Communication Arts (Soft Copy)

8/4/2019 Communication Arts (Soft Copy)

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COMMUNICATION ARTS 1

GROUP 4oMarjorie TACATANIoDaisy ann obaoboMary jane MaurooGretchel yam-ido

Angelle Carulasan

oJane claude realesoJefferson MANINGOoJEREX ESPALTEROoRUTHLYN GABATO


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How to speak with an English Accent

Instructions1.Begin substituting the UK pronunciations for words like privacy, orientated, etc. Most

importantly, don't try too hard or you'll end up sounding like Dick Van Dyke in MaryPoppins.2.We say I pudapadabudder and Brits say 'I put a pat of butter' It helps if you know alittle bit (or a lidderbid) about phonetics, since you'll be better able to appreciate whichpart of your mouth those sounds are coming from, and where you need to put them,especially the vowels.3.Say things like "Haven't got" (without using the H) instead of "don't have". Phrases like"That's quite it." "Brilliant", "Daft", "Mate" and "Super". Say, "All right?" instead of "Howare you" when greeting people. "Ring me up" instead of "Call me." Hey, I bet you aresounding British right now reading this.4.The most used swear word in England is "bloody" which is an exclamation of surprise

i.e. "bloody hell". Something may be "bloody marvelous" or "bloody awful", "you'rebloody mad", "not bloody likely" and can also be used in the middle of other words toemphasize them. E.g. "Abso-bloody-lutely"! Which is what we do with our most usedAmerican swear word. An alternative to the word bloody is "bleeding hell" or "notbleeding likely" for example, which doesn't sound as pompous as "bloody".5.Watch British movies, like 1969's Oliver, their accents or so prevalent they even singwith an accent. Then try and copy what they say until you get the hang of it.6.Subscribe to satellite radio and listen to BBC. At first it won't make any sense, buteventually you'll start to get it.

How to Learn to Speak With an English Accent

English accents are often recognized as distinguished, prestigious and sophisticated.Some English speakers desire to speak with an English accent because of thesereasons. Others are required to learn an English accent because of their professions.

American Accents

It's actually easy to pick up the American accent. The heavy lifting is in acquiring thevocabulary and grammar, and the accent is just shaping the sounds and rhythmpatterns. The good news is that there is a solution that will jump start yourtransformation. Amazingly, it's only $99.99.

This incredible online program teaches all the elements of English, including grammar,accent, comprehension, reading, writing, pronunciation, comprehension and evendetails such as suffixes and prefixes. It's so good that IBM uses it!


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The program starts with the most basic grammar and pronunciation and goes through tothe most advanced levels in English. There are comprehensive placement tests forgrammar and accent, as well as chapter tests, a mid-term and final exam. Each chapterhas six sections: Story, Dictation, Nouns, Verbs, Essay and Test. You have the optionof submitting chapter essays online for feedback and editing. The story and dictations

progress from easy to hard.

This is a unique way to learn grammar and accent at the same time. The Verb Map letsyou see how all the verb tenses work. You have an immediate visual understanding ofwhat you already know and what remains to be learned. This is a great way to work onvocabulary, as the program uses 2,500 words, with the 500 high-frequency wordstranslated into 7 different languages (Spanish, Chinese (simplified and traditional),Japanese, Korean, Hindi, Vietnamese, Russian). With the English dictionary and thetranslations, even a true beginner can work through the book without outside help.Intermediate to advanced students will also benefit, as they can fill in any informationgaps and master pronunciation at the same time. This is an excellent resource for both

ESL students and American students taking English classes.

American Accents

The Grapes of Wrath As any American will tell you, there is no such thing as an"American accent." There are a whole load of American accents, each with its owndistinct stereotypes. There are a lot more distinct accents in the eastern US than in thewest. Dialect maps of the United States have lots of clusters of different colors in theeast, which then merge into one generic mass out west. This is because manyimmigrants arrived in the east, brought their own languages and accents, and

established them, but as Europeans migrated west, the accents all blended together asfewer people of the same dialect were living in the same place.

The origins of the American Accents

The short answer is that the different American accents are partly due to settlers fromdifferent parts of England (yes, and the rest of the world). The British Isles has a hugerange of very distinct, very strong accents (even dialects in some parts).

So you have a bit of London mixed in with a bit of East Anglia, mixed in with some Westcountry, etc and scattered across the US.

But, these accents were exported several hundred years ago. So, the sounds on bothsides of the ocean have diverged, and the accents are no longer a neat match.

That said, there is a remote fishing community somewhere on the North Eastern coastthat has an accent that is understood to be very close to "Shakespeare's" English (thatis, from around Stratford in the late sixteenth, early seventeenth century).


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Learn a British accent

Usually, when people learn to speak a second language, they use the sounds andpronunciation rules (and often grammar) of their native language. This is what gives

them an accent. They are not aware of the British set of speech rules. Thats becausethey were never taught this in school. Their teachers probably were not native Englishspeakers and they were not aware of such things.

This can be a big problem because speaking with a heavy accent can lead tomisunderstanding. A strong foreign accent can affect job prospects. However , byacquiring a betterBritish accent people can have better communication with potentialemployers, clients, colleagues and staff.

There are many schools and classes which teach English all around the world.However, most of them are focused on word lists and grammar rules. Very few of them

address the speech rules. This is because many of the teachers are not native Englishspeakers and they simply do not know of these speech rules. Many of them are evenmaking errors themselves, speaking with a strong regional accent and teaching all ofthose things to you!

One more big problem most English schools teach written English. The students arestudying English instead of listening and speaking. Thats a real disaster. The studentsare not prepared for real speech in the real world. They can do very well at Englishtests, but they cant understand native speakers with their native English accents , andthe native speakers can not understand them.

If you are often asked to repeat yourself when you speak English, then you definitelyneed to improve your British accent. It is not only a question of the pronunciation ofdifferent sounds, but also of speech melody and word connections.

