use consequently, as a result, therefore.
To signify time, use meanwhile, later, in the meantime, just then
To reinforce, use besides, anyway, after all
To list, use first of all, first and foremost, next, finally.
5
Adverbial Phrase vs. Adverbial Clause

Adverbial Phrase refers to a group of words that performs as an adverb.

Examples:

 The English class will start in the afternoon.

Adverbial Phrase
Note: It can be noticed that the adverbial Phrase “in the afternoon” is used as
an adverb of time which also means “later” in the normal adverb.

Common Formats of Adverbial Phrase

 An adverbial phrase usually starts with a preposition such as in, on, near,
with, by.

Examples:

 I want to do my project proposal in the library.

 They are trying their best to win with confidence.

 An adverbial phrase also starts with a preposition to + verb which is called

an Infinitive Phrase.

Examples:

 Many of the contestants are here to pray.

 Some of the NEUST professors are required to attend webinars to
update themselves on the new normal.

 An adverbial phrase uses an intensifier like very, really, extremely.

Examples:

 They have extremely nominated you to be the class President.

 Some of the NEUST professors are really required to attend webinar.
5

LEARNING ACTIVITIES

 Practical Writing Activity

 Drills, exercises, and quizzes on Adverbs

 Practical Speaking Activity

 Small group discussion using video

 Listening Activity
 The groups will listen to the voice recording made.

Activity 1

Name: Score:
Course/Year/Section: Date:

Direction: In each sentence, the letters of the underlined adverb are

scrambled. Unscramble the letters, and write the word on the line provided
before the sentence.

1. He walks tsaf.
2. Do you want to stop ehre?
3. He visits his grandmother ywlkee.
4. Do you feel lewl enough to go on the trip?
5. Have you erve been to Mexico City?
6. I wasaly run errands for her.
7. Have I met you foebre?
8. I would raerht drive to your house tonight.
9. Are you ilslt going to go to summer school?
10. I am tno trying to insult you, Nick.
11. Will you bat frsit tonight?
12. Are you ftneo at this location, Mitch?
13. Let’s start the performance onw.
14. May I aosl assist you, Helene?
15. Thank you nlidyk.
5

Activity 2

Name: Score:
Course/Year/Section: Date:

Direction: On the line next to the sentence number, tell whether the underlined adverb
modifies a verb, an adjective, or another adverb by writing the correct answer’s
corresponding letter. Then fill in the spaces within the three sentences after sentence
15. If your answers are correct, you will understand this activity’s title.
1. Patricia slept peacefully. (b) verb (c) adjective (d) adverb
2. Our teachers are very happy with the results. (t) verb (s) adjective (l)
adverb
3. Larry’s unusually good cooking skills came in handy last weekend. (b)
verb (h) adjective (o) adverb
4. He ran swiftly away from the tackler. (e) verb (a) adjective (i) adverb
5. She danced so gracefully in the competition. (d) verb (m) adjective (p)
adverb
6. They sang beautifully during the entire winter concert. (l) verb (n)
adjective (p) adverb
7. My aunt was extremely hungry after we completed the three-hour hike.
(r) verb (o) adjective (d) adverb
8. We had met somewhat earlier than you think. (v) verb (n) adjective (a)
adverb
9. Are they going away? (t) verb (e) adjective (r) adverb
10. His rather clever remarks were not appreciated. (g) verb (e) adjective
(u) adverb
11. These stories seem strangely familiar to me. (x) verb (s) adjective (o)
adverb
12. They will hardly try to win. (n) verb (r) adjective (s) adverb
13. Francine earns high grades quite often. (t) verb (e) adjective (t) adverb
14. Do not walk alone in the forest. (s) verb (u) adjective (f) adverb
15. We met only recently. (g) verb (h) adjective (s) adverb

The five sentences that illustrate an adverb modifying a verb are numbers
, , , , and . Their corresponding letters spell
the word
.

The five sentences that illustrate an adverb modifying an adjective are numbers
, , , , and . Their corresponding letters spell the
word
.

