This document provides rules for determining whether to use a singular or plural verb with compound subjects. It addresses situations involving subjects joined by and, or, either/or, neither/nor. It also covers pronouns, collective nouns, subjects separated from verbs, and subjects involving portions or numbers. Examples are provided to illustrate the rules.
ENGLISH 5 PPT Q3 W3 - Infer The Meaning Of Unfamiliar Word Based On The Given...MaryGraceRafaga3
Here is the guided practice activity with the problems and solutions filled in:
Passage Problem Solution
1. Jonh didn’t know what to take to He asked his mother for an idea. She suggested to take the ribbon his dog won at the pet parade.
2. Emily knew she needed money to buy a new notebook for school. She asked her neighbor if she could babysit for some extra money.
The story is about a mouse who accidentally wakes up a sleeping lion after wandering in the forest. The lion spares the mouse from being eaten. Later, the lion gets trapped and calls for help from the mouse. The mouse agrees to help the lion because the lion had spared its life before. The mouse gnaws through the ropes and helps free the lion, repaying the lion's earlier kindness. From then on, the mouse and lion become good friends.
K TO 12 GRADE 1 LEARNING MATERIAL IN ENGLISH (Q3-Q4)LiGhT ArOhL
This document contains a table of contents for activity sheets and worksheets for English lessons for Grade 1 students. It lists the units, weeks, and days that the activities correspond to. The activities cover topics like colors, parts of the body, places, events, action words, arranging sequences, cause and effect, predicting outcomes, and identifying problems and solutions. Samples of the worksheets are provided, which include spaces for students' names, dates, and instructions for coloring, cutting, pasting and arranging pictures or writing words and sentences. The document also lists the source and year of the materials.
This document appears to be teaching materials for a Grade 1 lesson on using the terms "live in", "live on", and "live at" correctly. It includes objectives, examples, drills, a dialogue practice, and evaluation questions. The key points are:
- "Live in" is used to refer to a city, province, barangay, or town.
- "Live on" refers to a street, boulevard, or avenue.
- "Live at" includes the specific address like a street number.
- Students are provided examples and exercises to practice using these terms correctly in sentences about addresses.
This document discusses teaching children about nutrition and eating a balanced diet. It includes standards, learning competencies, and questions about nutrition. It introduces a story about two friends, Jimbo who eats healthy and feels good, and Berto who eats unhealthy and feels sick. Students are asked to group foods into categories of "Go, Grow, and Glow Foods" and identify foods that fit into each group. Overall, the document provides materials to educate children on the importance of good nutrition.
The class rules document outlines expectations for student behavior which include coming to class every day and on time, respecting others, only speaking English, bringing required materials, taking care of the classroom, not eating, drinking or chewing gum, turning off cell phones, being quiet, raising your hand to speak, doing homework and studying daily.
The document discusses common English greetings and provides context on their formality and appropriate usage. "Hello" is the safest greeting for formal and informal situations. "Hi" is less formal but can still be used in both contexts. "Howdy" is an informal southern greeting, while "What's up?" and "How's it going?" are casual ways for friends to greet each other. "Good morning", "Good afternoon", and "Good evening" can all be used formally and informally according to the time of day.
ENGLISH 5 PPT Q3 W3 - Infer The Meaning Of Unfamiliar Word Based On The Given...MaryGraceRafaga3
Here is the guided practice activity with the problems and solutions filled in:
Passage Problem Solution
1. Jonh didn’t know what to take to He asked his mother for an idea. She suggested to take the ribbon his dog won at the pet parade.
2. Emily knew she needed money to buy a new notebook for school. She asked her neighbor if she could babysit for some extra money.
The story is about a mouse who accidentally wakes up a sleeping lion after wandering in the forest. The lion spares the mouse from being eaten. Later, the lion gets trapped and calls for help from the mouse. The mouse agrees to help the lion because the lion had spared its life before. The mouse gnaws through the ropes and helps free the lion, repaying the lion's earlier kindness. From then on, the mouse and lion become good friends.