When children learned their first language, they constructed a mental inventory of theirnative languages speech sounds. Those sounds became a part of their speech. Whenthey are learning a second language, they insert these speech sounds into the newlanguage, in our case into English. Now, when they speak English, they reach into thatinventory and come out with many substitute sounds. Some of them are close, butactually incorrect. These repeated errors in conversation with native speakers oftencause them to be misunderstood.

How to learn a British accent? In order to master an English accent you must firstimmerse yourself in audio training by listening to the native speaker and doing repeatingexercises many times.

British accent trainingcourse Speak More Clearly was created for both people whospeak English as a second language and wish to speak English more clearly, and fornative English speakers who wish to learn a different English accent. There is no


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excuses to stay at your current level. Its never too late to change the old habits andimprove your new accent.

How to Talk With a British Accent

An accent is a certain way of pronouncing a language, so it is quite impossible to speakwithout one. Luckily, our accents can change over time so, if you're interested inlearning to talk with a British accent, all you have to do is follow a few simple steps.

Instructions

1.Pick a country. Great Britain is an island nation composed of three parts: England,Scotland, and Wales. Once you decide which country you'd like to concentrate on, youcan take the next step.

2.Watch British television. If you subscribe to cable, you can have access to such

channels as the British Broadcasting Channel (BBC) and learn to affect the accents youhear.

3.Pronounce your t's. Americans tend to be lazy when it comes to enunciating this letterso doing this can make a big difference in your ability to talk with a British accent. Say"duty" with a hard "t" sound rather than pronouncing it like "doody."

4.Be careful with "u." Pronounce this as you would in the word "you" rather than"stupid." Thus, "duty" sounds like "dyuty" instead of "doody."

5.Enunciate well. People sometimes describe the British accent as "proper" because it

sounds so clean and crisp. When speaking, enunciate each consonant clearly,especially those on the end. For example, instead of saying "I wan it" as manyAmericans tend to do, place special emphasis on those "t" sounds.

6.Leave out the "r." British people pronounce the "r" if it is in the middle of a word, butnot if it lands somewhere toward the end. Hence, "car" becomes "cah" and "park"becomes "pahk," but remember to pronounce "promise" and "borrow" almost as youwould normally.


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Lead Me Lord

Lead me Lordlead me by the handand let me face the rising suncomfort through all the painthat life may bring

There's no other hopethat i can lean uponLead me Lord,lead me all my live...

Walk by me Walk by meacross the lonely roads that i may facetake my arms and let your handshow me the way

Show the way to live inside your heartAll my days,all my life...

(chorus)You are my lightyou're the lamp upon my feetAll the Time, my lord i need you thereYou are my lightI can not live alonelet me stay, by your guiding loveAll through my liveLead me Lord...

Lead me Lord,eventhough at timesi'd rather go along my way

help me take the right direction

Take your roadLead me lordand never leave my sideall my days, all my life...

(chorus)You are my lightyou're the lamp upon my feet


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All the Time, my lord i need you thereYou are my lightI can not live alonelet me stay, by your guiding loveAll through my live...

You are my lightyou're the lamp upon my feetAll the Time, my lord i need you there

You are my lightI can Me... oh, Lord...

EnergizerInstruction:

When I say a word that belongs to a noun, you stand up.

When I say a word that belongs to a verb, you sit down.

While doing this action you need to shout the answer.

We need your cooperation. Thank you.

English GrammarWays of combining two or more simple sentences into one simple sentence

By using the absolute construction

This method is used when the sentences have different subjects.

The chief guest took his seat on the dais. The meeting began. The chief guest having taken his seat on the dais, the meeting began.

The storm subsided. We began our march again. The storm having subsided, we began our march again.

The monsoon started. The village roads became muddy.


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The monsoon having started the village roads became muddy.

By using infinitive

Two simple sentences can be combined into one simple sentence by using an infinitive.

I have some work. I must do it tonight. I have some work to do tonight.

You must serve your country. It is your duty. It is your duty to serve your country.

The tea is too hot. I cant drink it. The tea is too hot to drink.

He got a scholarship. He could pursue higher education in the US.

He got a scholarship to pursue higher education in the US.

By using a noun or phrase in apposition

Tagore was a great poet. He was also a great painter. Tagore, the great poet, was also a great painter.

Stalin was the Dictator of Russia. He had talks with Roosevelt. Roosevelt wasthe President of America.

Stalin, the Dictator of Russia, had talks with Roosevelt, the President of America.

Adjectives

Definition

Adjectives are words that describe or modify another person or thing in the sentence.The Articlesa, an, and the are adjectives.

the tall professor the lugubrious lieutenant a solid commitment a month's pay a six-year-old child the unhappiest, richest man

If a group of words containing a subject and verb acts as an adjective, it is called anAdjective Clause. My sister, who is much older than I am, is an engineer. If anadjective clause is stripped of its subject and verb, the resulting modifier becomes anAdjective Phrase: He is the man who is keeping my family in the poorhouse.


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Before getting into other usage considerations, one general note about the use orover-use of adjectives: Adjectives are frail; don't ask them to do more work thanthey should. Let your broad-shouldered verbs and nouns do the hard work ofdescription. Be particularly cautious in your use of adjectives that don't have much tosay in the first place: interesting, beautiful, lovely, exciting. It is your job as a writer to

create beauty and excitement and interest, and when you simply insist on its presencewithout showingit to your reader well, you're convincing no one.

Position of Adjectives

Unlike Adverbs, which often seem capable of popping up almost anywhere in asentence, adjectives nearly always appear immediately before the noun or noun phrasethat they modify. Sometimes they appear in a string of adjectives, and when they do,they appear in a set order according to category. (See Below.) When indefinitepronouns such as something, someone, anybody are modified by an adjective,the adjective comes after the pronoun:

Anyone capable of doing something horrible to someone nice should be punished.

Something wicked this way comes.

