This document provides a summary of grammar concepts covered in a verbal ability notes reviewer. It begins with an overview of the professional and sub-professional civil service exam coverage for English and Filipino, including vocabulary, grammar, paragraph organization, reading comprehension, analogy, logic, and numerical reasoning. The specific grammar concepts that will be covered in the reviewer are then listed, including nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. Sample analogy and sentence completion exercises are provided to illustrate each grammar concept.
English 6 dlp 39 inferring different outcomesEDITHA HONRADEZ
ENGLISH ENGLISH
6
Module 39
A DepEd-BEAM Distance Learning Program supported by the Australian Agency for International Development
INFERRING DIFFERENT OUTCOMES
English 6 dlp 39 inferring different outcomesEDITHA HONRADEZ
ENGLISH ENGLISH
6
Module 39
A DepEd-BEAM Distance Learning Program supported by the Australian Agency for International Development
INFERRING DIFFERENT OUTCOMES
Workshop 4 Making Grammar Instruction Meaningful and EnjoyableMaryna Tsehelska
How is English grammar acquired? Should we teach all English tenses at once or study them separately? Why do our students know grammar rules but make lots of grammar mistakes in writing and speaking? What is more important – a clear explanation or meaningful revision?
These are just a few questions I’m going to answer while sharing my personal observations and beliefs about grammar teaching and learning.
Key points:
1. A short discussion about popular ways of teaching grammar.
2. Stages of grammar acquisition.
3. Teaching English tenses.
4. The power of paraphrasing.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. (Verbal Ability Notes)
-Grammar-
CSE Coverage for Professional Level & Sub-Professional Levels
In English and Filipino:
Vocabulary (Prof. & Subprof.)
Grammar & Correct Usage (Prof. & Subprof.)
Paragraph Organization (Prof. & Subprof.)
Reading Comprehension (Prof. & Subprof.)
Analogy (Prof. only)
Logic (Prof. only)
Numerical Reasoning (Prof. & Subprof.)
Spelling (Subprof. Only)
Clerical Operations (Subprof. only)
General Information on:
Philippine Constitution
Code of Conduct & Ethical Standards for Public Officials & Employees
Peace & Human Rights Issues & Concepts
Environment Management & Protection
Coverage of this CSE Reviewer:
Vocabulary 1. Nouns
Vocabulary 2. Pronouns
Vocabulary 3. Adjectives
Vocabulary 4. Verbs
Vocabulary 5. Adverbs
Vocabulary 6. Prepositions
Vocabulary 7. Conjunctions
Vocabulary 8. Interjections
Vocabulary 9: Word Determination
Vocabulary 10: SVA & Correct Usage
2
3. Analogy:
1. Jojo: Makati :: Rody: ________
2. teacher: neuter :: education: ________
3. rooms: count :: classroom: ________
4. sugar: mass :: money: ________
5. Miriam: book :: Grace: ________
Sentence Completion:
1. ________ is a system of government Pres. Duterte wants for the Philippines.
2. ________ is the highest female tone.
3. ________is a brilliant senator known for her picking-up lines.
4. ________is a warrior woman.
5. ________ is the birthplace or motherland of the author of this reviewer.
Grammar 1. Nouns
3
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.1.
4. Analogy:
1. Jojo: Makati :: Rody: Davao
2. teacher: neuter :: education: common
3. rooms: count :: classroom: compound
4. sugar: mass :: money: count
5. Miriam: book :: Grace: film
Sentence Completion:
1. Federalism is a system of government Pres. Duterte wants for the Philippines.
2. Soprano is the highest female tone.
3. Miriam is a brilliant senator known for her picking-up lines.
4. Amazon is a warrior woman.
5. Makati is the birthplace or motherland of the author of this reviewer.
Grammar 1. Nouns
4
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.1.
5. Analogy:
1. who: interrogative :: somebody: ________
2. I: nominative :: her: ________
3. this: near :: that: ________
4. her: third person :: you: ________
5. them:objective :: yours: ________
Sentence Completion:
1. ________ bird up there was my per before.
2. I am telling you. This reward is for you. It’s ________.
3. To ________ it may concern,
4. I’m still alive. Believe it. This is ________.
5. The book I have in my hand is mine. ________ is mine.
Grammar 2. Pronouns
5
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.2.
6. Analogy:
1. who: interrogative :: somebody: indefinite
2. I: nominative :: his: possessive
3. this: near :: that: far
4. her: third person :: you: second person
5. them: objective :: yours: possessive
Sentence Completion:
1. That bird up there was my per before.
2. I am telling you. This reward is for you. It’s yours.
3. To whom it may concern,
4. I’m still alive. Believe it. This is me.
5. The book I have in my hand is mine. This is mine.
Grammar 2. Pronouns
6
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.2.
