PART OF SPEECH OF ENGLISH LANGUAGE.docx

7/29/2019 PART OF SPEECH OF ENGLISH LANGUAGE.docx

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PART

OF

SPEECH

NOUN

VERB

ADVERB

1.0 PART OF SPEECH OF ENGLISH LANGUAGE


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DEFINITION

NOUN

1.1 PART OF SPEECH: NOUN

(a) Some nouns name general things, instead of naming a particular person, place

or thing. These are called Common Nouns.

For Examples: teacher, island, crab, women, quilt, orange, horse

(b) If a person, place or thing is given a special name, then it is called a Proper

Noun. Look at the examples of common nouns given above. The cat could be

named Toby, the book could be entitled Harry Porter, the boy could be named

Tom and the ocean could be named Indian Ocean. So, Toby, Harry Porter,

Tom and Indian Ocean are Proper Nouns.

For examples: can you please go to the florist. I need some flower for the

dining table.


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Words that represent a number of different

things in the same class always take a

singular verb.

Examples: furniture is

luggage is

linen is

(c) Some nouns name a collection of thing. These are

called Collective Nouns.

FOR EXAMPLES:

a siege of herons

at shoal of fish

a gaggle of geese

a smack of jellyfish

an army of soldiers

arrange mountains

a team of players

a charm of finches

a pride of lions

Other collective nouns name a number of

different things in the same class.

Examples: cutlery, wardrobe, luggage, fruit

Words that have a plural meaning but no plural

take a plural verb.

Examples: people are

police are

Other collective nouns can take a plural verb if the context emphasis is on

a group of individuals. However, the singular is preferred.

Examples: The mob going wild,

The army is ready to fight

The Parliament is in session


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(d) Nouns can be singular (one) or plural (many).

Many plurals are formed by simply

addings to them.

Examples: counter/counters

pigeon/pigeons

If the noun ends with s,

-sh, -ch, orx, form the

plural by addinges to it.

Examples:

class/classes,

brush/brushes,

box/boxes

If the noun ends with ay before which

there is a consonant, form the plural by

replacing they withI and addinges

to it?

Examples: diary/diaries

pansy/pansies

If the noun ends with a

y before which there is

a vowel (a, e, i, o, u),

form the plural by

simply addings to it.

Examples:

bay/bays

tray/trays

If the noun ends withf, replace thef with

v and addes to it.

Examples:

Half/halves, loaf/loves

Examples:

roof/roofs, chief/chiefs(however, some

simply adds to them)

Examples: mouse/mice, woman/women

(some nouns have irregular plural

Tooth/teeth, child/children


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(e) Possessive nouns are especially difficult for

children at this level to grasp.

The possessive of a singular

noun is formed by adding an

apostrophe ands at the end of

the word. No letters are

changed or left off from the

original word.

Examples:

The musicians guitar

(The musician owns a guitar.)

the clowns pyjamas

(The clown owns pyjamas.)

The possessive of a plural noun ending with

ans is formed by adding an apostrophe to it.

Examples:

musicians/musicians guitars

Clowns/clowns pyjamas

The possessive of a plural noun ending with an s is formed by

adding an apostrophe ands to it.

Examples: women/womens , Children/childrens

(f) Terms of address are the nouns we use when we refer to or

address certain people.

Examples: Mr. Richard, Ms. Harriet, Doctor Clive, Captain Derek


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(g) Abstract Noun: Abstract nouns are words used for

things that cannot be touched, tasted, heard, smelt or seen.

They are usually names of qualities, actions or states.

EXAMPLES:

Examples (Quality) - Goodness, bravery, honesty.

Examples (Action) - Laughter, theft, hatred.

Examples (Quality) - Childhood, youth, slavery, death.

The names of arts and sciences, like : grammar, chemistry,

music, history, etc. are also abstract nouns. Abstract noun

can be formed from:

Adjectives : kind kindness, brave bravery

Verb : obey obedience, move-movement

Common Nouns: woman womanhood, slave-slavery


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TYPE OF NOUNS IN ENGLISH LANGUAGE: ~

ABSTRACT NOUNS

An abstract noun is a noun that you cannot

sense; it is the name we give to an emotion,

ideal or idea. They have no physical existence,

you can't see, hear, touch, smell or taste them.

The opposite of an abstract noun is a concrete

noun.

Examples: anger, distress, honour, love, fun,

Happiness, shame, pity, danger

COMMON NOUNS

A common noun is a word that

names people, places, things,

or ideas. They are not the

names of a single person,

place or thing.

Examples;

father, husband, nephew

kangroo, zebra, bird, ostrich

book, table, chair, phone

COLLECTIVE NOUN

A collective noun is a noun that is singular in form but refers to a

group of people or things.

Examples:-

Army, fleet, flock, flight, band, bunch, herd, swarm, team,covey, crowd, litter, gang, congregation

PROPER NOUN

Proper nouns (also called

proper names) are the words

which name specific people,

organisations or places. They

always start with a capital

letter.

Examples;-

Hari Raya Haji, the Big Bear,Lake Garden, Australia,Malaysia, Uncle Boy, DoctorAminah
http://www.learnenglish.de/grammar/nounconcrete.htmhttp://www.learnenglish.de/grammar/nounconcrete.htmhttp://www.learnenglish.de/grammar/nounconcrete.htmhttp://www.learnenglish.de/grammar/nounconcrete.htm


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GENDER

OF

NOUNS

NEUTER GENDER NOUNS

are words for things that are not alive Examples: table, chair, etc

COMMON GENDER NOUNS

are nouns that are used for both malesand females.