The five sentences that illustrate an adverb modifying another adverb are numbers
, , , , and . Their corresponding letters spell the
word.
5

UNIT II. PRONOUNS, CONJUNCTIONS, PREPOSITIONS AND

INTERJECTIONS

OVERVIEW

This part provides the architecture students with complete knowledge on the
remaining four (4) parts of speech such as pronouns, conjunctions, prepositions, and
interjections. These will assist the architect students to construct good sentences and
paragraphs, specifically on the proper use of pronouns instead of nouns; the correct use of
prepositions that at times, switch over with conjunctions; and the exact emotions to be
demonstrated using the different interjections that express surprise, excitement, and
anger.

LEARNING OBJECTIVES

At the end of the unit, I am able to:

1. Read and analyze sentences and paragraphs. Then, identify some of the
italicized words as to pronoun, preposition, conjunction, and interjection.
2. Give a clear distinction on the following: pronouns, conjunctions,
prepositions, and interjections;
3. Give the basic rules on the correct use of pronouns;
4. Discuss antecedents and provide practical examples;
5. Use the abovementioned parts of speech in correct and meaningful sentences;
6. Write simple but meaningful paragraphs and essays using appropriate
pronouns, prepositions, conjunctions, and interjections;
7. Analyze a film or a movie. Emphasize the value of prepositions in a sentence
used as a dialogue.
5

Lesson 1: Recognizing Pronouns

SETTING UP

Name: Score:
Course/Year/Section: Date:

Directions: Select the correct pronoun that goes with the verb in each sentence.

1. (I, They, He) are having trouble getting back to the construction site.
2. What time was (we, they, she) planning on leaving?
3. Six of (me, us, you) went to the company for the project proposal.
4. Every Thursday, Architect Jimy goes with . (I, he, them).
5. After work, Sara wanted to watch movie . (them, they, she)
with
6. Tom and I are going to cafeteria. are meeting at three o'clock.
7. The machine is not functioning properly. looks old.
8. Your feet are very dirty. must wash them.
9. Those buildings are beautiful. have appropriate color scheme.
10. I have my project from the south and have in the north too.
11. The bird sat on branch. had a worm in its beak.
12. John was not happy. had a bad cold.
13. Aiko and Tina were excited. are going to a big time client meeting.
14. My marks are not good. did not study very hard.
15. Linda is a good student. does plates.
16. John, do draw for commissions?
17. My brother and I play football. play in the school team.
18. Architects and the boss went for lunch. will be back to work at 1 o’clock.
19. My plates are gone. were stolen!
20. I have dreams as a future architect, fulfill all.
5
LESSON PROPER

Pronouns are words used in place of nouns. They are used to give identity
to the person as to gender and number.

Example: Mr. Santos and Mr. Reyes are here because Mr. Santos and Mr.
Reyes want to promote their course.
Note: In this example, Mr. Santos and Mr. Reyes are the subjects or nouns in the
sentence. If you will notice, their family names are repeated in the next statement. In
that case, pronouns are essential in order to avoid repetition of the names.
Using appropriate pronouns: Mr. Santos and Mr. Reyes are here because
they want to promote their course. (The statement is better because repetition of
nouns are prevented because of the pronoun “they”.)
Correct Uses of Pronouns

1. Pronouns are used as subjects.

Examples:

 I am called by my professor in English.

 They gave me chances to be their coordinator in the Mathematics
subject.

2. Pronouns are used to rename the subject and usually followed by

verbs to be such as is-was, are-were, am-was, will be, etc.
5
Examples:
Correct: It is he you’re looking for.
Wrong: It is him you’re looking
for.
Correct: That is she whom you can trust.
Wrong: That is her whom you can trust.

3. The pronoun “who” when used as a personal pronoun, the verb

agrees with it.

Examples:

Wrong” It is I who is calling your name.

Correct: It is I who am calling you. (This means “I am”)
Wrong: It is you who is misunderstood.
Correct: It is you who are misunderstood. (This means “you are”)

4. Pronouns can be used as a direct object, indirect object, and object of

preposition.

Examples:

Direct Object: The professor saw me.