7. Analogy:
1. far: near :: high: ________
2. round: shape :: rough: ________
3. good: better :: bad: ________
4. good: quality :: bad: ________
5. big: size :: high: ________
Sentence Completion:
1. How ________ is Dumarao from Dao?
2. ________ people attended their rally. They filled the whole stadium.
3. Mike is the ________ adorable guy in their group.
4. I am 5’6” tall. What about you? What is your ________?
5. Your face is bombarded with pimples. It is reddish and ________.
Grammar 3. Adjectives
7
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.3.
8. Analogy:
1. far: near :: high: low
2. round: shape :: rough: texture
3. good: better :: bad: worse
4. good: quality :: bad: quality
5. big: size :: high: height
Sentence Completion:
1. How far is Dumarao from Dao?
2. Many people attended their rally. They filled the whole stadium.
3. Mike is the most adorable guy in their group.
4. I am 5’6” tall. What about you? What is your height?
5. Your face is bombarded with pimples. It is reddish and rough.
Grammar 3. Adjectives
8
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.3.
9. Analogy:
1. is: are :: was: ________
2. is: past :: will: ________
3. is: linking :: will: ________
4. see: seen :: speak: ________
5. see: present :: speak: ________
Sentence Completion:
1. Bernphine was done speaking. He had ________.
2. Eric was an excellent speaker & actor. He spoke & ________ well.
3. Lesther was obviously the _______ of them all. He deserved to be the winner.
4. They ________ going to watch us.
5. Gosh! What ________ they do to the results? They miscounted it.
Grammar 4. Verbs
9
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.4.
10. Analogy:
1. is: are :: was: were
2. is: past :: will: future
3. is: linking :: will: auxiliary
4. see: seen :: do: done
5. see: present :: speak: present
Sentence Completion:
1. Bernphine was done speaking. He had spoken.
2. Eric was an excellent speaker & actor. He spoke & acted well.
3. Lesther was obviously the best of them all. He deserved to be the winner.
4. They are going to watch us.
5. Gosh! What did they do to the results? They miscounted it.
Grammar 4. Verbs
10
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.4.
11. Analogy:
1. weekly: Adverb of ________
2. here: there :: inside: ________
3. easily: Adverb of ________
4. carelessly: carefully :: ________: thoughtfully
5. nay: negation :: certainly:________
Sentence Completion:
1. The ball fell from upstairs. It is now ________.
2. He is innocent. He is ________ the culprit.
3. I want to feel the breeze ________ the sea.
4. It’s 9 am. It’s 9 o’clock in the ________.
5. Do not despair. Think ________.
Grammar 5. Adverbs
11
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.5.
12. Analogy:
1. weekly: Adverb of Frequency
2. here: there :: inside: outside
3. easily: Adverb of Manner
4. carelessly: carefully :: thoughtlessly: thoughtfully
5. nay: negation :: certainly: affirmation
Sentence Completion:
1. The ball fell from upstairs. It is now downstairs.
2. He is innocent. He is not the culprit.
3. I want to feel the breeze alongside the sea.
4. It’s 9 am. It’s 9 o’clock in the morning.
5. Do not despair. Think positively.
Grammar 5. Adverbs
12
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.5.
13. Analogy:
1. before: ________: above: under
2. before: time :: above: ________
3. during: time :: through: ________
4. outward: motion :: below: ________
5. before: after :: from: ________
Sentence Completion:
1. I feel comfortable ________ home.
2. Do not try to bribe me. I do not accept gifts ________ the table.
3. Send this letter I made for him. Tell him it’s ________ me.
4. That commentator is rude. She is trying to hit ________ the belt.
5. You have to pass ________ the eye of the needle before getting what you desire.
Grammar 6. Preposition
13
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.6.
14. Analogy:
1. before: after:: above: under
2. before: time :: above: place
3. during: time :: through: motion
4. outward: motion :: below: place
5. before: after :: from: to
Sentence Completion:
1. I feel comfortable at home.
2. Do not try to bribe me. I do not accept gifts under the table.
3. Send this letter I made for him. Tell him it’s from me.
4. That commentator is rude. She is trying to hit below the belt.
5. You have to pass through the eye of the needle before getting what you desire.
Grammar 6. Preposition
14
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.6.
15. Analogy:
1. and: coordinating :: therefore: ________
2. however: conjunctive :: so that: ________
3. because: subordinating :: but: ________
4. or: coordinating :: either-or: _______
5. both-and: correlative :: indeed: ________
Sentence Completion:
1. I have to go to the dentist ________ my tooth has a problem.
2. I have to go to the dentist ________ my tooth will be treated.
3. I have to go to the dentist, ________ I don’t want to.
4. I have to go to the dentist; ________ I need money.
5. I have to go to the dentist ________ after which buy medicine.
Grammar 7. Conjunction
15
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.7.
