UNIT 10

Parts of speech 1

INTRODUCTION You are welcome to Unit 10 of Module EL/1. In this unit you will be exposed to three of the eight parts of speech. You will be given an opportunity to practice them in meaningful language situations. This will be in preparation for teaching them at various levels of the primary school.

Aims This Unit is intended to improve and enrich your proficiency in both spoken and written English. It is also intended to turn you into a better teacher of English Language with Literature.

Objectives By the time you finish working through this Unit, you will be able to:

1. identify the different types of nouns. 2. substitute nouns with correct pronouns. 3. identify the different types of verbs. 4. distinguish transitive verbs from intransitive verbs. 5. teach nouns, pronouns and verbs more effectively.

Topics to be covered This Unit is organized under 4 topics.

Topic 1, Nouns, has 2 sub-topics.

a) Classification of nouns. b) Nouns in their singular and plural forms.

Topic 2, Pronouns, has 7 sub-topics.

a) Personal pronouns. b) Possessive pronouns. c) Reflexive and intensive pronoun. d) Relative pronouns. e) Interrogative pronouns. f) Demonstrative pronouns. g) Most commonly used indefinite pronouns.

Topic 3, Verbs, has 2 sub-topics. a) Functions of verbs. b) Transitive and intransitive verbs.

Subject orientation In this unit you are going to learn about nouns, pronouns and verbs. These are some of the eight parts of speech which are instrumental in making a sentence. You will need to read carefully the explanations and examples given. In order to evaluate your progress, you should do the activities given in the unit.

Study requirements In this unit you will need paper, pens and pencils for making notes as you read. You will also need a dictionary to help you find the meanings of the new words you will come across.

TOPIC 1: NOUNS One of the important tasks you have to do as a language teacher is to teach your pupils the correct parts of speech right from the beginning. You cannot teach the correct parts of speech unless you know what the correct parts of speech are. Grammar has been described as the art of putting the right words in the right places, according to the work they do. The words are the parts of speech. All words in the English language fall into one of eight – and only eight – groups.

Figure EL/1/1.1

The eight parts of speech

When you put the contents of these boxes in the right order, you get correct sentences. Let us start with the brick marked nouns. In this brick, we find:

1. names of people, e.g. man, woman, Ali, Caesar. 2. or animals, e.g. horse, dog. 3. or things, e.g. house

Figure EL/1/1.2

Nouns

ACTIVITY EL/1-1 Now read the following groups of words and underline the nouns.

1. My father saw a snake.

6. I saw a giant.

2. John is reading a book.

7. His uncle has gone to London.

3. The knife is sharp.

8. Dinner is ready.

4. Alice is sitting on the chair.

9. The mayor dismissed all the dirty

5. My shirt is black.

workers. 10. The River Nile is wide.

Check your answers with the text below

Possibly you have identified words like father, snake, John, book, knife, Alice, chair, shirt, giant, uncle, London, Mayor, River Nile. From these examples, we can, therefore say that nouns are names. They are names of people, animals, things and places.

a)

CLASSIFICATION OF NOUNS

In this topic, you have so far learnt that all names of animals, people, things and places are called nouns. Nouns fall into four main classes.

Figure EL/1/1.3

(i)

Classification of nouns

Proper nouns

These are names of particular people, animals, places, physical features, etc. Examples: Mary, Gulu, Mount Elgon, etc.

(ii)

Common nouns

These are names given to all places, or people, etc. of the same kind. A common noun does not name a particular person, place or thing. Examples: school, children, woman, city, lion, etc.

(iii)

Collective nouns

These are names of a whole collection of animals, or people, etc. considered as one. Examples: a swarm of bees, a herd of cattle, a football team, etc.

(iv)

Abstract nouns

These are names of things we cannot see or touch – things which are immaterial. Examples: love, evil, happiness, misery, etc.

ACTIVITY EL/1/1-2 Place a tick in the column of the noun that matches the word in the first column. Word

Books Soroti Market Speed Banks Mr Tinka (The Mayor) Noise Mats Band of robbers Policeman Crowd of people Pots Hunger Fleet of cars Love Masindi port Troop of boy scouts

Proper nouns

Common

Collective

Abstract

nouns

nouns

nouns

Mwalimu Nyerere Set of gardening tools Arua Airfield Heat Check your answers with those given at the end of this Unit.

b)

NOUNS IN THEIR SINGULAR AND PLURAL FORMS

It is important for you to note that nouns are divided into two groups. Those we can count, commonly known as countable nouns, and those we cannot count, commonly known as uncountable nouns.





