Her pies are very sweet.

COLLEGE
ENGLISH What is a Predicate Adjective?
- A predicate adjective follows a linking
verb and describes the subiect
SENTENCE PATTERNS (BASIC GRAMMAR)
5. SUBJECT-TRANSITIVE VERB DIRECT OBJECT -
Elements of Sentence OBJECT COMPLEMENT
● Subject - doer of the action/ topic of
the sentence He called the cashier beautiful.
● Predicate - states something about the What is an Object Complement?
subject
- An object complement is a noun,
● Direct Object-receives the action done by pronoun, or adjective which follows a
the subject direct object and renames it or tells
● Indirect Object - precedes the direct what the direct object has become.
object and tells to whom or for whom the
action of the verb is done and who is 6. SUBJECT-TRANSITIVE VERB-INDIRECT OBJECT-
receiving the direct object DIRECT OBJECT

BASIC SENTENCE PATTERNS

Liza gave the children
1. SUBJECT-INTRANSITIVE VERB gifts.

Maria cooperated voluntarily. LISTENING

- The process of receiving, constructing
What is an intransitive verb? meaning from, and responding to a
- An intransitive verb is a verb without a direct spoken and/ or non-verbal message
object.
TYPES OF LISTENING
2. SUBJECT-TRANSITIVE VERB-DIRECT OBJECT 1. Appreciative Listening
2. Emphatic Listening
The students helped the barangay. 3. Comprehensive/Active Listening
4. Critical/ Analytical Listening
What is a transitive verb?
- A transitive verb is a verb that requires
both a subject and a direct object. 1. APPRECIATIVE LISTENING
- listening for pleasure and enjoyment, as
3. SUBJECT- LINKING VERB · SUBJECT when we listen to music, to a comedy
COMPLEMENT (predicate nominative) routine, or to an entertaining speech
- describes how well speakers
Teachers are our second parents. choose and use words, use
What is a Predicate Nominative? humor, ask questions. tell stories,
- A predicate nominative or a and argue persuasively.
predicate noun completes a linking
verb and renames the subject. 2. EMPHATIC LISTENING
- listening to provide emotional support
4. SUBJECT- LINKING VERB - SUBJECT for the speaker, as when a psychiatrist
COMPLEMENT listens to a patient or when we lend a
(Predicate adjective) sympathetic ear to a friend
- focuses on understanding and
identifying with a person's situation,
 feelings, or motives - there is an attempt
to understand what the other person is SUBJECT VERB AGREEMENT
feeling
- listener does not necessarily agree 20 Rules of Subject Verb Agreement
or feel the same way with the
speaker instead understand the 1. Subjects and verbs must agree in number.
type and intensity of feelings the
1. Singular subject = singular verb
speaker is experiencing without
judgement 2. Plural subject = plural verb Cow=
3. COMPREHENSIVE/ACTIVE LISTENING singular, eats= singular
- listening to understand the 3. Ducks= plural, quack- plural
message of a speaker, as when 4. *Hint*= SVS- singular verbs have an S
we attend a classroom lecture or 5. Singular yes? - The verb has an "S"!
listen to directions for finding a 6. Singular no? The "S" has to go!
friend's house
- focuses on accurately 2. Don't get confused by the words that come
understanding the meaning of between the subject and verb.
the speaker's words while 3. Prepositional phrases between the subject
simultaneously interpreting non- and verb usually do not affect the
verbal cues such as facial agreement.
expressions, gestures, posture,
and vocal quality 4. If a sentence starts with "there" or "here",
the subject will always be placed after the
verb.
STEPS IN ACTIVE LISTENING
5. Subjects can come after the verb in
1. Listening carefully by using all available
questions.
senses
2. Paraphrasing what is heard both 6. If two subjects are joined by "and", they
mentally and verbally typically require a plural verb.
3. Checking your understanding to ensure 7. If two subjects are separated by "and" refer
accuracy to the same thing, the verb is singular.
4. Providing feedback 8. If both subjects are singular and
connected by or, nor, neither/nor, either/or
- During question-and-answer sessions, and not only/but also, the verb is singular.
speakers use comprehensive 9. If both subjects are plural and connected
listening skills to accurately interpret by the words or, nor, neither/nor, either/or,
the audience's questions. and not only/but also, the verb is plural.
10. If one subject is singular and one plural
4. CRITICAL/ANALYTICAL LISTENING and are connected by the words or, nor,
- listening to evaluate a message for neither/nor, either/or and not either nor sigher
purposes of accepting or rejecting or, only but also, use the subject is nearest the
it, as when we listen to the sales verb.
pitch of a used-car dealer or the 11. Units of measurement usually use a
campaign speech of a political singular verb.
candidate 12. Collective nouns usually take a singular
- Focuses on evaluating whether a verb.
message is logical and reasonable -
13. Titles of books, movies, novels, etc. are
challenges the speaker's message by
treated as singular.
evaluating its accuracy and
meaningfulness, and utility 14. Two infinitives separated by and take a
- Asks you to make judgments based plural verb.
on your evaluation of the speaker's 15. Gerunds alone take a singular verb.
arguments - uses critical thinking skills Gerunds linked by and take a plural verb.
16. If the words each, every or no come When taking notes, you can
before the subject, the verb is singular. reduce the amount of language
17. Most indefinite pronouns take by shortening words and
singular verbs. sentences. Some ways of
abbreviating are:

18. Both, few, many, others, and several • leaving out most articles and conjunctions
take a plural verb. (the, a, and, but)
• shorten words by leaving out vowels or
other letters
19. When the subject is all, any, more, (Also known as "word truncation")
most, none, or some, this is the ONLY
time you must look at the object of the Examples:
prepositional phrase to determine ● ppl - people
whether it is singular or plural. ● natl - national
20. REMEMBER, ONLY THE SUBJECT AFFECTS THE ● eqn - equation
VERB!
● gov - government
● dept - department
----------------------
•using abbreviations and symbols for
Note Taking commonly used words and phrases
Taking notes involves active listening, as
well as connecting and relating
information to ideas you already know. It
2. USE OF CONCEPT MAPS AND DIAGRAM
also involves seeking answers to questions
that arise from the material. ● You can set down information in
a concept map or diagram.
This presents the information in
TAKING NOTES CAN HELP YOU TO...
a visual form and is unlike the
• improve your understanding by traditional linear form of note
making you convert difficult ideas taking. Information can be
into your own words. Prepare for added to the concept map in
writing fuller, better connected any sequence.
arguments in your essays ● Begin in the middle of the page and
• be more focused and time-efficient in your add ideas on branches that radiate
exam revision period from the central idea or from
•assess your own progress as you study previous branches.
● Arrows and words can be used to
LISTENING AND NOTE-TAKING TIPS show links between parts of the
GENERAL TIPS: concept map.
● Color and symbols are important
•Have a clear purpose parts of concept maps, helping
illustrate ideas and triggering your own
• Recognize main ideas
thoughts.
• Identify the how information is organized
• Select only the relevant ideas NOTE TAKING SYSTEMS
• Have a system of recording information
that works for you 1. THE CORNELL METHOD
The Cornell method provides a
STRATEGIES TO INCREASE COMPREHENSION systematic format for condensing and
AND IMPROVE NOTE-TAKING organizing notes without laborious
recopying. After writing the notes in the
1. USE SYMBOLS AND ABBREVIATIONS main space, use the left-hand space to
 label each idea and detail with a key word
or "cue."

4. CHARTING METHOD
If the lecture format is distinct
(such as chronological), you may
set up your paper by drawing
columns and labeling appropriate
headings in a table.

METHOD
• Determine the categories to be
covered in the lecture. Set up your paper
in advance by columns headed by these
categories. As you listen to the lecture,
record information (words, phrases, main
ideas, etc.) into the appropriate
category.

2. OUTLINING METHOD
Listening and then writing in points in an
organized pattern based on space indention.
Place major points farthest to the left. Indent
each more specific point to the right. Levels
of importance will be indicated by distance
away from the major point. Indention can be
as simple as or as complex as labeling the
indentations with Roman numerals or
decimals. Markings are not necessary as
space relationships will indicate the
major/minor points.