16. Analogy:
1. and: coordinating :: therefore: conjunctive
2. however: conjunctive :: so that: subordinating
3. because: subordinating :: but: coordinating
4. or: coordinating :: either-or: correlative
5. both-and: correlative :: indeed: conjunctive
Sentence Completion:
1. I have to go to the dentist because my tooth has a problem.
2. I have to go to the dentist so that my tooth will be treated.
3. I have to go to the dentist, but I don’t want to.
4. I have to go to the dentist while the dentist is there.
5. I have to go to the dentist; therefore/however I need money.
Grammar 7. Conjunction
16
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.7.
17. Analogy:
1. Ew!: disgust :: Wow!: ________
2. Alas!: negative :: At last!: ________
3. Hurray!: positive :: Damn!: ________
4. Shit!: disgust :: Gosh!: ________
5. Yikes!: negative :: Bravo!: ________
Sentence Completion:
1. ________! After long years of captivity, we’re free!
2. ________! What a splendid performance!
3. ________! The Prodigal Son of Makati has returned!
4. ________! Can you please wipe your nose.
5. ________! They’re stopping me.
Grammar 8. Interjection
17
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.8.
18. Analogy:
1. Ew!: disgust :: Wow!: surprise
2. Alas!: negative :: At last!: positive
3. Hurray!: positive :: Damn!: negative
4. Shit!: disgust :: Gosh!: surprise
5. Yikes!: negative :: Bravo!: positive
Sentence Completion:
1. At last! After long years of captivity, we’re free!
2. Bravo! What a splendid performance!
3. Behold! The Prodigal Son of Makati has returned!
4. Ew/Yikes/Yuck! Can you please wipe your nose.
5. Shit/Damn! They’re stopping me.
Grammar 8. Interjection
18
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.8.
19. Determine what part of speech best suit the following words:
1. in 26. will
2. Ouch 27. red
3. you 28. will do
4. At last 29. but
5. carelessly 30. Federalism
6. teacher 31. by
7. best 32. shall
8. speak 33. everyone
9. and 34. may
10. downstairs 35. certainly
11. on 36. cluster
12. money 37. huge
13. us 38. driven
14. Behold 39. because
15. night 40. not
16. Bravo 41. to
17. many 42. campaign
18. fiancé 43. ours
19. or 44. might
20. never 45. easily
21. at 46. am
22. Hurray 47. bright
23. there 48. victory
24. ball 49. so that
25. thoughtlessly 50. tomorrow
Grammar 9. Word Determination
19
(Verbal Ability Notes)
-Grammar-
Note: Refer to VAN 1.1 to VAN 1.8.
21. Subject-Verb Agreement:
1. Somebody (is, are, will) going to help you.
2. Some (is, are, will) listening to you.
3. That strong boy (is, will, has) fit to the contest.
4. The strong (is, are, must) always powerful.
5. Either his face or his abs (is, are, have) attractive.
Correct Usage:
1. I want to (adapt, adopt) a kitten.
2. There is a communication gap (between, among) the couple.
3. You do not compare me (to, with) him. He’s a man. I’m not.
4. I feel (good, well) being with my Juan & only.
5. I’ve suffered long enough here.. I want to (emigrate, immigrate) to my promised land.
Grammar 10. SVA & Correct Usage
21
(Verbal Ability Notes)
-Grammar-
Note: Refer to GEN Eng. 2.2. & Eng. 2.3.
22. Subject-Verb Agreement:
1. Somebody (is, are, will) going to help you.
2. Some (is, are, will) listening to you.
3. That strong boy (is, will, has) fit to the contest.
4. The strong (is, are, must) always powerful.
5. Either his face or his abs (is, are, have) attractive.
Correct Usage:
1. I want to (adapt, adopt) a kitten.
2. There is a communication gap (between, among) the couple.
3. You do not compare me (to, with) him. He’s a man. I’m not.
4. I feel (good, well) being with my Juan & only.
5. I’ve suffered long enough here. I want to (emigrate, immigrate) to my promised land.
Grammar 10. SVA & Correct Usage
22
(Verbal Ability Notes)
-Grammar-
Note: Refer to GEN Eng. 2.2. & Eng. 2.3.
23. (Verbal Ability Notes)
-Grammar-
The VAN Series:
Vocabulary
Talasalitaan
Grammar
Balarila
Paragraph
Talata
Reading
Pagbasa
***
The 8/8 Series:
General Education Notes (GEN)
Verbal Ability Notes (VAN)
Math Ability Notes (MAN)
Social Issues Notes (SIN)
Social Science Notes (SSN)
World History Notes (WHN)
Broad. Comm. Notes (BCN)
Prof. Education Notes (PEN)
23
24. “...a systematic, organized & stylish way to
study Grammar...”
24
(Verbal Ability Notes)
-Grammar-
At timesof distress...
weneed SOS...
“I will spread my teachings like a prophecy
And the next generations shall learn of 8.”
-Sirach 24:33
By:
Jose Radin L. Garduque
Published & Posted in:
Slideshare & Facebook