W7KHFRXQWDEOHQRXQVKDYHGLIIHUHQWSOXUDOIRUPVGHSHQGLQJRQWKHLUHQG letters. 1. With most of the nouns in English, we make plural number by adding s to the singular. 2. Nouns that end in sh, ch, x and some that end in s make their plural by adding es, e.g.

Singular

Plural

Brush

brushes

Church

churches

Box

boxes

Bus

buses

3. Some nouns that end in o, also form their plurals by adding es, e.g.

Singular

Plural

Tomato

tomatoes

Potato

potatoes

Buffalo

buffaloes

4. Some nouns which end in f or fe form their plural by changing to ves, e.g.

Singular

Plural

Wife

wives

Leaf

leaves

Knife

knives

Half

halves

5. Some nouns that end in y make their plurals by changing the y into ies, e.g. Singular

Plurals

Baby

babies

City

cities

6. Some nouns do not follow any of those rules. They sometimes make their plurals by changing an internal vowel or adding prefixes and suffixes. Others do not change at all, e.g.

Singular

Plural

Man

men

Foot

feet

Ox

oxen

Louse

lice

Sheep

sheep

Deer

deer

TOPIC 2: PRONOUNS A pronoun is a word used in place of a noun or of more than one noun. In normal circumstances, once a name has been mentioned in conversation or continuous writing it becomes monotonous to keep on repeating it. Instead, a pronoun is used to replace the name.

Examples.

1. Peter is a student in Makerere University. 2. He takes medicine.

He in the second sentence replaces Peter in the first sentence. The word to which pronoun refers or whose place it takes, is the antecedent of the pronoun. In this example Peter is the antecedent of he.

a)

PERSONAL PRONOUNS I, me,

he, him,

it

they

you,

she, her

we, us

them

Examples.

1.

I am a teacher.

2.

Peter saw him.

3.

We love games time.

4.

He told them to go.

5.

They like her ways.

b)

POSSESSIVE PRONOUNS my, mine

his

its

their

your, yours

her, hers

our, ours

theirs

Examples

1.

This is my book.

This is mine.

2.

This is your book.

This is yours.

3.

This is our book.

This is ours.

4.

This is their book.

This is theirs.

c)

REFLECTIVE AND INTENSIVE PRONOUNS myself

ourselves

yourself

yourselves

himself

themselves

herself itself

Examples.

1.

We consider ourselves lucky to be on this course.

2.

He said it himself.

3.

They will blame themselves for that mistake.

4.

I caught the thief myself.

5.

You share these mangoes among yourselves.

6.

The lamp went out by itself.

7.

The bottles fell down by themselves.

Personal pronouns combined with –self, - selves may be used in two ways.

(i)

Reflective pronouns

A reflective pronoun reflects back on the subject.

Examples.

1.

The children taught themselves.

2.

She drove herself to hospital.

3.

I forced myself to sit still.

4.

Peter hurt himself.

(ii)

Intensive pronouns

Now look at these examples.

1.

John himself was not hurt.

2.

The Principle himself will visit us.

3.

Did you lift that yourself?

In these examples, the reflective pronouns are used intensively. This is mainly for emphasis. They emphasize the subject in each of the examples given above. W

There are only eight reflective pronouns as listed in c) above.

W

Reflective and intensive pronouns should not be used in the place of a regular pronoun.

Examples. 1. Mother gave it to me. [Correct] 2. Mother gave it to myself. [Wrong]

d)

RELATIVE PRONOUNS

Relative pronouns are used to introduce subordinate clauses. You will learn more about subordinate clauses later in your course. Here are examples of relative pronouns.

who

which

whom

that

whose

1.

The people who live in that house went on leave.

2.

The book that I like best is in our home library.

3.

She does not remember the name of the man whose bicycle was stolen.

4.

The dog which was found dead by the roadside was mine.

5.

The man whom he photographed was a thief.

e)

INTERROGATIVE PRONOUN

Interrogative pronouns are used in questions.

Examples.

1.

Who stole your father’s cow?

2.

What is the name of your class teacher?

3.

Which one of these chickens shall we have for dinner?

4.

Whose goats destroyed your plants?

5.

Whom have you sent to market?

f)

DEMONSTRATIVE PRONOUNS

Demonstrative pronouns are used to point out persons or things. These are demonstrative pronouns – this, these, that, and those.

Examples.

1.

These are not the balls I asked for.

2.

This is the way to my home.

3.

That is not how to do it.

4.

Those were excellent questions.

g)

THE MOST COMMONLY USED INDEFINITE PRONOUNS

Pronouns that do not fall into the classifications above are called indefinite pronouns. The word indefinite means not specific. Most indefinite pronouns express the idea of quantity – all, few and none.