Indirect Object: The professor gave us good grades.
Object of Preposition: Is that for me? (Me is the object of the
preposition for)

5. The pronouns who, that, and which can be used as singular or plural
depending on the number of the subject.

Examples:

 She is one of those girls who are admired for being honest.
Note: The word who refers to those girls.
 She is the only one of those girls who is admired for being honest.
Note: The word who refers to one.

6. The pronouns each, either, and neither followed by of always takes

singular verb.

Examples:

 Each of them needs assistance in Mathematics.

5

 Either of them is able to answer the problems in Calculus.

 Neither of us is praying to be safe from the COVID-19 pandemic.

7. The pronouns yours, hers, its, ours, theirs, and his do need an
apostrophe because these pronouns show possession.

Examples:

 This book is hers. (not her’s)

 I want this pen to be yours. (not to be your’s)

8. The pronouns that end in –self (himself, myself, herself, itself,

oneself, yourself, ourselves, and themselves) are called reflexive
pronouns and they are used when the subject and the object of the
sentence refer to the same person or object.

Examples:

 I do it myself.
 Mr. Ramos helped himself in lifting the luggage.
 They themselves do the research with perseverance.

9. Do not combine a subject pronoun and an object pronoun.

Examples:

Wrong: His and she went home early.

Correct: He and she went home early.

Types of Pronouns

Personal Pronouns refer to specific pronouns used to replace nouns that can be subjects or object
Examples:
We can solve the problems in Mathematics with ease. (As a subject of the sentence)
We want to give this award to him.
(As object of the sentence)
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2. Indefinite Pronouns refer to unspecified subjects, objects, or places. Commonly
used singular indefinite pronouns are somebody, anybody, all, someone, everyone,
everybody, nobody, whichever, whoever, other, or something. They are always
singular in form. While the commonly used plural indefinite pronouns are both,
several, many, some, few, and all.

Examples:

 Somebody in the group goes to the library for their online assignment.
 Few of Architecture students passed the long quiz in English.
 You can buy whatever you want.

3. Reflexive Pronouns refer to those pronouns that are preceded by adverb,

adjective, noun, or pronoun. They end in –self or –selves such as herself, himself,
myself, itself, yourself, themselves, ourselves, and yourselves.

Examples:

 I gave myself a break.

 They have to make themselves active during class discussion to pass.

1. Demonstrative Pronouns refer to pronouns that are used to point to a

particular thing in the sentence. The four demonstrative pronouns are this
and that for singular and these and those for plural.

Examples:

 This belongs to my sister.

 Do you believe in that quotation?
 These are my projects in English.
 Those project proposals are accepted by the committee.

Possessive Pronouns refer to pronouns that show possession or ownership. The common possessive
Examples:
That pencil is mine and not yours.
Your research proposal is already approved by the committee.
Our philosophy in life is as weird as yours.
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6. Relative Pronouns refer to words that are used to introduce an adjective.
They are written after a noun which aims to give extra information. The
commonly used relative pronouns are who, which, whose, whom, when, and
where.

Examples:

 The student who sat beside me was my former boyfriend.

 The teacher whose t-shirt is blue belongs to cluster- A.
 The machine that creates loud noise is for sale.

7. Relative Pronouns refer to words that are used to introduce an adjective. They
are written after a noun and they aim to give extra information about the subject.
The commonly used relative pronouns are who, which, whose, whom, when, and
where.
Examples:

 The student who sat beside me was my former boyfriend.

 The teacher whose t-shirt is blue belongs to cluster- A.
 The machine that creates loud noise is for sale.

Interrogative Pronouns refer to words that are usually placed at the beginning of the sentence to i
Examples:
Who will attend the webinar tomorrow?
Note: The word who replaces the
subject. It asks who will attend.
Possible answer: I will attend
(Subject)
Whom did you send your letter of intent? It asks to whom did you send.
Note: The word whom replaces the direct object or indirect object)
Possible answer: I did tell you.
(Object)
What do you want to buy in the market?
Which do you want to take up as your course in the college?
Whose bags are in the corridor?
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9. Reciprocal Pronouns refer to words that express mutual actions or
relationships. They are used to avoid repetitions in the sentence using one
another and each other.

Examples:

Repetition: The teacher gave his student a token and the student
gave the teacher a token.
Correct: The teacher and the student gave each other a token.
Repetition: The wife greeted her husband and the husband
greeted his wife.
Correct: The wife and the husband greeted one another.