And there are certain adjectives that, in combination with certain words, are always"postpositive" (coming after the thing they modify):

The president elect, heir apparent to the Glitzy fortune, lives in New York proper.

See, also, the note on a- adjectives, below, for the position of such words as "ablaze,

aloof, aghast."

Degrees of Adjectives

Adjectives can express degrees of modification:

Gladys is a richwoman, but Josie is richerthan Gladys, and Sadie is the richestwoman in town.

The degrees of comparison are known as the positive, the comparative, and thesuperlative. (Actually, only the comparative and superlative show degrees.) We use the

comparative for comparing two things and the superlative for comparing three or morethings. Notice that the word thanfrequently accompanies the comparative and the wordthe precedes the superlative. The inflected suffixes -erand -est suffice to form mostcomparatives and superlatives, although we need -ier and -iest when a two-syllableadjective ends in y(happier and happiest); otherwise we use moreand mostwhen anadjective has more than one syllable.


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Positive Comparative Superlative

rich richer richest

lovely lovelier loveliest

beautiful more beautiful most beautiful

Certain adjectives have irregular forms in the comparative and superlative degrees:

Irregular Comparative and Superlative Forms

good better best

bad worse worst

little less least

much

many

some

more most

far further furthest

According to Bryan Garner, "complete" is one of those adjectives that does not admit of

comparative degrees. We could say, however, "more nearly complete." I am sure that I have not

been consistent in my application of this principle in the Guide (I can hear myself, now, saying

something like "less adequate" or "more preferable" or "less fatal"). Other adjectives that Garnerwould include in this list are as follows:

absolute impossible principal

adequate inevitable stationary

chief irrevocable sufficient

complete main unanimous

devoid manifest unavoidable

entire minor unbroken

fatal paramount unique

final perpetual universe

ideal preferable whole

Adverbs

Definition

Adverbs are words that modify

a verb (He drove slowly. How did he drive?)


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an adjective (He drove a very fast car. How fast was his car?) another adverb (She moved quite slowly down the aisle. How slowly did she

move?)

As we will see, adverbs often tell when, where, why, or under what conditions

something happens or happened. Adverbs frequently end in -ly; however, many wordsand phrases not ending in -lyserve an adverbial function and an -lyending is not aguarantee that a word is an adverb. The words lovely, lonely, motherly, friendly,neighborly, for instance, are adjectives:

That lovely woman lives in a friendly neighborhood.

If a group of words containing a subject and verb acts as an adverb (modifying the verbof a sentence), it is called an Adverb Clause:

When this class is over, we're going to the movies.

When a group of words not containing a subject and verb acts as an adverb, it is calledan adverbial phrase. Prepositional phrases frequently have adverbial functions(telling place and time, modifying the verb):

He went to the movies. She works on holidays. They lived in Canada during the war.

And Infinitive phrases can act as adverbs (usually telling why):

She hurried to the mainland to see her brother. The senator ran to catch the bus.

But there are other kinds of adverbial phrases:

He calls his mother as often as possible

Adverbs can modify adjectives, but an adjective cannot modify an adverb. Thus wewould say that "the students showed a really wonderful attitude" and that "the studentsshowed a wonderfully casual attitude" and that "my professor is really tall, but not "Heran real fast."

Like adjectives, adverbs can have comparative and superlative forms to show degree.

Walk faster if you want to keep up with me. The student who reads fastest will finish first.

We often use moreand most, lessand leastto show degree with adverbs:


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With sneakers on, she could move more quickly among the patients. The flowers were the most beautifully arranged creations I've ever seen. She worked less confidently after her accident. That was the least skillfully done performance I've seen in years.

The as as construction can be used to create adverbs that express sameness orequality: "He can't run as fast as his sister."

A handful of adverbs have two forms, one that ends in -ly and one that doesn't. Incertain cases, the two forms have different meanings:

He arrived late. Lately, he couldn't seem to be on time for anything.

In most cases, however, the form without the -lyending should be reserved for casualsituations:

She certainly drives slow in that old Buick of hers. He did wrong by her. He spoke sharp, quick, and to the point.

Adverbs often function as intensifiers, conveying a greater or lesser emphasis tosomething. Intensifiers are said to have three different functions: they can emphasize,amplify, or downtone. Here are some examples:

Emphasizers:o I really don't believe him.o

He literally wrecked his mother's car.o She simply ignored me.o They're going to be late, for sure.

Amplifiers:o The teacher completely rejected her proposal.o I absolutely refuse to attend any more faculty meetings.o They heartily endorsed the new restaurant.o I so wanted to go with them.o We know this city well.

Downtoners:o I kind of like this college.o

Joe sort of felt betrayed by his sister.o His mother mildly disapproved his actions.o We can improve on this to some extent.o The boss almost quit after that.o The school was all but ruined by the storm.


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Kinds of Adverbs

Adverbs of Manner

She moved slowly and spoke quietly.

Adverbs of Place

She has lived on the island all her life.

She still lives there now.

Adverbs of Frequency

She takes the boat to the mainland every day.

She often goes by herself.

Adverbs of Time

She tries to get back before dark.

It's starting to get dark now.

She finished her tea first.

She left early.

Adverbs of Purpose

She drives her boat slowly to avoid hitting the rocks.

She shops in several stores to get the best buys.

Positions of Adverbs

One of the hallmarks of adverbs is their ability to move around in a sentence. Adverbsof manner are particularly flexible in this regard.

Solemnly the minister addressed her congregation. The minister solemnly addressed her congregation. The minister addressed her congregation solemnly.

The following adverbs of frequency appear in various points in these sentences:

Before the main verb: I never get up before nine o'clock.


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Between the auxiliary verb and the main verb: I have rarely written to my brotherwithout a good reason.

Before the verb used to:I always used to see him at his summer home.

Indefinite adverbs of time can appear either before the verb or between the auxiliary

and the main verb:

He finally showed up for batting practice. She has recently retired.