Examples.

1.

All the cows are in the kraal.

2.

Few of us have been to Kampala.

3.

None of them has ever gone hunting.

Here is a list of most commonly used indefinite pronouns:

all

each

most

other

another

either

neither

several

any

everybody

nobody some

anybody

everyone

none

somebody

anyone

few

one

someone

both

many

one

such

ACTIVITY EL/1/1-3 A

Read these sentences and underline the pronouns. 1. Mary celebrated her birthday yesterday. 2. Who worked on Peter’s project? 3. Mike liked that type of fun. 4. The children taught themselves English. 5. The president himself will visit us. 6. Several of us forgot that we were being filmed. 7. One man who was photographed wore overalls. 8. The bill which you supported did not pass. 9. Some of our friends attended the party. 10. I saw a camera on the window, so I bought it.

B

Write the pronouns under the following headings.

Personal Possessive Reflective Relative Interrogative Demonstrative Indefinite & intensive

Check your answers with those given at the end of this unit.

TOPIC 3: VERBS In this topic, you will now focus on the third of the eight parts of speech – the verb.Verbs are the most important words of the parts of speech. In fact, you cannot make a sentence without a verb.

a)

FUNCTIONS OF VERBS

Verbs are used to say what people (and other things) do, thick and feel, or to describe the condition or state of the people and things. They express: an action or, a person’s condition, state or feeling.

(i)

Expressing action

Examples.

1.

The student opened a book. (what did he do?)

2.

The driver stopped the car. (what did he do?)

3.

The teacher marked the exercise books (what did he do?)

(ii)

Expressing a person’s condition, state or feeling

1.

I feel sorry for you.

2.

The students were overjoyed at winning the music trophy.

3.

I think that is the correct answer.

4.

Suppose the driver does not come back.

Some verbs are used togather with other verbs to complete the meaning of the other verb. When used in this way, the helping verb is known as an auxiliary verb. They are called auxiliary because they help the main verb to express an action or make a statement. For example, is, has, might and couldn’t are serving as auxiliary verbs in the following sentences.

1.

The principal is interviewing new students.

2.

The bursar has bought ten bags of posho.

3.

I might go.

4.

She couldn’t remember his name.

b)

TRANSITIVE AND INTRANSITIVE VERBS

(i)

Transitive verbs

Transitive verbs are those verbs have an object.

Examples

1.

The child dropped cup (cup is the object of dropped).

2.

The students belived the teacher (teacher is the object of believed).

3.

The driver igonored the signal (signal is the object of igored).

(ii)

Intransitive verbs

Verbs that express action without objects are called intransitive.

Examples.

1.

The poor begger died.

2.

The children laughed.

3.

The college driver quit. W

There is another class of verbs known as linking verbs. You will learn about these in detail in Module EL/2.

You have now learnt about several things about verbs. You have looked at the work of a verb, i.e., to express action, feeling, etc. you have also learnt the two important classes of verbs, namely, the transitive and intransitive verb.

ACTIVITY EL/1/1-4 A

Underline the verbs in these sentences. 1. Farmers grow a lot of simsim. 2. The games master organised a successful disco. 3. I think you are in the wrong. 4. The tea pot broke. 5. A good teacher likes children. 6. My little girls lighted a candle. 7. Awor is hungry. 8. The baby slept soundly. 9. The water boiled. 10. I have considered your request over and over again.

B

Using the underlined in number 1 above, complete this table

PHYSICAL ACTION

C.

FEELING

Complete this table using auxiliary, transitive and intransitive verbs underlined in number 1 above.

Auxiliary verb

Transitive verb

Intransitive verb

Check your answers with those given at the end of this unit

SUMMARY You have learnt that: -

a noun is a name of a person, place, animal or thing.

-

a pronoun works in the place of a noun in order to avoid repetition of nouns.

-

a verb describes an action.

GLOSSARY Using these words, complete the table below.

Abstract nouns

Auxiliary verb

Collective noun

Common noun

Demonstrative pronoun

Indefinite pronoun

Intensive pronoun

Interrogative pronoun

Intransitive verb

Noun

Pronoun

proper noun

Relative pronoun

Reflective pronoun

Transitive verb

a verb that express action without an object. A verb that has no object. A helping verb; used to complete the meaning of another verb. Part of speech which expresses an action, a condition, state or feeling of a person or thing. A pronoun which does not fit other pronoun classifications and usually expresses ideas of quantity; e.g. all, few and none. A pronoun used to point out persons or things, e.g. this, these, that and those. Parts of speech that names people, animals, places or things. Names of particular people, animals places, physical features, etc. Names given to people, places, animals, etc. of the same level. Name given to things we cannot see or touch (abstract things), e.g. love, evil, etc. A word used in place of a noun or more than one noun. A pronoun that reflects back on the subject. A reflective pronoun used intensely to emphasise the subject. A pronoun used to introduce a subordinate close, e.g. who, which, that, etc. A pronoun used in questions.