Cousin, friend, person, child, student, etc.

FEMININE GENDER NOUNS

are words for women, girls and femaleanimals.

girl, women, mother, auntie, sister

MASCULINE GENDER NOUNS

are words for men, boys and maleanimals

Example:- boy, man, father, brother,uncle, etc

THE GENDER OF NOUNS: ~


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DEFINITION OF PRONOUN

We use pronouns to takethe place of nouns. by

using pronouns we cantalk about people of thingwithout naming them.

This helps keep our useof language from

becoming disjointedbecause of too manyrepetition

Without pronouns wewould have to write likethis:

(a) Bill said that Bill

could not come becauseBill's father had notbought

(b) Bill a new pairsneakers

Subject Pronouns

Pronoun used

BEFORE a verb.

Example:

I, you, he, she, it,

we, the .

Objective Pronouns

Pronoun used AFTER

a verb.

Example:

Me, you, him, her,

it, us, them.

1.2 PART OF SPEECH : PRONOUN


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TYPE OF PRONOUNS IN ENGLISH LANGUAGE: ~

PERSONAL PRONOUNS

If a pronoun is the subject or part of the

subject of a sentence, it is in the

nominative case.

Example: she is coming to my house

If a pronoun is the object or indirect object

in a sentence, it is in the objective case.

Example: I am nine years old

We are learning about sharks

Example: I, We, You, He, She, They, It

POSSESSIVE PRONOUNS

Used to show that something belong to

someone, can replace and adjective and a

noun.

Singular plural

Firstperson

mine ours

Secondperson

Yours yours

Third

person

His, hers, its theirs

M name is Nor Bi. Whats theirs

REFLEXIVE AND EMPHASIZING

PRONOUNS

Used as the direct object of a verb, points

back to the subject or the doer of the action

Example: Myself, ourselves, yourself,

yourselves, himself, herself, itself,

themselves.

Example:

(1) Look after yourselves girls. Ill be

back by 6 p.m.

(2) It is not difficult. I think you cando it yourself

(3) She is very creative. She does the

work herself

INDEFINITE PRONOUNS

These pronouns stand for a person, place

or thing which is not particularly defined.

They usually take a singular verb.

Example: is anyone interested in

Football?

Example: other indefinite pronouns are

these:

One, any, each, some, all, none,

nothing, anyone, something,somebody, no one, no body,

everything, everyone, anything,

someone.


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TYPE OF PRONOUNS IN ENGLISH LANGUAGE: ~

DEMONSTRATIVE PRONOUN

These are pronouns that stand for and

point out nouns

Example:

This, that, these, those, such, same,

etc.

DISTRIBUTIVE PRONOUN

These are pronouns that stand for and

point out nouns. Express an

interchangeable or mutual action or

relationship.

Example:

Each, either, neither, etc.

INTERROGATIVE

PRONOUN

These pronouns ask questions.

Example:

Who paid?

What is that?

Other interrogative pronouns are

whom, whose, which.

However, if the word is followed by

a noun, it is not an interrogative

pronoun. It is an interrogative

adjective.

Example:

Where is your pencil box?

Who is hiding behind the

tree?

RELATIVE PRONOUN

These not only take the place of nouns

but also help join sentence. The main

relative pronouns are the following:

Example:

Who, which, that, what, whom,

as, whoever, whichever,

whatever, etc.

Who and whom are used to refer to

people. Who is nominative case

and is used when referring to the

subject of the verb.

Whom is objective case and is

used when referring to the object of

the verb.

Example:

The friend with whom I went to

the park lost his wallet.

Which and that are used to refer to

animals, places, and things.


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FIRST PERSON

The person or persons speaking.

Pronouns are used if we are talkingabout ourselves.

Example:

I, we. I am nine years old.

We are learning aboutsharks.

SECOND PERSON

The person or persons spoken to.

Pronouns are used if we are talkingto someone.

Example: You. Are you going to be long?

THIRD PERSON

The person or persons or thing spoken aboutsomeone or something else.

Example: He, She, They, It.

She was late for school.

They arrived by bus.

Personal Pronouns Used as Subject of

Verbs

(Who? What?)

(The Nominative Case)

First Person:

Second Person:

Third Person:

SINGULAR

I

YouHe

SheIt

PLURAL

We

YouThey

TheyThey

Example:

a. I made a cake.b. We saw a dog.c. You ran fast.d. He went out.e. She read a book.f. It made a noise.g. They sang songs.

Personal Pronouns Used as Objects of

Verbs.

(Who? What?)

(The Objective Case)

First Person:

Second Person:

Third Person:

SINGULAR

MeYou

HimHer

It

PLURAL

UsYou

ThemThem

Them

Example:

a. Give me some money.b. You told us some lies.c. She gave you the

book.d. I told him the story.e. Give her the pen.f. Give it some food.g. We told them

everything.

PERSONAL PRONOUNS

Personal Pronouns Stand For Three Persons


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MASCULINE

GENDER

The masculinegender is used forall males.

Example: he, him,himself

FEMININEGENDER

The masculinegender is used for allfemales.

Example:

She, her, herself

COMMON

GENDER

The commongender is usedwhere the nouncan be both maleand famale.

NEUTER GENDER

The neuter gender isused for things whichhave no life or sex arenot thought of ashaving life or sex.