K TO 12 GRADE 1 LEARNING MATERIAL IN ENGLISH (Q3-Q4)LiGhT ArOhL
This document contains a table of contents for activity sheets and worksheets for English lessons for Grade 1 students. It lists the units, weeks, and days that the activities correspond to. The activities cover topics like colors, parts of the body, places, events, action words, arranging sequences, cause and effect, predicting outcomes, and identifying problems and solutions. Samples of the worksheets are provided, which include spaces for students' names, dates, and instructions for coloring, cutting, pasting and arranging pictures or writing words and sentences. The document also lists the source and year of the materials.
This document appears to be teaching materials for a Grade 1 lesson on using the terms "live in", "live on", and "live at" correctly. It includes objectives, examples, drills, a dialogue practice, and evaluation questions. The key points are:
- "Live in" is used to refer to a city, province, barangay, or town.
- "Live on" refers to a street, boulevard, or avenue.
- "Live at" includes the specific address like a street number.
- Students are provided examples and exercises to practice using these terms correctly in sentences about addresses.
This document discusses teaching children about nutrition and eating a balanced diet. It includes standards, learning competencies, and questions about nutrition. It introduces a story about two friends, Jimbo who eats healthy and feels good, and Berto who eats unhealthy and feels sick. Students are asked to group foods into categories of "Go, Grow, and Glow Foods" and identify foods that fit into each group. Overall, the document provides materials to educate children on the importance of good nutrition.
The class rules document outlines expectations for student behavior which include coming to class every day and on time, respecting others, only speaking English, bringing required materials, taking care of the classroom, not eating, drinking or chewing gum, turning off cell phones, being quiet, raising your hand to speak, doing homework and studying daily.
The document discusses common English greetings and provides context on their formality and appropriate usage. "Hello" is the safest greeting for formal and informal situations. "Hi" is less formal but can still be used in both contexts. "Howdy" is an informal southern greeting, while "What's up?" and "How's it going?" are casual ways for friends to greet each other. "Good morning", "Good afternoon", and "Good evening" can all be used formally and informally according to the time of day.
1. The document discusses the properties of solutions including solutes, solvents, electrolytes, and non-electrolytes. Solutions are homogeneous mixtures of substances where one substance is in smaller amounts (solute) and the other is the continuous liquid medium (solvent).
2. The document also covers acid-base reactions and redox reactions that occur in aqueous solutions including precipitation, acid-base, and redox reactions. Precipitation reactions form insoluble products. Acid-base reactions involve proton transfer and redox reactions involve electron transfer.
3. Oxidation states and oxidation numbers are discussed as well as rules for determining oxidation numbers of elements in compounds. Redox reactions involve oxidation, where electrons
This document provides common greetings, farewells, and introductions in English. It lists greetings like "Hello!", "Hi!", and "Good Morning/Afternoon/Evening!" as well as farewells such as "Good Night!" and "Goodbye!". It also gives examples of introducing oneself such as responding to "What's your name?" with "My name is Mickey Mouse" and responding to "How are you today?" with answers like "I'm fine", "I'm so-so", or "I'm not very well."
The document discusses negation of modal auxiliaries in English sentences. It explains that negation of an auxiliary focuses the negation on the auxiliary meaning, leaving the main verb positive, while negation of the main verb focuses the negation on the verb. It provides examples of sentences with different modal auxiliaries like can, may, shall, will, must, needn't and oughtn't used in both auxiliary and main verb negation.
Formal and Informal Greeting ExpressionsDoc'Langues
This document provides common English greetings organized into three categories: informal greetings like "Hi" and "Hello", greetings for someone you know well like "What's up?" and "What's new?", and formal greetings such as "Good morning" and "Good afternoon." It introduces basic English vocabulary for greetings in different situations.
Week 5 syntactic and semantic role of clause elements (with key)Pham Van van Dinh
The document discusses the syntactic and semantic roles of clause elements in English clauses, including subjects, objects, and complements. It provides examples and explanations of different types of subjects and objects, such as agentive subjects, affected subjects, locative objects, and recipient objects. It also discusses the semantic roles that complements can take, such as current attributes and resulting attributes.