NOTES AND ANSWERS TO THE ACTIVITIES ACTIVITY EL/1/1-1 Answers are given immediately after the activity.

ACTIVITY EL/1/1-2

PROPER NOUN

COMMON NOUN

Soroti market

COLLECTIVE NOUN

ABSTRACT NOUN

(set of garden tool) books

Hunger

Masindi port

Fleet (of cars) banks

Love

Mwalimu Nyerere

Band (of robbers) Mats

Heat

Arua Airfield

Troop (of boy scouts) policeman

Speed

Mr. Tinka (the

Crowd (of people)

mayor) pots

Noise

ACTIVITY EL/1/1-3 A

1.

her

2.

who

3.

that

4.

themselves

5.

himself, us

6.

us, we

7.

who

8.

which

9.

some, our

11. I, I, it

B.

-

Personal

:

us, we, I, I, it.

-

Possessive

:

her, our

-

Reflexive

:

themselves, himself

-

Relative

:

who, which

-

Interrogative

:

who

-

Demonstrative

:

that

-

Indefinite

:

some

ACTIVITY EL/1/1-4

A.

1.

grow

2.

organised

3.

think

4.

broke

5.

like

6.

lighted

7.

is

8.

slept

9.

boiled

10.

considered

B. Physical action

Feeling

grow

Like

organised

Is, are

broke

Felt

lighted

Considered

Slept Boiled

C. Auxiliary verbs

Transitive verbs

Intransitive verbs

is

Grow, considered

Think

might

organised

Broke

Couldn’t

likes

Slept

lighted

Boiled

END OF UNIT EXERCISE EL/1-1

This assignment is to help you consolidate what you have learnt about in the Unit. You are, therefore, advised to read the whole Unit again before you attempt the following questions. Individually make notes which will prepare you for the Saturday seminar. These notes will serve as a summary of what you have learnt in the Unit.

At the Saturday seminar, you will compare notes with your peers under the guidance of your Co-ordinating Centre Tutor. At this point, you can refer to the answers given at the end of this Module.

1.

2.

a)

What is a noun?

b)

Name the four classes of nouns.

c)

Write one sentence of your own, using each of the classes of nouns.

Plural forms of certain nouns have been put down in four columns below. Study them carefully; then turn the following nouns into plural and write them under the appropriate columns: OWLQEHDQGLVKOLIHGHHUFOLIIWD[GLWFKWKLHIORDIDQGEXIIDOR Tons

3.

Boxes

Knives

Sheep

A list of the classes of pronouns is given below. Write one sentence for each of the classes of pronouns.

4.

-

Personal pronouns

-

Possessive pronouns.

-

Reflexive pronouns.

-

Relative pronouns.

-

Interrogative pronouns.

-

Demonstrative pronouns.

Write two sentences to show how a verb can be used:

a)

to express an action.

b)

as a transitive verb.

c)

as an intransitive verb.

LEARNING OUTCOMES-SELF-CHECKING EXERCISE You have now completed Unit 10 of Module EL/1. The Learning outcomes are listed below. You are now expected to demonstrate your competence by placing a tick in the column that reflects your learning.

LEARNING OUTCOMES

NOTE SURE SATISFACTORY

1. I am able to classify nouns. 2. I can describe the difference between a noun and a pronoun. 3. I am able to identify the different types of verbs. 4. I can competently use verbs in both their transitive and intransitive forms. 5. I know and can explain the function of a verb in a sentence. 6. I am able to teach nouns, pronouns and verbs more effectively.

If you have place a tick in the note sure column, re-read the relevant part of the Unit to reinforce your learning. If you are satisfied in all areas, well done! If you are still not satisfied with some area, discuss them with your peers and Co-ordinating Centre Tutor.

UNIT 100

Parts of speech 2 You are welcome to Unit 100 of EL/1. In Unit 10, you learnt about three of the eight parts of speech, that is nouns, pronouns and verbs. In this Unit, you will learn about the remaining five parts of speech.

Aims This Unit is intended to widen your knowledge of the parts of speech, and will enable you to speak and write better English.

Objectives By the time you finish working through this Unit, you will be able to: 1.

identify the various types of adjectives, their use and how they form their comparative and superlative forms.