10. Reflexive Pronouns refer to words that express mutual actions or

relationships. They are used to avoid repetitions in the sentence using one
another and each other.

Examples:

Repetition: The teacher gave his student a token and the student
gave the teacher a token.
Correct: The teacher and the student gave each other a token.
Repetition: The wife greeted her husband and the husband
greeted his wife.
Correct: The wife and the husband greeted one another.

11. Reflexive Pronouns refer to words considered as the subject of the action
and also the direct and indirect object. They always end in –self.

Examples:

She told herself to stay home.

They made themselves busy.

12. Intensive Pronouns refer to words that end in –self. It aims to give
emphasis on the subject of the sentence and not the object. Even if they will
be eliminated, the sentence is still correct and complete.

Examples:

They made the projects themselves.

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Note: Omitting the reflexive themselves will not change the thought of the
sentence.
Mr. Yen did not finish the article himself.

Antecedents

Antecedents refer to words which can be nouns or noun phrases

that are usually represented by an appropriate pronoun. They are used
before pronouns. If the antecedent is plural, the pronoun must also be plural
and if singular, the pronoun must be singular too.

Examples:
 The speakers discussed their topics using a power point.
 The students and I leave to attend our webinar on Camtasia.

LEARNING ACTIVITIES

 Practical Writing Activity

 Sentence construction emphasizing the use of the different types
of pronoun.

 Practical Speaking Activity

 Report to class the short cartoon story that the students watched
and tell how many pronouns were used in the story and the values
that it conveyed.

 Listening Activity

 The class listens to the dialogues from the short cartoon story to
confirm the number of pronouns taken down by the owner of the
video (group activity).
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Activity 1

Name: Score:
Course/Year/Section: Date:

Directions: Read each sentence below. Write on the space provided the correct pronoun.
(Who’s, Whose, Who, Whom)

1. suggesting that we are going to choose the Tropical designs?

2. going to finish the rest of the job?
3. I am going early, so going with me?
4. shoes are those sitting on the ground in the
living room?
5. the winner of the poster making contest?
6. suggestion was written in the box?
7. I can tell prepared for school and not.
8. did they applaud for?
9. left the office early?
10. gave you the money for the construction of the building?

Activity 2

Name: Score:
Course/Year/Section: Date:

Directions: Think of your motto as an architecture student. Your motto should contain a
minimum of two pronouns.
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Name: Score:
Course/Year/Section: Date:

Reflection
Directions: Browse the YouTube and then look for songs which contain with pronouns. Choo
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Lesson 2: Recognizing Conjunctions

SETTING UP

Directions: Identify all the conjunctions found in the article. You may put your
answer on separate sheet of paper.

Architecturally, nature has inspired architects and their buildings in the

following ways:

Form and Surface of the Building

Lotus Temple and Gherkin Tower take inspiration from nature by

imitating the form, the surface and the structure of the species and that becomes
the main visual surface of the built form.

Engravings or Embossing

Ancient Greek Temples have elaborate columns which have frescos, of

nature imitating engravings or embossing. Also, Cathedral Sagrada Familia has
the façade which has heavily engraved nature inspired frescos on its façade.

Structural Stability

In the Sagrada Familia by Gaudi, we see that the inside columns are the
tree like, and leaves on the ceiling also act as the roof and also a support system.
Tree like supports have developed today and are still in use as a prominent type
of supports.

How we interact with nature

Reflective pools of the Lotus Temple and in front of the Taj Mahal are
good examples of such an inspiration by nature. How we see our reflection in the
sea, how we interact with nature and how it responds, is also depicted in
architecture.
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LESSON PROPER

Conjunctions refer to words that connect other words, clauses, and

phrases together to construct good quality sentences with the same structure or
with parallel ideas.
Examples:
 The students are admired for their perseverance and sincerity.
Note: The words connected by and are both nouns.
 Those students are doing their project proposal carefully and silently.
Note: The words connected by and are both adverbs of
manner.