Example: It (a thing),itself, they, (things),them, themselves

THE GENDER OF PRONOUNS: ~

I, me, myself, you, yourself, it (a child creature, etc.) itself. We, us, ourselves,

yourselves, they, (children, creatures, etc.) them, themselves

Example


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SINGULAR NUMBER PLURAL NUMBER

o I

o You

o Heo She

o It

o Me

o Him

o Her

o Mine

o Yours

o His

o Hers

o Myself

o Yourself

o Himself

o Herself

o Itself

o This

o That

o One

o Who

o Whoseo Whom

o Which

o We

o You

o Theyo They

o They

o Us

o Them

o Them

o Ours

o Yours

o Theirs

o Theirs

o Ourselves

o Yourselves

o Themselves

o Themselves

o Themselves

o These

o Those

o Ones

o Who

o Whoseo Whom

o Which

NUMBER

FOR

PRONOUNS


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Words that tell us about what thingsare and what they have, are knownas Being and Having Verbs.

Example: (Is, are, has, and havecan also act as auxiliary orhelping verbs for doing, thinkingand feeling verbs.

Auxiliary or Helping Verb: Theseare used with main verb,andtogether they form a verb phrase.

Examples: Sam and Mary havebeen writing a song.

1.3 PART OF SPEECH: VERB

Words that express physical body-actions

are know as Doing Verbs.examples: play, draw, dance, slap

Words that express spoken actions areknown as Saying Verbs.

examples: called, talk, spoken, advised

Words that express actions such asideas, thoughts or feeling, which happenmentally, are known as Thinking andFeeling Verbs.

examples: I love my parents.

can you see the board?

DEFINITION OF VERBS

ONE WORD

Example: Maria eats every day.

Joe reads every day.

Daniel studies every day.

MORE THAN ONE WORD

Example:

Alafia is playing tennis.

He was beaten by his father.

She will go tomorrow.

The money has been lost.


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TYPE OF VERBS IN ENGLISH LANGUAGE: ~


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VERB: TO BE

Present Tense (Time): now, every day,always, often, usually, etc.

SINGULAR

(one)

I am

You areHe is

She is

It is

PLURAL

(more than one)

We are

You areThey are

They are

They are

Past Tense (Time): yesterday, last night,last month, last year, etc.

SINGULAR

(one)

I wasYou were

he was

she was

it was

PLURAL

(more than one)

We wereYou were

They were

They were

They were

Future Tense (Time): tomorrow, nextyear, next month, next week, etc.

SINGULAR

(one)

I shall be

You will be

He will be

She will be

It will be

PLURAL

(more than one)

We shall be

You will be

They will be

They will be

They will be

VERB: TO HAVE

Present Tense (Time): now, every day,always, often, usually, etc.

SINGULAR

(one)

I have

You haveHe has

She has

It has

PLURAL

(more than one)

We have

You haveThey have

They have

They have

Past Tense (Time): yesterday, last night,last month, last year, etc.

SINGULAR

(one)

I had

You had

He had

She had

It had

PLURAL

(more than one)

We had

You had

They had

They had

They had

Future Tense (Time): tomorrow, nextyear, next month, next week, etc.

SINGULAR

(one)

I shall have

You will have

He will have

She will have

It will have

PLURAL

(more than one)

We shall have

You will have

They will have

They will have

They will have

AUXILIARY VERBS

The words that helping a verbs.


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VERB


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VERB

FINITE VERBS

o The finite verb is the Verb that changes

with the person and number of the

subject.

o Every sentence must have a finite verb.

o Example:

1. We go to school. (go = finite verb)

He goes to school.

2. They come here every day.

(come = finite verb)

She comes here every day.

3. We do not tell lies. (do = finite verb)He does not tell lies.

INFINITIVE VERBS

o The Infinitive verb is a verb that does

not change with the person and the

number of the subject.

o It also likes a noun because it names,

that is, it names an action. But the

infinitive can take an object. So, the

infinitive can take an object.

o Example:

1. He wants to eat rice.

(to eat = infinitive)

(to eat what? rice)(rice = object)

2. He likes to play football.

(to play = infinitive)

(to play what? football)

(football = object)

3. They like to hearmusic.

(to hear = infinitive)

(to hear what? music)

(music = object)


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They arewords that

describe thequalities of a

noun orpronoun.

An adjective isa word whichqualifies oradds to the

maening of anoun

DEFINITION

OFADJECTIVE

1.4 PART OF SPEECH: ADJECTIVES

DEFINITION OF ADJECTIVE: ~


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TYPE OF ADJECTIVES IN ENGLISH LANGUAGE: ~

.

DESCRIPTIVE

ADJECTIVES

QUANTITIVE

ADJECTIVES

DEMONSTRATIVE

ADJECTIVES

DISTRIBUTIVE

ADJECTIVES

INTERROGATIVE

ADJECTIVES

POSSESSIVE

ADJECTIVES

Are the most common. They are used to

describe, or tell us about the quality of a noun or

pronoun.

Examples: slow, bad, large, beautiful, smart

Indicate number or quantity

Examples: six apples, the second girl,

Two liters of water, all, several, one fourth

(Sometimes called determiners)are used to point

out which noun is being spoken of.

Examples:

This, that, these, those, such

Examples:

Each, every, neither, either

An adjective which asks a question.

Usually comes before a noun. It tells

something more about a noun.

Example:

Which, what, whose, etc.

Which book did you buy?

Are used to show possession. An adjective which shows that something

belongs to a person of thing.