2.

identify the various types of adverbs, their use and how they are formed.

3.

explain how adverbs form their comparative and superlatives.

4.

define interjections and explain when they are used.

5.

use prepositions correctly.

6.

identify and illustrate the use of interjections.

7.

use and teach correct and meaningful sentences at different levels of the primary school.

Topics to be covered This Unit is organised under 3 topics. Topic 1, Adjectives and Adverbs, has 2 sub-topics.

a)

Adjectives.

b)

Adverbs.

Topic 2, Conjunctions, has 3 sub-topics. a)

Co-ordinating conjunctions.

b)

Correlative conjunctions.

c)

Subordinating conjunctions.

Topic 3, Prepositions and Interjections, has 2 sub-topics. a)

Prepositions.

b)

Interjections.

Subject orientation You should have studied Unit 10 before you start on Unit 100. The information contained in this unit is a detailed study of the remaining five parts of speech. When added to the three treated in Unit 10, these five complete the full set of eight main parts of speech in English. Read the unit carefully and note all things that you do not understand. You may consult your friends or your tutor about any difficulties you find.

All activities and assignments in the unit must be done on separate paper. Check for the correctness of your answers in the Notes and Answers section at the end of the unit.

Study requirements You will certainly need to make notes as you read. So, have some paper to write your notes and activities on. You should also have a dictionary in case you come across unfamiliar words. Otherwise, some words appear in the glossary.

TOPIC 1: ADJECTIVES AND ADVERBS a)

ADJECTIVES

After having learnt nouns, pronouns and verbs, you are going to look at another part of speech known as adjectives. An adjective is a word used to describe a noun or a pronoun. In other words, an adjective describes a person, an animal, a place, a thing, etc.

Examples. 1.

The blue pen belongs to me. [The word blue is an adjective because it describes the noun pen (thing). It tells us what the pen is like.]

2.

The greedy man ate a large piece of bread. [The word greedy is an adjective because it describes the noun man (person). It tells us what kind of man he is. The word large is an adjective because it describes the noun bread (thing). It tells us the size/quantity of bread the man ate.]

An adjective describes a noun or pronoun by telling us: 1.

Which one – i.e., pointing out someone/something. These are called demonstrative adjectives, e.g.; That building belongs to the Minister of Finance.

2.

What kind - i.e., describing someone or something. These are adjectives of quality, e.g.; a) The cruel father beat the daughter to death. b) The tell man is the thief.

3.

How much/many – i.e., telling the amount/number of people/things. These are adjectives of quantity, e.g. The twelve sheep cost him ten thousand shillings.

4.

There are also interrogative adjectives. These aer used with nouns to ask questions, such as what, whose, which, e.g.; a) Which cup would you prefer? b) Whose pen did you borrow? c) Who ate the baby’s food?

ACTIVITY EL/1/2-1 A. Read the sentences below and underline the adjectives. 1. The fat man ate a large piece of bread. 2. There is much water in the pond. 3. Mary is a beautiful girl. 4. I like kind people. 5. Many people crowed around the dying man. 6. He gave us twenty shillings each. 7. What book are you reading? 8. Which car belongs to you? 9. This dog is aggressive. 10. That girl is tricky. B. Write the adjectives on a separate piece of paper, under these headings:

Adjectives of Adjectives of Demonstrative Interrogative quality

quantity

adjectives

adjectives

__________

__________

____________

____________

__________

__________

____________

____________

__________

__________

____________

____________

__________

__________

____________

___________

Check your answers with those given at the end of this Unit

5.

Possessive adjectives are the fifth class of adjectives. Possessive adjectives go with nouns. They show something belongs to. They show possession and are therefore called possessive adjectives. Such are words like his, my, their, etc. Possessive adjectives are divided into three parts – the first, second and third person: The 1st person …………… nd

The 2 person ………….

Singular

Plural

my

our

Your

your

The 3rd person …………… his/her/its

their

They are also divided into singular and plural, as indicated above.

ACTIVITY EL/1/2-2 Now, read the sentences below and underline the possessive adjectives. 1. This is my book. 2. His food is hot. 3. Her dress has been stolen. 4. Its tail is long. 5. Your tricks will lead you to hell. Check your answers with those given at the end of this unit

6. The sixth class of adjectives is called comparative adjectives. Comparative adjectives are adjectives that show comparison. They show comparison of three degrees, as shown in these examples.

The positive

:

Michael is young.

The comparative

:

Paul is younger than Michael.

The superlative

:

George is the youngest of all.