Determiners

Determiners are words like the, an, my, some. They are grammatically similar. They allcome at the beginning of noun phrases, and usually we cannot use more than onedeterminer in the same noun phrase.

Articles:

a, an, the

Possessive Adjectives:

my, your, his, her, its, our, their, whose

Other determiners:

each, every either, neither some, any, no much, many; more, most little, less, least few, fewer, fewest what, whatever; which, whichever both, half, all several enough

Determiners are used in front of nouns to indicate whether you are referring to

something specific or something of a particular type.

Determiners are different to pronouns in that a determiner is always followed by a noun.Therefore personal pronouns ( I, you, he, etc.) and possessive pronouns (mine, yours,his, etc.) cannot be determiners.

The definite and indefinite articles a/an/the are all determiners.


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You use a specific determiner when people know exactly which thing(s) orperson/people you are talking about.

The specific determiners are:

the definite article : the , demonstratives : this, that, these, those, possessives : my, your, his, her, its,our, their

For example:-

"The dog barked at the boy."

"These apples are rotten."

"Their bus was late."

You use general determiners to talk about people or things without saying exactly whoor what they are.

The general determiners are:

the indefinite articles : a, an

a fewa little

all

anotherany

botheach

either

enough

every few

fewerless

littlemany

more

mostmuch

neither


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no

otherseveral

some

Direct and indirect speech

When using indirect or reported speech, the form changes. Usually indirect speech isintroduced by the verb said, as in I said, Bill said, or they said. Using the verb say inthis tense, indicates that something was said in the past. In these cases, the main verbin the reported sentence is put in the past. If the main verb is already in a past tense,then the tense changes to another past tense; it can almost be seen as moving evenfurther into the past.

Verb tense changes also characterize other situations using indirect speech. Note thechanges shown in the chart and see the table below for examples. With indirect speech,

the use of that is optional.

Direct Speech Indirect Speech

simple presentHe said, Igoto school every day.

simple pastHe said (that) he went to school every day.

simple past

He said, Iwentto school every day. past perfect

He said (that) hehad gone to school every day.

present perfectHe said, Ihave gone to school every

day.

past perfectHe said (that) hehad gone to school every day.

present progressiveHe said, Iam going to school everyday.

past progressiveHe said (that) he was going to school every day.

past progressiveHe said, I was going to school everyday.

perfect progressiveHe said (that) he had been going to school every

day,

future (will)He said, Iwill goto school every day.

would + verb nameHe said (that) he would go to school every day.

future (going to)He said, Iam going to school everyday.

present progressiveHe said (that) he is going to school every day.

past progressiveHe said (that) he was going to school every day



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auxiliary + verb nameHe said, Do you go to school everyday?

He said, Where do you goto school?

simple pastHe asked me if I went to school every day.*He asked me where I went to school.

imperativeHe said, Goto school every day.

infinitiveHe saidto go to school every day.

*Note than when a Yes/No question is being asked in direct speech, then a construction wwhether is used. If a WH question is being asked, then use the WH to introduce the clause. Athat with indirect speech, these are examples of embedded questions.

The situation changes if instead of the common said another part of the very to say is usecase the verb tenses usually remain the same. Some examples of this situation are given below


simple present + simple presentHesays, Igoto school every day.

simple present + simple presentHesays (that) hegoes to school every day.

present perfect + simple presentHehas said, Igoto school every day.

present perfect + simple presentHehas said(that) hegoes to school every day.

past progressive + simple pastHe was saying, I went to school everyday.

past progressive + simple pastHe was saying (that) he went to school every

day.

past progressive + past perfectHe was saying (that) he had gone to school

every day.

future + simple presentHe will say, Igoto school every day.

future + simple presentHe will say (that) hegoes to school every day.

Another situation is the one in which modal constructions are used. If the verb said is used, theform of the modal, or another modal that has a past meaning is used.


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canHe said, Icangoto school every day.

couldHe said (that) hecouldgo to school every day.

may

He said, Imay goto school every day. might

He said (that) hemight go to school every day.

mightHe said, Imight goto school every day.

mustHe said, Imust goto school every day.

had toHe said (that) hehad to go to school every day.

have toHe said, Ihave to go to school every

day.

shouldHe said, I should go to school every

day.

shouldHe said (that) he should go to school every

day.

ought toHe said, Iought to go to school everyday.

ought toHe said (that) he ought to go to school everyday.

The Gerund and the Present Participle: ING Form

INTRODUCTION

The-ing form of the verb may be a present participle or a gerund.

The form is identical, the difference is in the function, or the job the word does in thesentence.

The present participle:

This is most commonly used:

as part of the continuous form of a verb,

he ispainting; she has beenwaiting

after verbs of movement/position in the pattern:

verb + present participle


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,

She sat looking at the sea

after verbs of perception in the pattern:

verb + object + present participle

,

We saw him swimming

as an adjective, e.g. amazing, worrying, exciting, boring

The gerund:

This always has the same function as a noun (although it looks like a verb), so it can beused:

as the subject of the sentence:

Eatingpeople is wrong.

after prepositions:

Can you sneeze without opening your mouth?

She is good at painting

after certain verbs,

e.g. like, hate, admit, imagine

in compound nouns,

e.g. adrivinglesson, aswimmingpool, bird-watching, train-spotting

Nouns

Definition

A noun is the name of a person, place, thing, or idea. Whatever exists, we assume, canbe named, and that name is a noun. A proper noun, which names a specific person,


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place, or thing (Carlos, Queen Marguerite, Middle East, Jerusalem, Malaysia,Presbyterianism, God, Spanish, Buddhism, the Republican Party), is almost alwayscapitalized. A proper noun used as an addressed person's name is called a noun ofaddress. Common nouns name everything else, things that usually are notcapitalized.

A group of related words can act as a single noun-like entity within a sentence. A NounClause contains a subject and verb and can do anything that a noun can do:

What he does for this town is a blessing.

