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.
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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
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