Kinds of Conjunctions

1. Coordinating Conjunctions join words, phrases, and clauses together.

There are seven common coordinating conjunctions in English,
namely: for, and, nor, but, or, yet, and so (FANBOYS).

Examples:
for- it used when giving reasons (because)
and- it adds something
nor- it provides a choice between two negative ideas
but- it presents distinction or difference
or- it gives choices
yet- it gives a conflicting thought
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so - it shows the end result of the action

2. Correlative Conjunctions refer to words that are presented in pairs
like both followed by and; either followed by or; and neither followed by nor.
Examples:
Both/and- Both Mr. Dell and Mrs.
Dell are invited to speak in the webinars.
Either/or- Either the student or the teacher can dance well.
Neither/nor- Neither she nor he can make
a poem with rhythm.
Whether/or- I cannot identify whether you
are a civil engineer or a mechanical engineer.
Not only/but also - He buys not only the bag but
also the expensive dress.

3. Correlative Conjunctions refer to words or phrases that aim to

connect the dependent and independent clauses in the sentence to
provide additional information. Some of the common
subordinating conjunctions are rather than, whatever, whenever,
than, by the time, even if, in case, as soon as, unless, even
though, etc.

Examples:
The President’s visitors are thinking whether they will eat in the canteen or in the office.
One of the students recites
even if the question is not clear to him.
We prefer to stay at home rather than to go to the grocery store.
They will have started their projects
by the time the teacher comes.
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LEARNING ACTIVITIES

 Practical Writing Activity

 Essay Writing on “The Importance of Technology in the
Architecture Field” emphasizing the correct use of
conjunctions.
 Practical Speaking Activity
 Voice recording of the essay made by each student.
 Listening Activity
 Listening to the voice recorded by each of the students
(Graded). Then, the students will list all the conjunctions used
in the essay.

Activity 1

Name: Score:
Course/Year/Section: Date:

Direction: Circle the conjunction or pair of conjunctions in each sentence.

1. Lyle chose both steak and salad for his dinner.
2. I chose neither steak nor salad for my dinner.
3. Either you or he can drive Dad to the train station tomorrow morning.
4. The panda wanted to eat, for he was hungry.
5. Peanut butter and jelly is Rex’s favorite sandwich.
6. Not only the girls but also the boys will be invited to the assembly.
7. Sara did not know whether to swing at the ball or take the pitch.
8. Mark would like to go, but he cannot.
9. Rich likes the food at this restaurant, yet he seldom eats here.
10. Run with him or her.
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Activity 2

Name: Score:
Course/Year/Section: Date:

Use these coordinating and correlative conjunctions in your own sentences:

Use neither . . . nor:

Use but:

Use for:

Use or:

Use either . . . or:

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Lesson 3: Recognizing Prepositions

Prepositions refer to words or group of words that show a place or a

relationship between nouns and pronouns or other words used in the sentence.
Below are few rules to follow regarding the correct use of prepositions:

1. Use prepositions to show location such as into, to, on, in, and onto.

Examples:

 They put all their bags into the room. (Expressing movement or
action)
 Some of the women go to the room to study. (Expressing motion or
direction towards a location to reach.)
 He placed all his drawing materials onto the cabinet. (Expressing a
movement on the surface of.)
 My drawing materials are on the table. (Expressing the location of
something on top of.)

2. Use prepositions to indicate time such as in, on, and at.

Examples:

 I always study in the evening.

 She was born on December 16, 2019.
 The teachers report to work at 8:00am.

3. Use prepositions to indicate spatial relationship such as across,

around, behind, along, in front of, beneath, ahead of, within, between,
etc.
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Examples:

 Some of them are standing in front of the building.

 We need to brainstorm a solution regarding the online classes
ahead of time.
 The good looking employee of the University is torn between two
lovers.
 The projects of the students are placed beneath the table.