A Noun Phrase, frequently a noun accompanied by modifiers, is a group of relatedwords acting as a noun: the oil depletion allowance; the abnormal, hideously enlargednose.

There is a separate section on word combinations that become Compound Nouns

such as daughter-in-law, half-moon, and stick-in-the-mud.

Categories of Nouns

Nouns can be classified further as count nouns, which name anything that can becounted (four books, two continents, a few dishes, a dozen buildings); mass nouns (ornon-count nouns), which name something that can't be counted (water, air, energy,blood); and collective nouns, which can take a singular form but are composed ofmore than one individual person or items (jury, team, class, committee, herd). Weshould note that some words can be either a count noun or a non-count noundepending on how they're being used in a sentence:

1. He got into trouble. (non-count)2. He had many troubles. (countable)3. Experience (non-count) is the best teacher.4. We had many exciting experiences (countable) in college.

Forms of Nouns

Nouns can be in the subjective, possessive, and objective case. The word casedefinesthe role of the noun in the sentence. Is it a subject, an object, or does it showpossession?

The English professor [subject] is tall. He chose the English professor [object]. The English professor's [possessive] car is green.

Nouns in the subject and object role are identical in form; nouns that show thepossessive, however, take a different form. Usually an apostrophe is added followed bythe letter s(except for plurals, which take the plural "-s" ending first, and then add the


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apostrophe). See the section on Possessives for help with possessive forms. There isalso a table outlining the cases of nouns and pronouns.

Almost all nouns change form when they become plural, usually with the simpleaddition of an -sor -es. Unfortunately, it's not always that easy, and a separate section

on Plurals offers advice on the formation of plural noun forms.

Assaying for Nouns*

Back in the gold rush days, every little town in the American Old West had an assayer'soffice, a place where wild-eyed prospectors could take their bags of ore for officialtesting, to make sure the shiny stuff they'd found was the real thing, not "fool's gold."We offer here some assay tests for nouns. There are two kinds of tests: formal andfunctional what a word looks like (the endings it takes) and how a word behaves in asentence.

Formal Tests1. Does the word contain a noun-making morpheme? organization,misconception, weirdness, statehood, government, democracy,philistinism, realtor, tenacity, violinist

2. Can the word take a plural-making morpheme? pencils, boxes3. Can the word take a possessive-making morpheme? today's, boys'

Function Tests1. Without modifiers, can the word directly follow an article and create a

grammatical unit (subject, object, etc.)? the state, an apple, a crate2. Can it fill the slot in the following sentence: "(The) _________ seem(s) all

right." (or substitute other predicates such as unacceptable, short, dark,

depending on the word's meaning)? .

PassiveDefinition ofPASSIVE

1

a (1): acted upon by an external agency (2): receptive to outside impressions or influences b (1)

: asserting that the grammatical subject of a verb is subjected to or affected by the actionrepresented by that verb passive voice> (2): containing or yielding a passive verb form c(1): lacking in energy or will : lethargic (2): tending not to take an active or dominant part d:

induced by an outside agency passive exercise of a paralyzed leg>2

a: not active or operating : inert b: of, relating to, or making direct use of the sun's heat usually

without the intervention of mechanical devices passive solar house> c : latent d (1) : of,relating to, or characterized by a state of chemical inactivity; especially: resistant to corrosion


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(2): not involving expenditure of chemical energy passive transport across a cell membrane> e

of an electronic element: exhibiting no gain or control f: relating to the detection of an objectthrough its emission of energy or sound passive sonar>

3

a: receiving or enduring without resistance : submissive b: existing or occurring without being

active, open, or direct passive support>4

: of, relating to, or being business activity in which the investor does not actively participate in

the generation of income

passivelyadverb

passivenessnoun

passivity \pa-si-v-t\noun

See passive defined for English-language learners

See passive defined for kids

Examples ofPASSIVE

1. Hits in She hits the ball is active, while hit in The ball was hit ispassive.2. In He was hit by the ball, hit is apassive verb.3. The destructive myth/legend of Herbert Hoover strikes again. The nation's 31st President

has chronically been portrayed as passive in the face of the Great Depression and his

successor, Franklin Roosevelt, as the exact oppositean activist who, if he didn't

actually cure the Depression, at least profoundly improved the nation's batteredpsychology.Steve Forbes, Forbes, 30 June 2008

4. He believes that the time has come for Europeans to discard their passive role withrespect to the United States and that Americans must be made to understand why.

Nicholas Fraser,Harper's, May 20065. Throughout the streets of Moscow last Wednesday, word of the ignominious flight of the

Soviet Union's would-be junta brought a sense not of jubilation, but of quiet relief that a

bloody civil war had been averted, and of satisfaction that the myth of the passive,obedient Russian people might be laid to rest. Fred Hiatt, Washington Post, 26 Aug.-1

Sept. 1991

6. [+]more[-]hideOrigin ofPASSIVEMiddle English, from Latinpassivus, frompassus, past participle

First Known Use: 14th century

Related toPASSIVESynonyms: acquiescent, nonresistant, resigned, tolerant, tolerating, unresistant, yielding

Antonyms: protesting, resistant, resisting, unyielding

Related Words: forbearing, impassive, long-suffering, patient, stoic (orstoical), uncomplaining;agreeable, amenable, compliant, complying, conformable, conformist, docile, guidable, law-

abiding, obedient, pliable, pliant, subordinate, tractable, willing; obeisant, submissive,


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surrendering; amiable, obliging; slavish, subservient; disciplined, governable, manageable;

apathetic, uncaring, unresponsive

Near Antonyms: defiant; contrary, contumacious, disobedient, froward, incompliant,

insubordinate, insurgent, intractable, mutinous, rebellious, recalcitrant, refractory, restive,

uncontrollable, ungovernable, unruly, untoward; balky, perverse, wayward, wrongheaded;

headstrong, willful (or wilful); indomitable; undisciplined, unmanageable; dissident,nonconformist.

