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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.
2. John is reading a book.
3. The knife is sharp.
4. Alice is sitting on the chair.
5. My shirt is black.
6. I saw a giant.
7. His uncle has gone to London.
8. Dinner is ready.
9. The mayor dismissed all the dirty
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 Classification of nouns
(i) 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 Proper nouns Common
nouns
Collective
nouns
Abstract
nouns
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
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.
��
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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.
� There are only eight reflective pronouns as listed in c) above.
� 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 whose
whom that
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
&
intensive
Relative Interrogative Demonstrative Indefinite
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.
� 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 FEELING
C. 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 COLLECTIVE NOUN ABSTRACT NOUN
Soroti market (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
mayor)
Crowd (of people)
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. 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.
2. 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:
������������� ���������������������������������������������������
Tons Boxes Knives Sheep
3. A list of the classes of pronouns is given below. Write one sentence for each of
the classes of pronouns.
- Personal pronouns
- Possessive pronouns.
- Reflexive pronouns.
- Relative pronouns.
- Interrogative pronouns.
- Demonstrative pronouns.
4. 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
quality
Adjectives of
quantity
Demonstrative
adjectives
Interrogative
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:
Singular Plural
The 1st person …………… my our
The 2nd person …………. 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.
�� 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.
�� 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.
�� 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.
�� Adverbs modifying a verb
Examples.
1. Simon ran quickly. (manner)
2. He ate greedily. (manner)
�� 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)
�� 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.
�����and shows the addition of one thing to another.
�����but shows contrast between one thing and another
�����or 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. Neither Kapere nor Odinga knows the way to the hospital.
c) 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 conjunctions
Subordinating conjunctions
Correlating 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! 6. How pretty!
7. Hell’s bells!
������ �������������������������������� � ��������������� ��
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
quality
Adjectives of quantity Demonstrative
adjectives
Interrogative
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. your 6. their
ACTIVITY EL/1/2-5
A. 1. but 2. for
3. or 4. both ….. and ….
5. and 6. neither ….nor….
7. either ….or … 8. not only …. but ….
B. – 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. 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.
3. 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.