Its shows ownership or possession. It answersthe question, whose?

Example:

My, yours, her, our, his, their, etc.


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He came yesterday. (came = Verb)

(yesterday = adverb)

That is very beautiful. (beautiful = adjective)

(very = adverb)

The rain stopped quite sudden.

(suddenly = adverb)

(quite = adverb)

1.5 PART OF SPEECH : ADVERB

DEFINITION OF ADVERB: ~

Word that adds to the meaning of a

verb, an adjective or another adverb.

It also means word that says something

more about a verb, an adjective oranother adverb.

Examples :


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ADVERBS OF PLACEThese are used to show wheresomething happens.

Example : The teacher asked me to

stand there.

Other example: over, behind, within, near

uphill, yonder, upstairs

ADVERBS OF TIMEThese are used to show when somethinghappens.

Example: He's coming back today

Other examples: now, instantly, never,

already, late, immediately, often, yet.

ADVERBS OF MANNER

These are used to show how somethinghappens.

Example:The lion roared ferociously

Other examples: carefully, angrily, kindly

skillfully, silently, well, urgently, rapidly

INTERROGATIVE ADVERBS

These ask quetions.

Example: Where is Alifah?

Other examples: how, where, when,wither, whence, why

AFFIRMATIVE, NEGATIVE ORMODAL ADVERBS

These adverbs express the negative,agreement or doubt.

Example: Siti is never coming back

Other examples: perhaps, possibly, yes,not at all, no, never.

RELATIVE ADVERB

(WHEN, WHERE, HOW, WHY)

The words are not quetions.

Examples:

He read much

She shouts too now

I am very sorry

TYPE OF ADVERBS IN ENGLISH LANGUAGE: ~


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A Conjunction Can Join Words

Example:

I saw a man and a cat. (Joining two Nouns)

Martha laughed since she found the joke funny. (Joining two Verbs)

You can sleep while I read. (Joining two Adjectives)

He speaks gently and softly. (Joining two Adverbs)

1.6 PART OF SPEECH: CONJUNCTION

DEFINITION OFCONJUNCTION

conjunction are wordsthat are used to join

words or groups of words.

Examples:

And, but, because, since,

if, so, although, before,

until, unless, therefore, or,

yet, for, etc.

A Conjunction Can Phrases

Example:

They started on the journey, full of hope andhappy together.

(Phrases: full of hope; happy together)

A Conjunction Can Sentences

Example:

James is 1.8 metres tall and weighs 80kilograms.

(Sentences: James 1.8 metres tall; james

weighs 80 kilograms)


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and

but

for

noror

so

yet

TYPE OF CONJUNCTIONS IN ENGLISH LANGUAGE:~

There are different types of conjunctions.

1.7 PREPOSITION

(a) Coordinating Conjunctions

They join parts of a sentence that are of similar type and

of equal importance.

Examples:

I love eating chocolates and cookies. (nouns linked)

The boy jumped off the diving board and into the

pool. (two adverbial phrases linked)

I play hockey, but my brother plays cricket.

(two main clauses joined)

The most

common

coordinating

(b) Subordinating Conjunctions

These are used to join a subordinate clause

(adverb clause, adjective clause, noun clause) to

the rest of the sentence.

Examples:

We lost the match because we played badly She is prettier than Maria.

She has been reading since morning.

Some common subordinating

conjunctions are as follows:

After since whenever

Once when because

Until as where

Although than before

Unless wherever

(c) Correlative Conjunctions

These are conjunctions that are used in pairs.

Examples:

She is not only pretty but also tall

Your hair is neither too short nor too long.

He is both tall and handsome.

Conjunctions usually occur between the things they

are joining, but this is not always so. A sentence

can begin with a conjunction:

Example: While in Canada, I visited the waterfall

and picnic spots.

Other correlative conjunctions are as

follows:

Eitheror

Both..and

Not only..but also

Whether..or

Not..but


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The ball is onthe table

(on = Preposition)

(Table = Noun)

The bridge isabove the

river

above = (Preposition)

river = (Noun)

Go alongwith the flow

along = (Preposition)

flow= (Noun)

1.7 PART OF SPEECH: PREPOSITION

DEFINITION OF PREPOSITION: ~

Prepositions are words we use to show the relationship of a noun or a

pronoun to another word in sentence. They can be called placing words

Examples: The boy ran across the track

The cheese is between the bread slices.

The prepositions across and between refer to the nouns the boyand the

cheese respectively. They tell us the relationship between the track and

the boy, and the bread slice and the cheese.

EXAMPLES:

Above,

across

Against

Among

around

Beside until

From upon

Since within

Towards onto

Underneath beyond


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TYPE OF PREPOSITIONS IN ENGLISH LANGUAGE:~

PREPOSITION

SIMPLE PREPOSITION

-Word of only one syllable

-at, down, by, from, for, in,like, of, off, on, per, to, up,with, plus, save, etc.

COMPOUND PREPOSITION

-Word of two or more syllable andis usually made up of two or moreword or is formed by prefixing andsuffixing.

-about, above, across, after,against, among, despite, along, etc.

PARTICIPLE PREPOSITION

-A participle form used with the

force of preposition rather thanwith the force of an adjective,gerund or a verbal noun

-concerning, considering,providing, regarding, etc.

PHRASE PREPOSITION

-A group of two words ormore word

-Because of according to,

as to, by means of, inaccordance with, togetherwith, etc.


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PREPOSITIONS INDICATE

Direction

Joel went to town.