PossessiveDefinition ofPOSSESSIVE

1

: of, relating to, or constituting a word, a word group, or a grammatical case that denotes

ownership or a relation analogous to ownership2

: manifesting possession or the desire to own or dominate

possessivelyadverb

possessivenessnoun

Examples ofPOSSESSIVE

1. If you marry him, he is only going to become even more jealous and possessive than he isnow.

2. Thepossessiveform of dog is dog's.3. His and her are possessive pronouns.

First Known Use ofPOSSESSIVE15th century

Related toPOSSESSIVESynonyms: jealous

Related Words: controlling, demanding, domineering, grasping; covetous, envious, invidious,

jaundiced; distrustful, mistrustful, suspicious; overprotective, protective

Near Antonyms: undemanding; permissive, tolerant, tolerating, trustful, trusting, understanding

[+]more[-]hide

Other Grammar and Linguistics Termsablaut, allusion, anacoluthon, diacritic, gerund, idiom, infinitive, metaphor, semiotics, simile

Relative Clauses

We use relative clauses to give additional information about something without startinganother sentence. By combining sentences with a relative clause, your text becomesmore fluent and you can avoid repeating certain words.How to Form Relative Clauses Level: lower intermediateImagine, a girl is talking to Tom. You want to know who she is and ask a friend whetherhe knows her. You could say:A girl is talking to Tom. Do you know the girl?


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That sounds rather complicated, doesn't it? It would be easier with a relative clause: youput both pieces of information into one sentence. Start with the most important thing you want to know who the girl is.Do you know the girl As your friend cannot know which girl you are talking about, you need to put in the

additional information the girl is talking to Tom. Use the girl only in the first part ofthe sentence, in the second part replace it with the relative pronoun (for people, use therelative pronoun who). So the final sentence is:Do you know the girl who is talking to Tom?Relative Pronouns Level: lower intermediaterelative pronoun use example who subject or object pronoun for people I told you aboutthe woman wholives next door. which subject or object pronoun for animals and thingsDo you see the cat which is lying on the roof? which referring to a whole sentence Hecouldnt read whichsurprised me. whose possession for people animals and things Doyou know the boy whose mother is a nurse? whom object pronoun for people,especially in non-defining relative clauses (in defining relative clauses we colloquially

prefer who) I was invited by the professor whomI met at the conference. that subject orobject pronoun for people, animals and things in defining relative clauses (whoor whichare also possible) I dont like the table thatstands in the kitchen.Subject Pronoun or Object Pronoun? Level: lower intermediateSubject and object pronouns cannot be distinguished by their forms - who, which, thatare used for subject and object pronouns. You can, however, distinguish them asfollows:If the relative pronoun is followed by a verb, the relative pronoun is a subject pronoun.Subject pronouns must always be used.the apple whichislying on the tableIf the relative pronoun is not followed by a verb (but by a noun or pronoun), the relativepronoun is an object pronoun. Object pronouns can be dropped in defining relativeclauses, which are then called Contact Clauses.the apple (which)Georgelay on the tableRelative Adverbs Level: intermediateA relative adverb can be used instead of a relative pronoun plus preposition. This oftenmakes the sentence easier to understand.

This is the shop in which I bought my bike. This is the shop where I bought my bike. relative adverb meaning use example whenin/on which refers to a time expression the day when we met him where in/at whichrefers to a place the place where we met him why for which refers to a reason thereason whywe met himDefining Relative Clauses Level: lower intermediateDefining relative clauses (also called identifying relative clauses or restrictive relativeclauses) give detailed information defining a general term or expression. Definingrelative clauses are not put in commas.Imagine, Tom is in a room with five girls. One girl is talking to Tom and you asksomebody whether he knows this girl. Here the relative clause defines which of the fivegirls you mean.


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Do you know the girl who is talking to Tom?Defining relative clauses are often used in definitions.A seaman is someone who works on a ship.Object pronouns in defining relative clauses can be dropped. (Sentences with a relativeclause without the relative pronoun are called Contact Clauses.)

The boy (who/whom) we met yesterday is very nice.Non-Defining Relative Clauses Level: upper intermediateNon-defining relative clauses (also called non-identifying relative clauses or non-restrictive relative clauses) give additional information on something, but do not defineit. Non-defining relative clauses are put in commas.Imagine, Tom is in a room with only one girl. The two are talking to each other and youask somebody whether he knows this girl. Here the relative clause is non-definingbecause in this situation it is obvious which girl you mean.Do you know the girl, who is talking to Tom?Note: In non-defining relative clauses, who/whichmay not be replaced with that.Object pronouns in non-defining relative clauses must be used.

Jim, who/whom we met yesterday, is very nice.The InfinitiveRecognize an infinitive when you see one.To sneeze, to smash, to cry, to shriek, to jump, to dunk, to read, to eat, to slurp all ofthese are infinitives. An infinitive will almost always begin with to followed by the simpleform of the verb, like this:to + verb = infinitiveImportant Note: Because an infinitive is nota verb, you cannotadd s, es, ed, or ing tothe end. Ever!Infinitives can be used as nouns, adjectives, or adverbs. Look at these examples:To sleep is the only thing Eli wants after his double shift waiting tables at the

neighborhood caf.To sleep functions as a noun because it is the subject of the sentence.No matter how fascinating the biology dissection is, Emanuel turns his head and refusesto look.To look functions as a noun because it is the direct object for the verb refuses.Wherever Melissa goes, she always brings a book to read in case conversation lags orshe has a long wait.To read functions as an adjective because it modifies book.Richard braved the icy rain to throw the smelly squid eyeball stew into the apartmentdumpster.To throw functions as an adverb because it explains whyRichard braved the inclement

weather.