Many of the adjectives show their comparative degree by adding –er and the superlative degree by adding –est. Some adjectives form their comparative by using more and the superlative by using most.

Examples. 1.

Michael is handsome.

2.

Paul is more handsome than Michael.

3.

George is the most handsome of all.

Other comparative adjectives do not follow any of these rules at all, e.g. with the words good and bad.

Examples using good. 1.

Akello is a good girl.

2.

Sarah is better than Akello.

3.

Agnes is the best of all.

Examples using bad. 1.

Birungi is a bad boy.

2.

Oumo is worse than Birungi.

3.

Mutyaba is the worst of all.

ACTIVITY EL/1/2-3 1.

Write 3 sentences, each including a comparative adjective. _______________________________________________________ ______________________________________________________ _______________________________________________________

2.

Using adjectives of your own choice, write 3 other sentences showing the three degrees of adjectives. _________________________________________________________ _________________________________________________________ _________________________________________________________

Discuss your answers with your peers and Co-ordination Centre Tutor

b)

ADVERBS

An Adverb is a word used to modify a verb, an adjective, or another adverb. Adverbs tell when, where, or how.

(i)

Classification of adverbs

There are three classes of adverbs. Y

Adverbs of time

An adverb that tells when is called an adverb of time. Examples.

1.

The students will report today.

2.

My sister went to London last month.

Y

Adverb of place

An adverb that tells where is called an adverb of place.

Examples. 1.

Okello’s parents are expected here.

2.

Go there now.

Y

Adverbs of manner

That which tells how is called an adverb of manner.

Examples. 1.

He rides his bicycle gently.

2.

Maria walked to school slowly.

3.

Acan wrote well in her book.

(ii)

Functions of adverbs

Adverbs serve three main functions. Y

Adverbs modifying a verb

Examples. 1.

Simon ran quickly. (manner)

2.

He ate greedily. (manner)

Y

Adverbs modifying an adjective

Examples. 1.

Simon had to answer very difficult questions. (degree)

2.

He had to drive at an extremely high speed. (degree)

Y

Adverbs modifying an adverb

Examples. 1.

Simon did extremely well. (degree and manner)

2.

It happened very quickly. (degree and manner)

3.

She did perfectly well. (degree and manner)

4.

She performed perfectly well today. (degree and time)

5

He run to the field very quickly. (place and degree)

When an adverb is used to modify another adverb or adjective, it is called an intensifier. It is used to emphasize, or intensify, the adjective or another adverb it modifies. It always comes immediately before the word it modifies.

(iii)

Formation of adverbs

Adverbs are often formed by adding the suffix –ly to an adjective. Examples. Adjective

Suffix

Adverb

Recent

- ly

Recently

quick

- ly

Quickly

Swift

- ly

Swiftly

You should note that all words that end in – ly are adverbs. For example, the words lonely, friendly, lovely, and silly are adjectives. You should also note that there are some adjectives which are irregular. They do not obey this rule of adding – ly to the word; for example; good becomes well and much remains much.

(iv)

Comparative forms of adverbs

Adverbs can be used to compare actions. Adverbs have three forms to show comparison. 1.

The first form is called positive degree.

2.

The second form is called the comparative degree. To form the comparative degree of most adverbs, add –er to the positive form or use the word more.

3.

To form the superative degree of most adverbs, add –est to the positive form or use the word most.

Be careful not to use the word more with the ending –er, or the word most and the ending –est. Examples of comparative and superlative forms of some regular adverbs.

Positive

Comparative

Superlative

Soon

sooner

Soonest

Often

More often

Most often

intelligently

More intelligently

Most intelligently

Look at these irregular adverbs. Positive

Comparative

Superlative

Well

better

Best

Badly

worse

Worst

Much

more

most

ACTIVITY EL/1/2-4 1. Write 2 sentences each showing how an adverb can be used to: a) modify a verb. ___________________________________________________________ ___________________________________________________________ b) modify an adjective. ___________________________________________________________ ___________________________________________________________ c) modify an adverb. ___________________________________________________________ ___________________________________________________________ 2. Choose one adverb of your own. Use it in three different ways to show the: a) Positive form. ___________________________________________________________ ___________________________________________________________ b) comparative form. ___________________________________________________________ ___________________________________________________________ c) superlative form. ___________________________________________________________ ___________________________________________________________ Discuss your answers with your peers and the Co-ordinating Centre Tutor

TOPIC 2: CONJUNCTIONS One other part of speech is the conjunction. A conjunction is a word that links one part of a sentence to another. It joins words or entire sentences. Examples. 1.

Either Jane or Mary will go to the market.

2.

Opio and Ocen are Mr. Okello’s children.