This document provides examples of words for each letter of the English alphabet to demonstrate the sounds associated with that letter. It lists 3 words for each letter from A to Z, showing how the letter is pronounced in each word. The purpose is to teach the English alphabet pronunciation from ABC to XYZ.
This document provides examples of greetings and introductions in both formal and informal contexts. It begins with tables showing common formal and informal greetings and potential responses. Example conversations then demonstrate greetings between friends, when meeting someone for the first time, and introducing oneself or others. The document concludes with additional common phrases for greetings and introductions and suggests practicing similar conversations in pairs.
The document discusses the basic elements and patterns of sentences in English. It defines subjects, predicates, direct objects, indirect objects, and different types of verbs and complements. It provides examples of different sentence patterns including subject-intransitive verb, subject-transitive verb-direct object, subject-linking verb-subject complement, and subject-transitive verb-indirect object-direct object.
This document contains a series of questions asking for personal information such as the respondent's name, age, family, school, hobbies, likes and dislikes, career and travel preferences. It inquires about topics like the respondent's parents' jobs, favorite food, sport, subject in school, month, drink, movies, and place in their country they find most beautiful. The questions are meant to learn more about the respondent on a personal level.
The document outlines 17 rules for subject-verb agreement in English:
1. Singular subjects require singular verbs and plural subjects require plural verbs.
2. Indefinite pronouns like "anyone" are always singular.
3. Indefinite pronouns like "all" can be singular or plural depending on context.
4. The pronoun "none" can be singular or plural depending on other context clues.
The document discusses varying sentence structure to make writing more interesting. It provides examples of simple sentences with one clause, compound sentences with two independent clauses joined with coordinating conjunctions or semicolons, and complex sentences with one independent and one dependent clause. The second paragraph is more effective because it uses a variety of sentence structures including compound and complex sentences rather than just simple sentences.
The Noun Phrase - Power up your description - Writing skillsKinga Brady
A three-part teaching material about powering up description, making writing effective with understanding the use of expanded noun phrases - some pages have timed elements and other animation; it is best to download it and watch it in slideshow mode
Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
Alphabet is a collection of companies w/c Google as the largest and its parent company. It focuses on prospering businesses through strong leadership. It offer opportunites by having a wide range of portfolios that hold several industries.
This document defines and provides examples of different types of verbs including action verbs, linking verbs, and helping/main verbs. It explains that action verbs show action by the subject, linking verbs connect the subject to the predicate, and helping verbs assist the main verb. Several sentences are then provided and the reader is asked to identify the verb and its type in each sentence.
The document outlines 15 rules for subject-verb agreement in English grammar. Some key points covered include:
- Singular subjects take singular verbs and plural subjects take plural verbs
- Intervening expressions between the subject and verb do not affect agreement
- Compound subjects joined by "and" are plural, while those preceded by "each", "every", or "no" are singular
- Verbs agree with the subject closer to it if subjects are joined by "or" or "nor"
- Collective nouns can be singular or plural depending on whether the group is treated as a unit or individuals
- Measurements and fractions use singular verbs
- Pronouns like "who", "which
This document provides 15 rules for determining whether to use a singular or plural verb with different subject types in the English language. Some of the key rules covered include: using a singular verb with subjects connected by "or" or "nor"; ignoring prepositional phrases when determining the verb; "none" can be both singular and plural; collective nouns like "staff" can take either a singular or plural verb depending on whether the group is acting as a unit or individuals; and pronouns like "who" or "which" take the number of the noun immediately preceding them. The document aims to clearly explain the various rules in order to help the reader properly select singular or plural verbs to match subjects.
This document discusses subject-verb agreement in English grammar. It provides examples of how to make verbs agree with singular and plural subjects, irregular verbs, tips for agreement with subjects ending in S, and how verbs should agree with compound subjects joined by and or or. Intervening phrases, indefinite pronouns, and third person singular are also covered. Examples are given throughout to illustrate proper subject-verb agreement.
This document discusses subject-verb agreement in English grammar. It provides examples of how to make verbs agree with singular and plural subjects, irregular verbs, tips for agreement with subjects that end in "s", and how to determine agreement when subjects are joined by "and", "or", or intervening phrases. It also addresses agreement with third person singular subjects and indefinite pronouns. The document includes examples to choose the correct verb form.