Verb TensesIn English, there are three basic tenses: present, past, and future. Each has a perfectform, indicating completed action; each has a progressive form, indicating ongoingaction; and each has a perfect progressive form, indicating ongoing action that will becompleted at some definite time. Here is a list of examples of these tenses and theirdefinitions:


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Simple FormsProgressive FormsPerfect FormsPerfect Progressive FormsPresenttake/s am/is/are taking have/has taken have/has been taking Past took was/were takinghad taken had been taking Future will/shall take will be taking will have taken will havebeen taking

Simple FormsPresent TensePresent tense expresses an unchanging, repeated, or reoccurring action or situationthat exists only now. It can also represent a widespread truth.

ExampleMeaningThe mountains are tall and white. Unchanging action Every year, the school councilelects new members. Recurring action Pb is the chemical symbol for lead. Widespreadtruth

Past TensePast tense expresses an action or situation that was started and finished in the past.Most past tense verbs end in -ed. The irregular verbs have special past tense formswhich must be memorized.

ExampleFormW.W.II ended in 1945. Regular -ed past Ernest Hemmingway wrote "The Old Man andthe Sea." Irregular formFuture TenseFuture tense expresses an action or situation that will occur in the future. This tense isformed by using will/shall with the simple form of the verb.

The speaker of the House will finish her term in May of 1998.The future tense can also be expressed by using am, is, or are with going to.

The surgeon is going to perform the first bypass in Minnesota.We can also use the present tense form with an adverb or adverbial phrase to showfuture time.Progressive FormsPresent Progressive TensePresent progressive tense describes an ongoing action that is happening at the sametime the statement is written. This tense is formed by using am/is/are with the verb formending in -ing.

Past Progressive TensePast progressive tense describes a past action which was happening when anotheraction occurred. This tense is formed by using was/were with the verb form ending in -ing.


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The explorer was explaining the lastest discovery in Egypt when protests began on thestreets.Future Progressive TenseFuture progressive tense describes an ongoing or continuous action that will take placein the future. This tense is formed by using will be or shall be with the verb form ending

in -ing.

Dr. Jones will be presenting ongoing research on sexist language next week.

Perfect FormsPresent Perfect TensePresent perfect tense describes an action that happened at an indefinite time in the pastor that began in the past and continues in the present.This tense is formed by usinghas/have with the past participle of the verb. Most past participles end in -ed. Irregularverbs have special past participles that must be memorized.

FIVE SUBJECT MATTERINFINITIVE PHRASEIn grammar , infinitive is the name for certain verb forms that exist in many languages. In the usual

(traditional) description of English , the infinitive of a verb is its basic form with or without the particle

to: therefore, do and to do, be and to be, and so on are infinitives. As with many linguisticconcepts, there is not a single definition of infinitive that applies to all languages. ManyNative American languages and some languages in Africa and Aboriginal Australiasimply do not have infinitives or verbal nouns . In their place they use finite verb forms

used in ordinary clauses or special constructions.

In languages that have infinitives, they generally[citation needed ] have most[citationneeded ] of the following properties:

In most uses, infinitives are non-finite verbs .They function as other lexical categories usually nouns within the clauses thatcontain them, for example by serving as the subject of another verb.They do not represent any of the verb's arguments .They are not inflected to agree with any subject.They cannot serve as the only verb of a declarative sentence.

They do not have tense , aspect , moods , and/or voice , or they are limited in the rangeof tenses, aspects, moods, and/or voices that they can use. (In languages whereinfinitives do not have moods at all, they are usually treated as being their own non-finite mood.)However, it bears repeating that none of the above is a defining quality of the infinitive;infinitives do not have all these properties in every language, as it is shown below, andother verb forms may have one or more of them. For example, English gerunds andparticiples have most of these properties as well.


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PARTICIPIAL PHRASEIn linguistics, a participle is a word that shares some characteristics of both verbs andadjectives. It can be used in compound verb tenses or voices periphrasis), or as amodifier. phrase composed of a participle and other words is a participial phrase.The

word comes from atin participium, a calque of Greek metoch partaking or"sharing",[3] because the Ancient Greek and Latin participles share in the properties ofthe adjective or noun (gender, number, and case) and of the verb (tense and voice).

[edit] Types[edit] Adverbial and adjectivalIn some languages, a distinction betweenadverbial participle and adjectival participle can be made. Perfect passiveThe perfectpassive participle is the past participle expressed in the passive voice, for example

The dog, having been praised by its master, was happy, or more commonly, The dog,praised by its master, was happy.[edit] Perfect passive of deponent Deponent verbs are typically passive in form but

active in meaning and their participles thus take the form but not the meaning of theperfect passive participle. In Latin:precatus "having prayed" (from the verb precor,precari, precatus sum)

Compare with a non-deponent equivalent:

laudatus "having been praised" (from the verb laudo, laudare, laudavi, laudatus)

SUBJECT - VERB AGREEMENTIn languages where the verb is inflected, it often agrees with its primary argument (the subject)

in person, number and/or gender. With the exception of the verb to be, English shows

distinctive agreement only in the third person singular, present tense form of verbs, which is

marked by adding "-s" (I walk, he walks) or "-es" (he fishes). The rest of the persons are not

distinguished in the verb (I walk, you walk, they walk, etc.).

Latin and the Romance languages inflect verbs for tenseaspectmood and they agree in

person and number (but not in gender, as for example in Polish) with the subject. Japanese, like

many languages with SOV word order, inflects verbs for tense/mood/aspect as well as other

categories such as negation, but shows absolutely no agreement with the subject - it is a strictly

dependent-marking language. On the other hand, Basque, Georgian, and some other

languages, have polypersonal agreement: the verb agrees with the subject, the direct object

and even the secondary object if present, a greater degree of head-marking than is found inmost European languages.

SIMPLE SENTENCEA simple sentence is a sentence structure that contains one independent clause and no

dependent clauses


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Examples

The runner jumped.

This simple sentence has one independent clause which contains one subject, runner, and one

predicate, jumped.

The singer bowed.This simple sentence has one independent clause which contains one subject, singer, and one

predicate, bowed.

The baby cried.

This simple sentence has one independent clause which contains one subject, baby, and one

predicate, cried.