3.

I shall not buy the meat since you have already had your lunch.

There are three types of conjunctions.

a)

CO-ORDINATING CONJUNCTIONS

Co-ordinating conjunctions are used to join words or groups of words of equal value in a sentence. The most common co-ordinating conjunctions are and, but and or. Wand shows the addition of one thing to another. Wbut shows contrast between one thing and another Wor shows choice between things. Examples: 1.

I wanted to buy a dress but I had no money.

2.

He went home and washed the clothes.

3.

Mother will prepare potatoes or millet for supper.

b)

CORRELATIVE CONJUNCTIONS

Correlative conjunctions are always used in pairs. either …….. or ……… both ……… and ………. neither …… nor ……….. Here are some examples. 1.

She had to choose either a blue dress or a red one.

2.

Both he and his daughter are employed by the Ministry of Education and sports.

3.

c)

Neither Kapere nor Odinga knows the way to the hospital.

SUBORDINATING CONJUNCTION

Subordinating conjunctions are used to begin subordinate clauses (usually adverb clauses). A subordinating conjunction joins the clause to the rest of the sentence. Some of the subordinating conjunctions are since, although, when, as though, because and until.

Examples. 1.

He came back when I was cooking lunch.

2.

I shall not leave the place until he allows me to do so.

3.

She ran to the house because her mother called her.

ACTIVITY EL/1/2-5 A. Read the sentences below and underline all the conjunctions. 1. We need another ticket but all have been sold 2. I cannot take one friend for it is unfair. 3. I’ll eat millet or posho instead 4. Both Egaru and Tapi are my friends. 5. I like to sing and dance. 6. I have decided to take neither the staff nor the students. 7. Either Mary or Jane will cook the food. 8. Not only Paul but George also failed. B. Now that you have identified the conjunctions, list them in their different classes, as shown below. Coordinating Subordinating Correlating conjunctions conjunctions conjunctions ____________ ________________ ____________ ____________ ________________ ____________ ____________ ________________ ____________ Check your answers with those given at the end of this unit

TOPIC 4: PREPOSITIONS AND INTERJECTIONS a)

PREPOSITIONS

Another important part of speech is the preposition. A preposition is a word that shows how the noun or pronoun that follows it relates to word or words in a sentence. Some of the commonly used prepositions are: about

at

behind

before

in

against

through

over

towards

on

Read these sentences. 1.

He is standing behind the table.

2.

She walked through the forest.

3.

I ran round the building.

In these examples, the words in bold print are prepositions. A group of words may act as a preposition. For example: in spite of

on account of

A preposition always appears at the beginning of a phrase. A phrase which starts with a preposition is called a prepositional phrase.

Examples. 1.

The plane is under the clouds.

2.

The plane is over the clouds.

3.

The girl is in the house.

A prepositional phrase begins with a preposition and ends with a noun or a pronoun; this noun or pronoun is called the object of the preposition.

Examples. 1.

He lives in a cave.

2.

The plane flew over the building.

ACTIVITY EL/1/2-6 Read through the work on prepositions again and: 1. Write 4 sentences using prepositional phrases. _______________________________________________________ _______________________________________________________ ________________________________________________________ ________________________________________________________ 2. Underline the preposition and the object of the preposition. 3. Write 4 more sentences and underline the prepositional phrases. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Discuss your answers with your peers and Co-ordinating Centre Tutor.

b)

INTERJECTIONS

An interjection is a word that expresses emotion. It is an exclamation of feeling such as surprise, pleasure, pain or disappointed. It usually stands alone at the beginning of a sentence. It may consist of one word, a few words, or the spelling of certain sounds. Here are some of the feelings expressed by interjections. 1.

Joy – Yahoo! I made the football team!

2.

Surprise – Wow, that’s an amazing costume!

3.

Pain – Ow! That’s my sore toe you just squashed!

4.

Fear – Oh no, a train is coming down the tracks!

Other examples of interjections 1.

Hello!

2.

Hurray!

3.

Oh!

4.

Good Heavens!

5.

What a pity!

7.

Hell’s bells!

6.

How pretty!

W8VHDFRPPDDIWHUDQLQWHUMHFWLRQWKDWH[SUHVVHVPLOGHPRWLRQ8VH an exclamation mark after one that expresses stronger feelings. As you interact with people, watch a play or attend a football match, see whether you can identify interjections at such situations.

ACTIVITY EL/1/2-7 1. In your exercise book, write a short paragraph in which you express both surprise and fear. 2. Underline all the interjections you use in the paragraph to express surprise and fear. Discuss your answers with your peers, and Centre Co-ordinating Titor.