Verbs + Prepositions
It is very important to know some of the verbs with prepositions in order to
make your communication skill in English better and comprehensive. Use the
following verbs with prepositions precisely:

Verbs + to Verbs + for Verbs + Verbs + Verbs + on Verbs +

at about with
Belong to Apply for Look at Dream about Comment Comply
on with
Listen to Apologize Arrive Know about Rely on Deal with
for at
React to Pray for Laugh Worry about Work on Associate
at with
Turn to Vote for Smile at Protest about Insist on Charge
with
Reply to Long for Glance Concern Depend on Cover with
about
Add to Search for Aim at Forget about Count on Discuss
with
Adapt to Care for Stare at Be about Base on Tamper
with

Adjectives + Prepositions
Use the following adjectives with prepositions precisely:

 Accustomed to
 Different from
 Beneficial to
 Capable of
 Disappointed in or with
 Employed at or by
 Essential to
 Good at
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 Familiar with
 Interested in

LEARNING ACTIVITIES

 Practical Writing Activity

 Essay Writing on “The Importance of Technology in the World”.

 Practical Speaking Activity

 Movie recording and editing using Camtasia (just part of the
movie wherein prepositions are commonly used).

 Listening Activity
 Listening to the dialogues of the actors and actresses observing
the use of common prepositions. While listening, the students
list some of the common prepositions used.
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Activity 1

Name: Score:
Course/Year/Section: Date:

Directions: Use the Coordinating Conjunctions into meaningful sentences by using the
given words as subjects.

Professionals

for

Passion

and

Persistency

nor

Hard work

but
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Understanding

or

Build

yet

Grit

So

Activity 2

Name: Score:
Course/Year/Section: Date:
Directions: Using the following Correlative Conjunction, make a meaningful Facebook
status which tackles about your philosophies as a future professional. Send a screenshot of
your output or tag your teacher in that post. You should be able to use a minimum of five
CC.

either/or as many/as
both/and no sooner/than –
whether/or rather/than –
neither/nor
not only/but also
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not/but
as/as
such/that
scarcely/when

Name: Score:
Course/Year/Section: Date:

Reflection
Directions: Make a three-minute Vlog discussing your own style of Arts, you may include in your video with sam
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Lesson 4: Recognizing Interjections

SETTING UP

Directions: In the article below, choose 10 statements that you like the most then turn
these statements into meaningful sentences using the exclamation point.

The Role of Architecture in Humanity’s Story

18TH JUNE 2012 · ARTICLES & INTERVIEWS BY: VIKAS SHAH MBE

Humanity leaves immortal echoes through its history using the media of language,
art, knowledge and architecture. These echoes are not simply viewed in retrospect; they are
primary to our time and define our civilization at any given moment, justifying our very
sense of being human. This justification is important. Humanity exists in a near-perpetual
war for existence. We are mortal, but we wish to become eternal and culture is our success
in this battle. Culture allows us to assert our existence to ourselves to the extent that we are
not just ‘now’ but are- in essence- forever.
In his 2011 book “Philosophy for Architects” Branko Mitrovi? notes that, “…Plato
reasoned that material or perishable things could not be called ‘real’ since what is real
cannot be temporary…” He continued to describe a story where, “…Plato describes a group
of people who have been chained inside a cave since childhood. Light comes from behind
them, and they cannot see things directly. All they can see are shadows on the wall of a cave.
They learn when various shadows coincide or follow each other, and they know what kinds
of noises accompany certain shadows. They take these to be the noises of the shadows, and
they take the shadows for reality.” Mitrovi? asserts that according to Plato, “…the ‘things’ of
our world are reflections or shadows of eternal Forms or Ideas, which do not exist in space
or time, but outside of it….”
Culture is experienced in the present time as the fluid gamut of structures that
define our experience of living, but in truth (and paradoxically)… it exists in retrospect. We
may use language to communicate and knowledge to exchange, but it is only when we look
at the story of language, the body and origins of knowledge, that we can contextualize them,
and understand their role as elements of culture.
Throughout time, architecture has persisted as one of the most profoundly
important reflections of culture. Whether we consider monumental structures such as the
Roman Coliseum, Notre Dame and Taj Mahal or modern icons such as the Empire State
Building, Sydney Opera House or Guggenheim Museum, we see each building reflecting the
story of the time, and how that iteration of culture wished to project itself to the future.
Architecture also persists through our infrastructure from bridges to public spaces and
even the very layout of our cities themselves. In this sense, one could consider architects as
being the arbiters of our future history. There are so many Architecture companies
nowadays, how do you choose architecture services in Michigan that will create an iconic
design that will reflect the story, history and future of your business? How did architecture
become so central to our experience of being human?