Jerad walked towards me.

Jamie came into our room.

Position

Rahimah sat on the chair.

We live underone roof.

The ticket is in my shirt pocket.

Time

You can meet me at tomorrow night.

Sugi always comes home on time.

I walk around the lake in morning.

By someone

The story was by Susila.

This photo was taken by Lee.

This candy was bought by Sudin.

By Something

Segran sent the letterbyPos Laju.

Sheila went to Penang by bus.

Philip contacted me by telephone.

With Something

Salmah cooked the Maggi with a

bowl.

Santha cut mango with a knife.

With Someone Subri went to England with her sister.

Jacob went to market with Jamal and

Jaibon.

Of Something

He lives in a house ofstone.

We are short ofmoney.

This is a table ofwood.

Quantity Of Something

I gave my wife a bouquet ofroses on

Valentines Day.

I drink one glass ofwater.

Like Someone

She sings like Ziana Zain.

Ramesh Mutu behaves like a

gangster.

Like Something

The wrestler walks like a gorilla.

Sharizam runs like cheetah.

Debora cry like the sound of the cat.


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1.8 PART OF SPEECH: INTERJECTION

DEFINITION OF INTERJECTION: ~

An interjection has no real value in grammar; they are usually spoken, less often written.

Words such as 'Oh', 'Ah', 'Hey', 'Hi', 'Hmmm', and Eh?' are all interjections .

TYPE OF INTERJECTIONS IN ENGLISH LANGUAGE:~

Alas!

Oh!

Hush!

Hurry!

Another Interjection

that usually used are:

Hello!, Bah! Fie!,bravo!, Ha!, Pooh!.

Used to express some sudden feeling.

Usually written with Exclamation mark (!)

It is a sound or noise that people made when they are

excited.


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PART OF SPEECH OF THE

ENGLISH LANGUAGE

2.0 SUB TASK


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Article 1

The Importance of Sports in the Life of a Student

byOllie Cooperwood

Marine Corps Air Station Cherry Point Wrestling Coach

Assistant Wrestling Coach West Carteret High School

The importance of sports in the life of a young student is invaluable and goes much further than the

basic answer that "it keeps kids off the streets." It does in fact keep kids off the streets, but it also instils

lessons that are essential in the life of a student athlete. Sports play a pivotal role in the makeup of a

young athlete, especially in the middle school to high school years where student athletes are much

more mature and mentally developed. Where else can a young, impressionable youth learn values like

discipline, responsibility, self-confidence, sacrifice, and accountability? Television, which may be themost influential tool in the lives of young adults, does not show enough of these qualities, nor is it on

the Internet, or radio. Rather it is up to the parents, teachers, sports teams, clubs, and after school

programs to help mold, develop, and in still these qualities into the lives of student athletes. I believe in

order for this to happen, school sports programs must have a few components in place. The first thing

they need is a good core of coaches that understand the great responsibility that is placed upon their

shoulders to help shape and prepare these student athletes not only in sports, but in their everyday lives.

Yes, I did say coaches, because it is a responsibility that lies on the shoulders of more than one person

and it is going to take more than one person to help lead these student athletes to success.

The second component also involves the coaches: It is the ability to capture the admiration and the trust

of the athletes. This is crucial because if you can capture a person's admiration and trust you can

motivate them to perform at a higher level not only in sports, but also in their own lives. If you can get

the athletes to believe in you and your philosophies you can begin to see significant changes in grades

and behaviour. It all starts with coaches that have a plan and methodology behind the principles they

are teaching. As I said earlier, there is a great responsibility on the coaches to help young student

athletes make a smooth transition into society.

The third and I believe the most crucial of all is the support that comes from the community, and

administration. This is very important because student athletes need to know they are appreciated and

there is no greater way than for the community, booster club, and commissioners/treasurers to show

that appreciation than to get involved in youth athletics. In order to accomplish this it's going to take

investment and the most valuable investments are money and time. The more invested, the better the

results. I can attest that there is no greater investment than the future of our young student athletes.

When these things are in place, I believe student athletes will benefit and the results will be evident not

only on the field, but long after they step off of it
http://homepage.mac.com/gdemarco1/WA/Contributors.htmlhttp://homepage.mac.com/gdemarco1/WA/Contributors.htmlhttp://homepage.mac.com/gdemarco1/WA/Contributors.htmlhttp://homepage.mac.com/gdemarco1/WA/Contributors.html


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Short Stories

The Twins, Tuti and Mimi

Mama Lily has twins, Tuti and Mimi. The twins are very naughty. One day,Mama Lily brings home a muffin. The twins rush to eat the muffin. Then, Mama Lily

cuts the muffin into half. She gives one piece to Tuti and the other piece to Mimi. Both

pieces are of the same size, says Mama Lily.

Thank you, Mama, say Tuti and Mimi. After eating the muffin, Tuti and Mimi go

out to play. Their friends, Zozo and Lala are waiting for them. After playing, they all

rest for a while. I have a piece of bread but its not enough for the four of us, says

Zozo.

I have an idea. Lets cut it into four parts, says Tuti. Its getting dark, Tuti Mimi

quickly rush home. They go straight into the kitchen and see six pieces of cheese on

the table. Feeling hungry, they eat two pieces of cheese. When Mama Lily goes into

the kitchen, she was shocked to see two pieces of cheese missing.