The document provides guidance on subject-verb agreement in English sentences. It discusses how the verb must agree with the subject in number - singular verbs for singular subjects and plural verbs for plural subjects. It covers various rules and exceptions, such as collective nouns taking singular verbs, pronouns like "each" and "none" that can be singular or plural, and how prepositional phrases do not affect the verb. Examples are given to illustrate each rule of subject-verb agreement.
The document outlines 15 rules for subject-verb agreement in English grammar. It provides examples for each rule to illustrate when a singular or plural verb should be used to match the subject. The rules cover topics such as compound subjects, collective nouns, measurements, indefinite pronouns, and the pronouns that follow linking verbs like "is" and "are". Practice questions with answers are included to help readers apply each rule.
This document discusses subject-verb agreement and provides examples of how to identify the subject and select the correct verb form to match the subject. It addresses several types of subjects including singular and plural, compound subjects, collective nouns, and subjects preceded by prepositional phrases. Practice exercises with answers are provided to help the reader identify subjects and select the correct verb form.
Subject Verb Agreement prepared by Rajni Jain J.N.V Sirohi (Raj.)RajniJain23
This document provides information on subject-verb agreement in English grammar. It defines the subject and verb of a sentence. It discusses the rules for singular and plural verbs including how helping verbs and verbs ending in "s" indicate singular or plural. Exceptions are covered such as how "you" takes a plural verb. The rules for subjects joined by "and", "as well as", "either/or", and "neither/nor" are explained. Special cases like indefinite pronouns, collective nouns, and sentences beginning with "there/here" are also summarized. An exercise with answers provides examples of applying these subject-verb agreement rules.
Subject-verb agreement rules dictate that:
1. Singular subjects require a singular verb form while plural subjects require a plural verb form.
2. When subjects are joined by "and", they take a plural verb form unless the subjects themselves are already plural.
3. Irregular plural nouns like "children" and "oxen" still follow subject-verb agreement rules.
Expressions of time, money, weight or volume take singular verb forms even though they are plural in form. Proper identification of the subject is needed when sentences begin with "there" or "here".
subjectverbagreement how to match subject with verb.pptHendAshmony
The document discusses subject-verb agreement rules. It provides examples of singular and plural subjects and verbs. The key rules are that a singular subject takes a singular verb and a plural subject takes a plural verb. It also covers irregular verbs and exceptions to the rules when subjects are joined by words like "and", "or", etc.
The document discusses subject-verb agreement rules. It provides examples of singular and plural subjects and verbs. The key rules are that a singular subject takes a singular verb and a plural subject takes a plural verb. It also covers irregular verbs and exceptions to the rules when subjects are joined by words like "and", "or", etc.
PLM English Grammar: Subject - Verb AgreementSanjay Aind
Having gone through this PLM students of English language and literature will be able to identify the subject and verb in a given sentence. Besides, they will be able to identify and recognize the proper agreement between subject and verb. All the more, they will be able to use correct sentences, using appropriate subjects and verbs in daily real life situation.
This document discusses subject-verb agreement and provides rules and examples. It begins with definitions of subject and verb. It then provides examples of sentences with subject-verb agreement errors and how to fix them. The rest of the document outlines 11 rules for subject-verb agreement and provides examples for each rule. It concludes with a fun fact about subject-verb agreement and a 10 question true/false quiz about identifying subjects and selecting the correct verb form.
The document discusses subject-verb agreement rules. It introduces the basic rule that the subject and verb must agree in number - singular subjects require singular verbs and plural subjects require plural verbs. It then provides several examples and covers exceptions and tricky cases involving compound subjects, placement of the subject and verb, and words that can be singular or plural. The document aims to explain subject-verb agreement clearly through definitions, examples, and multiple practice exercises for the reader to test their understanding.