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LESSON PROPER

Interjections refer to words that are used to signify the person’s strong
feelings or emotions. Those feelings or emotions can be sadness, happiness,
excitement or surprise, and anger or hatred using an exclamation point (!). The
commonly used interjections are as follows:

Hey! Aha! Oops! Oy! Ouch!

Good! Hurrah! Oh no! Yuk! Woo-hoo
!
Oh! Yeah! Hmph! Ow! Aya!
Uses of Interjections

1. Interjections can be used at the beginning of the statement using an

exclamation point to show the strong emotion.

Examples:

 Yahoo, I won the first place in the spelling bee!

 Wow, this is a big surprise!
 Ouch, I bit my tongue!

2. Interjections can be used at the middle or end of the statement.

Examples:

Middle

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 As for me, wow, this video is great!

End

 So, it’s you again, huh!

3. Interjections can be used as a standalone sentence.

Examples:

 Hurray! I passed the board exam.

Note: Although the interjection “hurray” has no subject and verb, it is

grammatically correct for it only emphasizes the emotion of the person.

LEARNING ACTIVITIES

 Practical Writing Activity

 Script writing (Infomercial)

 Practical Speaking Activity

 Infomercial (Make an advertisement by group using the
different emotions of man)

 Listening Activity
 Listening to the dialogues of the students in the infomercial
listing all the interjections showing the different emotions of
the speaker.

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Name: Score:
Course/Year/Section: Date:

Reflection
Directions: Emotion is very important element in crafting an art, just like the interjection, it
expresses strong feelings and emotions. With this, make an oratorical piece about the importance
of determination in education, the piece is to be delivered in class. Follow the guidelines.
A. It should follow the uses of Interjections

 Beginning of a Sentence
 Middle or End of Sentences
 As a Standalone Sentence

B. Your performance should have a length of at least three minutes.

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REFERENCES
https://www.grammarmonster.com/glossary/adjuncts.htm
Kolln (1994). Understanding English Grammar. 4rth Edition. MacMillan
Publishing Company: New York.

https://dictionary.cambridge.org/us/grammar/british-grammar/determiners-the-
my-some-this

https://grammar.yourdictionary.com/grammar/adjectives/what-is-a-coordinate-
adjective.html

https://www.grammarly.com/blog/future-continuous-tense/

https://www.gingersoftware.com/content/grammar-rules/verbs/passive-voice/

https://www.englishgrammar.org/position-adjectives/
https://www.englishpage.com/irregularverbs/irregularverbs.html
https://literarydevices.net/irregular-verb/
https://www.literacyideas.com/7-fun-writing-activities-for-students
https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm
https://www.grammarly.com/blog/plural-nouns/
https://www.learngrammar.net/english-grammar/noun
https://www.dictionary.com/e/what-are-the-types-of-nouns/
https://www.englishclub.com/grammar/nouns-types.htm
https://7esl.com/collective-nouns/
https://www.gingersoftware.com/content/grammar-rules/verbs/passive-voice/
https://www.thefreedictionary.com/Collective-Adjectives.htm
https://www.thoughtco.com/types-of-nouns-starter-kit-1689702
https://www.grammar-monster.com/glossary/adjective_phrases.htm
https://www.grammarly.com/blog/verb-tenses/
grammarpuss13.blogspot.com/2016/01/different-types-of-adverbials-
adjuncts.html

https://www.gingersoftware.com/content/grammar-rules/pronouns-2/

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https://www.ef.com/wwen/english-resources/english-grammar/pronouns/
https://www.softschools.com/examples/grammar/antecedents_examples/117/
https://7esl.com/verb-preposition-combinations/
https://grammar.yourdictionary.com/parts-of-speech/interjections/what-is-an-
interjection.html
Essays, UK. (2013). The Technology Advances Modern Civil Engineering. An
Engineering Essay. Retrieved from https://www.uniassignment.com/essay-
samples/engineering/the-technology-advances-modern-civil-engineering-
engineering-essay.php?vref=1

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