That night, Mama Lily Scolds Tuti and Mimi for eating the cheese without asking

her first. As for punishment, they are only allowed to eat one piece of their favourite

chocolate. The next morning, Mama Lily wakes up early and bakes a cake for Tuti and

Mimi. It is their birthday. Tuti and Mimi wake up from bed and see the cake. Wow!

What a big cake! they say.

Tuti and Mimis friends have arrived. They are very happy, they sing and clap

their hands. Mama Lily cuts the cake into ten pieces. They eat the cake and have so

much fun.

Whiz-kids Moral Series


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ARTICLE 3 / TEXT 3

In still a Love in Learning

Children who have a broad foundation of knowledge and background on a

variety of subjects will find school and learning easier and more interesting

than those who do not. Parents have the privilege and responsibility to

share the world with their children.

Talking with your child about life's everyday experiences will help each of

you understand the others' viewpoints, values, dreams, and interests.

Parents need not only talk, but also listen to their children. Answering

questions, or helping children find the answers, will help your child develop

a sense of value and self-respect.

Many parents think activities such as going to the zoo, museums, or shows

make up for lost time with their children. But, there can be just as much

educational value in everyday activities, such as going to the bank, going

grocery shopping, or doing a project at home. Parents just need to planahead a little to help their child discover the world.


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Here are a few suggestions for activities to enjoy with your child:

Watch news and documentaries on TV.

Rent or buy educational videos.

Visit natural history museums, science museums, art museums, children's

museums, zoos, botanical gardens, and historical sites.

Experience national or state parks and forests. Sign up for a tour.

Read articles in the newspaper, news, and magazines together.

Go to the public library.

Make vacations learning experiences.

Plan "theme" parties that involve some research. For example, an

American Revolution costume party, a play, or a display of inventions of the

time.

The important thing for parents to remember is that they are the most

important teachers in their child's life. Children are born eager to learn, butparents need to help them channel that learning. Talking with children

before, during, and after any activity helps them learn the steps involved in

learning.

This conversation also will improve your communication and in turn, your

relationship with your child. The more you talk with each other, the more

rewarding your conversations will be, and the better you will get to knowyour child.


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ARTICLE 4 / TEXT 4

Monsopiad

The legend of Monsopiad

Legends tell that many centuries ago, a lady named Kizabon was pregnant. She lived in a house with her

husband, Dunggou. On the roof of their house, a sacred Bugang bird made its nest and stayed there

throughout Kizabon's pregnancy.

When the child was about to be born, the Bugang birds hatched as well. The father of the child took the sign as

a good omen and that this was a sign that his newborn son would have special powers. He named his son

Monsopiad. The father paid special care to the birds as well, and whenever his son took a bath, Dunggou

would take the young birds down from their nest to have a bath with his son. When he was done, he laterreturned them to the safety of their nest. This was done diligently until the birds were strong enough to leave

the nest.

The young boy grew up in the village Kuai , where his maternal grandfather was its headman. However, it was

often plundered and attacked by robbers, and due to the lack of warriors in the village, the villagers had to

retreat and hide while the robbers ransacked their homes.

Monsopiad, however, was given special training and he turned out to be an excellent fighter and grew up to

become a warrior. Well-equipped, he vowed to hunt down and fight off the warriors that had terrorized his

village for so long. He will bring back their heads as trophies, he claimed, and hang them from the roof of his

house.

All he wanted in return was a warrior's welcome, where his success will be heralded by the blowing of bamboo

trumpets. In order to prove that he really did as promised, three boys went with him as witnesses.

Just as he promised, Monsopiad's journey to rid his village of the robbers was successful and upon coming

home, he was given a hero's welcome. He was so honored by the welcome that he proclaimed that he will

destroy all of his village's enemies.

Over the years, he soon attained a reputation that no one challenged him. However, Monsopiad's murderous

urges disturbed him and he simply could not stop himself from beheading more people. Very soon, he started

provoking other men into fighting him so that he can behead them.


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With his changed attitude, all the villagers and his friends became afraid of him. Left with no choice, the village

got a group of brave warriors together and they plan to eliminate Monsopiad. Much as they respected

Monospiad for his heroic deeds, yet they had no choice for he had slowly turned into a threat.

One night as planned, the warriors moved in for the kill as Monsopiad was resting in his house. As they

attacked him, he fought back fiercely but realized that he had lost his special powers that were bestowed upon

him by the Bugang bird. He was killed afterwards.

Despite his downfall, the villagers still loved Monsopiad for all that he had done for them. All in all, he collected

42 heads. In honor and memory of a once great warrior, a monument was erected and the village was renamed

after him.