This document discusses the rules for subject-verb agreement in English. It provides 21 rules for determining whether a subject takes a singular or plural verb. Some key points covered include:
1. Singular subjects take singular verbs and plural subjects take plural verbs.
2. There/there is followed by a singular noun and there/there are followed by a plural noun.
3. Indefinite pronouns like each, neither, either, and everybody take singular verbs while pronouns like many and both take plural verbs.
4. Compound subjects joined by and take plural verbs while those referring to the same thing take singular verbs.
5. Collective nouns can take singular or plural
This document discusses the rules for subject-verb agreement in English. It provides 21 rules for determining whether a subject takes a singular or plural verb. Some key points covered include:
- A singular subject takes a singular verb and a plural subject takes a plural verb.
- There/there is followed by a singular noun and there/there are followed by a plural noun.
- Indefinite pronouns like each, neither, either, and everybody take singular verbs while pronouns like many and both take plural verbs.
- Compound subjects joined by and take plural verbs while those referring to the same thing take singular verbs.
- Collective nouns can take singular or plural depending on
The document outlines 15 rules for subject-verb agreement in English. It explains that the verb must agree with the subject in number - singular verbs match singular subjects and plural verbs match plural subjects. Some key rules covered are that intervening expressions don't affect agreement, compound subjects joined by "and" are plural, collective nouns can be singular or plural depending on meaning, and pronouns like "you" are always plural. Examples are provided to illustrate each rule of subject-verb agreement.
The document discusses subject-verb agreement and its rules. Subject-verb agreement requires that the subject and verb match or agree in number - singular or plural. There are some exceptions to this rule, such as when the verb "to be" is used, collective nouns, and certain words like news that are singular in form but plural in meaning. The document provides 12 specific rules for determining subject-verb agreement and resolving tricky cases.
This document discusses subject-verb agreement (SVA) rules and exceptions. The basic SVA rule is that a singular subject requires a singular verb with 's' or 'es' ending, while a plural subject requires a plural verb without 's'. However, there are tricky cases such as collective nouns, pronouns, measurements, and nouns ending in 's' which may appear plural but require a singular verb. The document provides examples of SVA with regular and irregular subjects and exceptions. It includes a learning activity for readers to practice identifying correct verbs that agree with given subjects.
The document discusses rules for subject-verb agreement in sentences. It provides 20 rules for when a singular or plural verb is used with different types of subjects, such as subjects joined by "and", collective nouns, indefinite pronouns, subjects preceded by "a/an" or "the", etc. It also includes 20 example sentences demonstrating the application of these rules.
2. Two singular subjects connected
byorornorrequire a singular verb
Example: Myaunt ormyuncleis
arrivingbytraintoday.
3. Two singular subjects connected
byeither/ororneither/norrequire a
singular verb as in Rule 1.
Example :1.NeitherJuannorCarmenisavailable.
2.EitherKianaorCaseyishelpingtodaywithstage
decorations.
4. WhenIis one of the two subjects connected
by either/oror neither/nor,put it secondand follow it
withthe singularverb am.
Example: NeithershenorIamgoingtothe
festival.
5. When a singular subjectis connected
by oror norto a plural subject, put the plural
subject last and use a plural verb.
Example : The serving bowl or
the plates go on that shelf.
6. When asingular and plural subjectare
connected by either/oror neither/nor,put the
plural subjectlast and use aplural verb.
Example : Neither Jenny nor
the others are available
7. As a general rule, use a plural verb with
two or more subjects when they are
connected byand.
Example : Acarandabikearemymeansof
transportation.
8. Sometimesthe subjectis separatedfromthe verb
by words such as alongwith,aswellas,besides,
or not. Ignore these expressionswhen determining
whether to use a singular or plural verb.
Example :Thepolitician,alongwiththe
newsmen,isexpectedshortly.
12. The expression thenumberis followed by a
singular verb while the expression anumberis
followed by a plural verb.
Example : 1)The number of people we
need to hire is thirteen.
2.)Anumberofpeoplehavewrittenin
aboutthissubject.
13. Wheneitherand neitherare subjects, they
always takesingular verbs.
Example : 1.)Neitherofthemisavailable to
speakrightnow.
2.)Eitherofusiscapableofdoingthejob.