The girl ran into her bedroom.

This simple sentence has one independent clause which contains one subject, girl, and one

predicate, ran into her bedroom. This example is distinct from the previous three in that its

verb phrase consists of more than one word.

In the backyard, the dog barked and howled at the cat.

This simple sentence has one independent clause which contains one subject, dog, and one

predicate, barked and howled at the cat. This predicate has two verbs, known as a compound

predicate: barked and howled. This compound verb should not be confused with a compound

sentence. In the backyard and at the cat are prepositional phrases

COMPOUND SENTENCEA compound sentence is composed of at least two independent clauses. It does not require a

dependent clause. The clauses are joined by a coordinating conjunction (with or without acomma), a correlative conjunction (with or without a comma), a semicolon that functions as aconjunction, or a conjunctive adverb preceded by a semicolon. A conjunction can be used tomake a compound sentence. The use of a comma to separate two independent clauses iscalled a comma splice and is generally considered an error (when used in the Englishlanguage).

ExamplesMy friend invited me to a tea party, but my parents didn't let meDo you want to stay here, or would you like to go shopping with me?I have a lot of work to finish, so I will be up all night .

COMPLEX SENTENCEA complex sentence is a sentence with one independent clause and at least onedependent clause.

ContrastI ate the meal that you cooked.I ate the meal is an independent clause and that you cooked is a relative clause.


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More examples of a complex sentence are:

I enjoyed that apple pie that you bought for me.

I like the pomegranate juice that my father poured into the cup.

I ate breakfast before I went to work.I ate breakfast is an independent clause, and before I went to work is a dependentclause, meaning it cannot stand alone as a sentence.

I was scared, but I didn't run away.Both clauses are independent. Therefore, this is a compound sentence but not acomplex sentence.

The dog that you gave me barked at me, and it bit my hand.

This is a compound-complex sentence with two independent clauses (The dog barkedat me and It bit my hand) and one dependent clause (that you gave me).

NOUN CLAUSEA noun clause can be used like a noun. It can be a subject, predicate nominative, directobject, appositive, indirect object, or object of the preposition. Some of the Englishwords that introduce noun clauses are that, whether, who, why, whom, what, how,when, whoever, where, and whomever. Notice that some of these words also introduceadjective and adverbial clauses. A clause is a noun clause if a pronoun (he, she, it, orthey) could be substituted for it.

Examples:

I know who said that. (I know it.) (The dependent clause serves as the object of themain-clause verb "know".)Whoever made that assertion is wrong. (He/she is wrong.) (The dependent clauseserves as the subject of the main clause.)Sometimes in English a noun clause is used without the introductory word.

Example:

I know that he is here.I know he is here. (without "that")In some cases, use of the introductory word, though grammatically correct, may soundcumbersome in English, and the introductory word may be omitted.

TRANSITIONAL WORDSTransitional words allow one to work smooth changes into one's writing; thus, simplesentences turn into compound sentences, complex sentences and long paragraphs.


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Transitional words also allow people to provide a powerful tool to put sentences andphrases together, bringing coherence and consistency, and, most importantly, they putthe thoughts one's mind is trying to convey into written words. Transitional words arealso used to make things like essays sound and flow better.

Common transitional wordsThis list includes: last, first, second, next, but, on the otherhand, moreover, in addition, furthermore, however, to begin with, otherwise,conclusively, lastly, secondly, thirdly, most importantly, in conclusion, to end with, first ofall, last of all, to sum it up, last but not least, lastly, finally, for example, on top of all.

Acknowledgement of DedicationWe dedicate this to our english professor Mr.Gerry Manza

Ando who teach us that time is diamond because time is very

precious ...so do not waste your time in non sense things that can

limit your knowledge and he is the only one who teach us how to

give justice in our every actions that we make.

We would like to thank Mr.Gerry Manza Ando for the

knowledge he impart to us. His sage advice,insightful

criticisms,and patient encouragement by giving justice in our

every actions that we make and also has a very convincing words

of wisdom.we would like to thank also to our parents that are very

supportive and understanding to us to make this kind of tasks.


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Picture and our favorite English Quotes!

MARJORIE TACATANIThings that matter most must never be at the mercy of

things that matter least.

DAISY ANN OBAOBEveryone has a moon, and has dark side which he never

shows to anybody


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mary jane MauroPaternal love is not like bread that can be broken in equal

shares.A father gives all his love to each one of his children

without discrimination.

GRETCHEL YAM-IDYou are on a journey to the grave. If you remember death,your excesses will diminish. If your greediness gets weaker

and your expectations diminish, you will realize that we are

all returning to Him.


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Angelle CarulasanOur eyes must be clear and Gods strength must be in us to

fulfill our lifes vision.

JANE CLAUDE REALESHuman nature causes us to be dependent on other peoples

opinion in a way completely out of proportion to its value.


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JEFFERSON MANINGOLive while you live, seize the pleasure of the present day.

Jerex EspalteroLet me forget the hurt and pain found along lifes way; let

me remember kindness given day by day.


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Ruthlyn GabatoNights darkness is a bag that bursts with the gold of thedown.


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Message to Mr. Gerry Manza Ando

You are the one of the greatest people whom we can across in our

life. You are not only the selfless givers but also the mentors of our life. At

every step of our life, we come to cross teachers who devote our entire lifein the enlightenment of students like us. For sure, your definition cant be

limited to a subject teacher because anyone who guide us in our life is a

teacher like you.

A teacher who can arouse a feeling for one single good action, for

one single good poem, accomplishes more than he who fills our memory

with rows and rows of natural objects, classified with name and form. Your

role as a leader is even more important than you might imagine. You have

the power to help people become winners.

Tell me and I forget. Teach me and I remember. Involve me and I

learn


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Graduation picture of mr Gerry manza ando


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MR. GERRY MANZA ANDO TEACHING EXPERIENCES !

Documents

Communication Arts (Soft Copy)