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Page | 37

NOUN ADJECTIVE PRONOUN

Legend

Centuries

Lady

Kizabon

House

Husband

Dunggou

Rooftop

Bugang

Bird

Child

Coincidence

Son

Powers

Monsopiad Father

Care

Birds

Safety

Nest

Practice

Boy

Village

Kuai

Ground Grandfather

Headman

Robbers

Warriors

Villagers

Robbers

Warriors

Grandson

Fighter

Head

Trophies Roof

Success

Bamboo trumpet

Boys

Journey

Enemies

Years

Men

Friends

Group of brave

Plan

Choice

Threat

Strength

Gift

Night

Love

Man Honor

Memory

Monument

Downfall

Attitude

Sign

Bath

Feat

Mistakes

Heads Pregnancy

Things

Order

Many

The

Their

Sacred

This

Good

Newborn

Special

His

Young

Strong

Material

Lack

A

Excellent His

Three

Huge

No

Other

An

One

Heroic

Powerless

Very That

Still

All

Wanted

Respected

His

Whatever

Throughout

Done

Much

Just Welcome

All in all

That

She

There

When

He

Them

Which

While

Where

All

There

Who

Him

Himself

They

His


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Page | 38

2.1 CLASSIFICATION THE DIFFERENT PARTS OF SPEECH FROM TEXT.

2.1.1 TEXT 1: THE IMPORTANCE OF SPORTS IN THE LIFE OF STUDENT.

NOUN ADJECTIVE ADVERB

Importance

Sports

Life Student

Kids

Answer

Streets

Lesson

Athlete

Student

Sports

Role

Make up

School

Discipline

Responsibility

Self-confidence

Sacrifice

Accountability

Television

Tool

Adults

Qualities

Internet Radio

Parent

Teachers

Sports teams

Clubs

Programs

Component

Place

Things

Core Shoulders

Person

Success

Ability

Admiration

Trust Philosophies

Grades

Behavior

Coaches

Transition

Society

Support

Community

Administration

Appreciated

Way

Booster club

Commissioners

Treasurers

Appreciation

Youth

Investment

Investments

Money

Time

Results Future

Benefit

Field

Plan

Principle

Formula

Years

Order

Need

Coach Order

Methodology

The

A

Going Invaluable

Much

Essential

Portal

Middle

High

More mature

Mentally

Impressionable

Most influential

Lives

These

Few

All

Only

Great

Their

Everyday

Ono

Thousand

Crucial Higher

Significant

Smooth

The third

Important

No

Most valuable

The most

That

No greater Much

More

Earlier

Long

Further

Off

Also Especially

Else

Not

Rather

Yes

Very


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Page | 39

VERB PRONOUN PREPOSITION

Is

Goes

keep

Keeps

Instills Are

Play

Can

Learn

Show

After

To help

Develop

To happen

Understand Is places

To help shape

Prepare

Is going

To take

Is

Capture

Motivate

To perform

Have

Are teaching

Said

To help

Make

Cones To show

To get

To accomplish

Going

To take

The better

Invested

To success

To maintain

Lies Have

Developed

Mold

Believe

Say

Involves

Can involved

That

It

Where

Which

This You

Them

There

When

They

Of In Into For

Up to It Behind With From After On At

CONJUCTION INTERJECTION

And

Or

Than

Nor

But

Because

If

-


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Page | 40

2.1.2 TEXT 2: SHORT STORIES: The Twins, Tuti and Mimi

TEXT 2

TYPE OF SPEECH THE WORDS

NOUNS Mama Lily,

PRONOUNS I, You, That, Me, They, Their

VERBS Say,

ADJECTIVES

ADVERBS

PREPOSITIONS

CONJUNCTIONS

INTERJUNCTION Wait!, Wow! What a big cake!