14. The words hereand therehave generallybeen labeled as
adverbs even though they indicateplace.In sentences
beginningwith hereor there, the subject follows the
verb.
Example : 1.)Therearefourhurdlestojump.
2.)Thereisahighhurdletojump.
15. Use a singular verb with sums of moneyor
periods of time.
Example : 1.)Tendollarsisahighprice
topay.
2.)Fiveyearsisthemaximum
sentenceforthatoffense.
16. Sometimes the pronounwho,that,
orwhichis the subject of a verb in the middle
of thesentence. The pronouns who,that,
and whichbecome singular or plural
according to the noun directly in frontof
them. So, ifthat noun is singular, use a
singular verb. If it is plural, use aplural verb.
18. Collectivenouns such as teamand staffmay be
either singularor plural depending on their use in
the sentence.
Example : 1.)Thestaffisinameeting.
2.)Thestaffmembersareindisagreement
aboutthefindings.
19.
20. • 1. Almost everybody (has / have) some
difficulty with writing.
• 2.Neither the chipmunk nor the squirrels(is /
are)bothering us.
• 3. Both of us (is / are) voting in the next
election.
• 4. Milo, Phoebe, and I (was / were) offering our
help.
• 5. Neither of you (jump / jumps) to
conclusions.
• 6. Some say the Indians (has / have) been
treated unfairly.
21. • 7. There (was/ were)only two choiceson the
menu.
• 8. Rudy as well as his cat (like/ likes)
milk.
• 9. He (is /are)my boss and friend.
• 10. Sunbathing(is / are)my favorite form of
exercise.
• 11. Neither of us (has / have) to pay the fine.
• 12. The twins and their parents (travel /travels)
together.
22. • 13. Nobody (believe/ believes)your alibi.
• 14. AmericaandRussia (is /are)the most powerful
nations.
• 15. “Safe”and “out” (is/ are)two callsin baseball.
• 16. Neither of them (dance/ dances)to disco
music.
• 17. Each (serve/ serves)a different purpose.
• 18. The hammeras well as the saw (make/ makes)
work easier.
23. • 19. Jacques (was /were) working for his uncle last
year.
• 20. Our team (play /plays) hard every night.
• 21.Several of these books (looks/ look) brand new.
• 22.The president and host (greets/ greet) guests at the
door.
• 23.The parking pass and the ticket (lies/ lie) on the
desk.
• 24.Some of the votes __________to have been
miscounted. (seems/ seem)
24. • 25. Everybody (is/are) unique
• 26.Either my father or my mother(was/were)at
home.Idon’t remember which one.
• 27.Neither Janenor Gill (is/are) good at English.
• 28.Neither Helen nor herbrothers(do/does) the
shopping.
• 29.Each of the parents (is/are) responsible for
child care.
• 30.The manager,along with the
teachers,(was/were)present at the meeting.
25. • 31.Either you or I(am/are) going to buy some
sugar.
• 32.The police(was/were)carrying gunsand
gas.
• 33.There(is/are) a nice swimmingpool
nearby.
• 34.There(was/were) ten students who failed
geography.
• 35.Mom and dad never(quarrel/quarrels).
• 36.Both Larry andJem (is/are) rich.
26. • 37.Hansel and Gretel (is, are) a famous children's
story.
• 38.The staff (was/were) shocked by the news of their
boss.
• 39.There (is/are)little money left.We can’t buy all we
need.
• 40.The number of unemployed citizens (is/are) rising
day by day.
• 41.30percent of our income (go/goes) torent.
• 42.Our army (is/are) one of the largest and most
powerful in theworld.
27. • 43.Economics (is/are)Jogn's major field of study.
• 44.Niether Jim norhis friends (want/wants)to help on
the washing.
• 45.The people (arrive/arrives)early forthe lectures.
• 46.Eithertopic (has/have)the professor's approval.
• 47.The report of your grade (is/are)in the office.
• 48.The first two parts of the experiment (take/takes)the
most time.
28. • 49. (A number of /The number of) the power lines
is down becauseof the wind.
• 50.(Each/Some)of us plan togive a report.(plan)