SUMMARY In this Unit, you leant about five of the eight parts of speech. You learnt abou: -

adjectives.

-

Adverbs

-

Conjunctions.

-

Prepositions.

-

Interjections.

GLOSSARY Adjectives

a word used to describe a noun or pronoun.

Adjective of quality

tells us which kind.

Adjective of quantity

tells us how much.

Adverb

a word used to modify a verb, an adjective, or

another adverb. It tells, when, where, or how. Comparative

an adjective that shows comparison.

Component

a part of 9something).

Conjunction

a word that links one part of the sentence to another. It joins words or entire sentences.

Co-ordinating conjunctions

join words or groups of words of equal values in a sentence, e.g. and, but, or , etc.

Correlative conjunctions

conjunctions that are always used in pairs, e.g., either …. or, etc.

Demonstrative adjectives

tells which one – points out.

Intensifier

and adverb used to modify another adverb or adjective. Comes immediately before the word it is modifying.

Interjection

a word that expresses emotions of surprise, pleasure, pain or disappointment. It usually stands alone or at the beginning of the sentence.

Interrogative

used to ask questions, e.g. which, whose, what, etc.

Modify

to limit or increase or make slight changes in the meaning of another word.

Possessive adjective

shows where something belongs.

Preposition

a word that shows how a noun or pronoun that follows it relates to another word or words in a sentence. It always appears at the beginning of a phrase.

Prepositional phrase

a phrase starting with a preposition.

Subordinating conjunctions

used to begin subordinate clauses; join subordinate Clauses to the rest of the sentence, e.g. since, because, etc.

NOTES AND ANSWERS TO THE ACTIVITIES ACTIVITY EL/1/2-1 A.

1.

fat, large

2.

much

3.

beautiful

4.

kind

5.

many, dying

6.

twenty

7.

what

8.

which

9.

this

10.

that

B. Adjectives

of Adjectives of quantity

quality

Demonstrative

Interrogative

adjectives

adjectives

Fat

Much

This

What

Beautiful

Many

that

which

Kind

Twenty

ACTIVITY EL/1/2-2 A. 1.

my

2.

his

3.

her

4.

its

5.

2.

for

3. or

4.

both ….. and ….

5. and

6.

neither ….nor….

7. either ….or …

8.

not only …. but ….

your

6.

their

ACTIVITY EL/1/2-5 A. 1.

B.

but

–

but, and, or

-

for

-

both … and, neither … nor, either … or, not only …. but

ACTIVITY EL/1/2-3, EL/1/2-6, EL/1/2-7 No answers are provided for these activities, as your answers will be unique (different from anyone else’s). Discuss your answers with fellow students and, if possible, with your Co-coordinating Centre Tutor.

END OF UNIT EXERCISE EL/1-1 This assignment is to help you consolidate what you have learnt about in the Unit. You are, therefore, advised to read the whole Unit again before you attempt the following questions. Individually make notes which will prepare you for the Saturday seminar. These notes will serve as a summary of what you have learnt in the Unit.

At the Saturday seminar, you will compare notes with your peers under the guidance of your Co-ordinating Centre Tutor. At this point, you can refer to the answers given at the end of this Module.

1.

a)

Name the six classes of adjectives.

b)

Write six sentences, one to demonstrate each of these six classes of adjective in a) above.

2.

3.

Construct six sentences, two each to demonstrate the following: a)

an adverb modifying a verb.

b)

an adverb modifying an adjective.

c)

an adverb modifying another adverb.

Use each of the following prepositional phrases in a sentence. a)

Over money.

b)

Under difficult conditions.

c)

About nothing.

d)

Up the hill.

e)

Down the valley.

LEARNING OUTCOMES-SELF-CHECKING EXERCISE You have now completed Unit 10 of Module EL/1. The Learning outcomes are listed below. You are now expected to demonstrate your competence by placing a tick in the column that reflects your learning.

LEARNING OUTCOMES

NOTE SURE SATISFACTORY

1. I can identify an adjective in a sentence. 2. I am able to competently classify adjectives. 3. I know the functions of an adjective in a sentence. 4. I can easily identify prepositional phrases and competently use them in sentences. 5. I can describe the function of an adverb in a sentence. 6. I am able to demonstrate the correct use of prepositions in a sentence. 7. I am able to teach about adjectives, adverbs, conjunctions, prepositions and interjections.

If you have place a tick in the note sure column, re-read the relevant part of the Unit to reinforce your learning. If you are satisfied in all areas, well done! If you are still not satisfied with some area, discuss them with your peers and Co-ordinating Centre Tutor.