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Page | 41

2.1.3 TEXT 3: In still a Love in Learning


Love

Learning

Children Foundation

Knowledge

Background

Subject

School

Parents

Responsibility

Child

Experiences

Viewpoints Valves

Dreams

Interest

Question

Answers

Sense

Value

Self-respect

Activities

Time

Back Project

Plan

Suggestion

News

Documents

Television

Videos

History museums

Childrens

museums Botanical garden

National

State parks

Forest

Magazines

Public library

Vacations

Research American

Revolution

Costume party

Display

Invasions

A

Broad

Variety The

Their

Your

Everyday

Others

Many

Much

A little

Few

Natural Learning

Some

An

Important

Most important

That

More

Any

Born

Each

Only

Who

Those

Can That

They

Them

This

You


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Page | 42

VERB PREPOSITION ADVERB CONJUCTION

Have

Will find

To share

Talking

Will help

Understand

Need

Talk

Help

Find

Think

Going

To plan

To help

Discover To enjoy

Watch

Rent

Buy

Visit

Sign up

Read

Magazine

Go to

Make

Plan

Is

To remember

Are

To learn

To help

Turn

Helps

Learn

Talk

Will be To know

Instill

Involve

Rewarding

Makeup

Of

On

With

To

Cut

For

In

Before

During

After

Not

Also

As

A head

Here

Together

And

Or

For

But

Then

INTERJECTION

-


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Page | 43

2.1.4 TEXT 4: MONSOPIAD


Legend

Centuries

Lady Kizabon

House

Husband

Dunggou

Rooftop

Bugang

Bird

Child

Coincidence

Son

Powers

Monsopiad

Father

Care

Birds

Safety

Nest

Practice

Boy

Village

Kuai Ground

Grandfather

Headman

Robbers

Warriors

Villagers

Robbers

Warriors

Grandson

Fighter

Head

Trophies

Roof

Success

Bamboo trumpet

Boys

Journey

Enemies Years

Men

Friends

Group of brave

Plan

Choice

Threat

Strength

Gift

Night

Love

Man

Honor

Memory

Monument

Downfall

Attitude

Sign

Bath

Feat

Mistakes Heads

Pregnancy

Things

Order

Many

The

Their Sacred

This

Good

Newborn

Special

His

Young

Strong

Material

Lack

A

Excellent

His

Three

Huge

No

Other

An

One

Heroic

Powerless Very

That

Still

All

Wanted

Respected

His

Whatever

Throughout

Done

Much

Just

Welcome

All in all

That

She

There When

He

Them

Which

While

Where

All

There

Who

Him Himself

They

His


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Page | 44

VERB PREPOSITION ADVERB

Told

Was pregnant

Made

Was To be born

Hatched

Looked

Named

Paid

Took

Take

Down

To have

Was done

Were

To leave

Grew up

Attacked

Has to retreat

Hide

Ransacked

Were

Was given

Turned out

To become To hunted down

Fight off

Had terrorized

Bring back

Clamed

Hang

Return

Was

Will be

Went

To rid

Coming home

Proclaimed

Will destroy

To challenge

To kill

Could not stop

Stored

Fighting

Behead Became

Had

Turned

Planned

Fought back

Had lost

Was left

Forgave

Renamed

Is

Returned

Had gotten

Would have

Got

Have

In

With

On

Until Of

For

That

From

By

Into

With

Despite

After

Ago

As well

As

Later However

Often

But

As

Really

Soon

Very soon

So that

Slowly

Upon


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Page | 45

3.0 REFLECTION

First and foremost, I feel grateful to God for His blessing and I finally can complete this

task successfully. This is the first coursework I do for this subject. This is a new

experience for me. During accomplishing this coursework, I had to face many obstacles,

really challenging obstacles but I received a heart pleased and think this is a new

challenge in my life.

When I got this task from lecturer, I did not understand single things about the

task. I am confused on how to start doing this coursework. Fortunately, when we are

given further explanation from lecturer, I became clear about what I am going to do.

Besides, I also went for collaboration with my friends to add on other information.

Once our lecturer briefed on this assignment, I continue to take an action to find

information regarding on a given topic. I am very short of time in completing this taskbecause of overlap with other tasks. Therefore, I am trying to solve this problem by

visiting the campus library to find references material about descriptive writing.

Besides, I had collected all the relevant materials from internet and certain parts

from several writing books. From what I have collected, I print out all of them and then

start to highlight the main and important points and present the points in the form of

graphic organizers.

I had also to spend some of my money to complete this task. For instance, I had to

buy printer to print out all the materials as well as my complete coursework.

Many things and new knowledge I learnt through this coursework. Before this, I

never concern on how to write descriptive essay, tips to write descriptive essay and

even characteristics of good descriptive essay. I am just doing my essay without

thinking much about this. Through this task, I was aware and realised that it was very

important to me and hopes that I can write better after this.

Finally, once again I am grateful to be able to settle and submit this task on time.

There are many moral values that I get through this task. This experience has taught

me the meaning of independence; appreciate our most precious time and so on. Thank

you.


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Page | 46

4.0 REFERENCES

4.1 BOOK(S)

Azar, B. S. (1992). Fundamentals Of English Grammar. New York: 2nd.

Michail. (2006). Speed up your Grammar. Kuala Lumpur, Malaysia: AR-RISALAH PRODUCT

Sdn Bhd.

Nor Bi Abd Rahman. (2011). Simple English, A practical Grammar Workbook. Shah Alam,

Selangor, Malaysia: Grup Buku Karangkraf Sdn.Bhd.

Amy ainuddin, Latifah Wahab. (2012). Basic Grammar. Universiti Malaya. Selangor, Malaysia:

Penerbitan IMT Sdn.Bhd.

Sidney Greenbaum / Randolph Quirk. (2007). A Student's Grammar Of The English Language.

Edinburgh, England: Pearson Education Limited.

None. Whiz-kids Moral series. Selangor, Malaysia: Little Sun Sdn. Bhd.

4.2 WEBSITE(S)

Author, N. (2012, February 27). The Borneo Post. Retrieved February 27, 2012, from

http://www.theborneopost.com/

NONE. (2010). uottawa academic. Retrieved February 24, 2012, from uottawa Web site:

http://www.uottawa.ca.html

NONE. (2011). English Language Guide ( Grammar ). Retrieved February 24, 2012, from ASP

Web site:http://www.englishlanguageguide.com

http://homepage.mac.com/gdemarco1/WA/ImportantSports.html

http://en.wikipedia.org/wiki/Monsopiad

http://urbanext.illinois.edu/succeed/lovelearn.cfm
http://www.theborneopost.com/http://www.theborneopost.com/http://www.uottawa.ca.html/http://www.uottawa.ca.html/http://www.englishlanguageguide.com/http://www.englishlanguageguide.com/http://homepage.mac.com/gdemarco1/WA/ImportantSports.htmlhttp://en.wikipedia.org/wiki/Monsopiadhttp://en.wikipedia.org/wiki/Monsopiadhttp://urbanext.illinois.edu/succeed/lovelearn.cfmhttp://urbanext.illinois.edu/succeed/lovelearn.cfmhttp://urbanext.illinois.edu/succeed/lovelearn.cfmhttp://en.wikipedia.org/wiki/Monsopiadhttp://homepage.mac.com/gdemarco1/WA/ImportantSports.htmlhttp://www.englishlanguageguide.com/http://www.uottawa.ca.html/http://www.theborneopost.com/


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COLLABORATION FORM

NAME : NORALIFAH BINTI PARMIN

IC NUMBER : 821023-12-5884

OPTION : PPISMP SEJARAH ( GSTT ) DEC 2011

DATE DISCUSSION REMARKS SIGNATURE

06/03/2012 Short briefing on the

coursework given.

(MADAM NORA)

06/03/2012 Discussion on the

identification and

classification of the

different parts of

speech. (MADAM NORA)

06/03/2012 Discussion on theselection of the

articles.(MADAM NORA)

07/03/2012

Discussion on the

types of the different

parts of the speech

based on the

articles.


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