3. MAPPING METHOD
Mapping is a method that uses
comprehension/concentration skills and 5. SENTENCE METHOD
evolves in a note taking form which relates
each fact or idea to every other fact or idea. Method
Mapping is a graphic representation of the • Write every new thought, fact or topic on a
content of a lecture. It is a method that separate line, numbering as you progress.
maximizes active participation, affords
immediate knowledge as to its understanding, When to Use
and emphasizes critical thinking.
 • Use when the lecture is somewhat b. The doctor's suggestion is that they sleep
organized, but heavy with content which more.
comes fast. You can hear the different c. It is advisable that she sleep more.
points, but you don't know how they fit d. The doctor suggested sleep more.
together. The instructor tends to present in
point fashion, but not in grouping such as
B. Words of Demand
"three related points."
Demand, imperative, insist, necessary, order,
require, required
MOOD OF THE VERB
Examples:
1. INDICATIVE MOOD
a. My parents have demanded that I be
The indicative mood is for quiet at night.
statements of fact,
b. Your parents require that you be quiet at
opinion, or strong
night.
probability: Examples:
c. It will be imperative that she be quiet at
1. Variety shows were popular in the early
night.
days of television. (Fact)
2. The spine-tailed swift flies faster
C. Words of Requests
than any other bird in the world.
(Opinion) 3. The people will Ask, beg, prefer, request, and wish
remember the flooding for many
years to come. (Strong probability) Examples:
a. I ask that you have more patience with the
2. IMPERATIVE MOOD other students.
The imperative mood is for commands and b. The teacher requested that Nick have his
requests made directly. project finished earlier.

3. SUBJUNCTIVE MOOD Note :( applies to all present subjunctive

The subjunctive mood is used to talk form)
about actions or states that are in doubt
or not factual. 2 forms ● the term "present" refers to the form of the
Present subjunctive form subjunctive verb (base form)
The present subjunctive is formed with the ● in subjunctive sentences, the word that is
base form of a verb. It occurs only in noun sometimes omitted after certain verbs
clauses beginning with that. (propose, suggest, insist). It is not usually
omitted in other contexts.
These clauses follow verbs, nouns, or
adjectives that express suggestions,
demands, or requests. PAST SUBJUNCTIVE FORM
The past subjunctive is formed with the past
form of a verb that describes a state,
A. Words of Suggestion condition, or habit.
Propose, recommend,
recommendation, suggest, It is used to talk about hypothetical or
suggestion, advice, advisable, imaginary situations. With the verb be, the
critical, desirable, important, vital, form were (not was) is usually used for all
urge subjects.

Examples: 1. after the verb wish to express an

a. It is important that he sleep more. unfulfilled desire
 Examples: -Imply means to express indirectly, to hint, to
a. I wish Sally were here to help us. indicate.
b. He wishes he could run faster. -Imply means to strongly suggest the
truth or existence of something that is
2. After if (only) in second conditional not expressly stated.
sentences (followed by a clause INFER
with would, could, or might) -Infer means to come to a conclusion
based on the evidence presented, to
a. If people drove smaller cars, we would all guess, to surmise. -Infer means to deduce or
breathe cleaner air. conclude information from evidence and
b. If I were taller, I could reach the top shelf. reasoning rather than from explicit
statement of that information.
3. After the verbs suppose and
imagine, expressing unreal VERB TENSES
conditions (usually followed by
a sentence with would or could) 1. SIMPLE TENSES
2. PROGRESSIVE TENSES
a. Suppose you met the president. What 3. PERFECT TENSES
would you say?
b. Imagine you were rich. What could you 1. SIMPLE TENSES
do?
1. SIMPLE PRESENT TENSE
2. SIMPLE PAST TENSE
4. After as though or as if to make a 3. SIMPLE FUTURE TENSE
comparison to an imaginary condition
1.1 SIMPLE PAST TENSE
a. She acts as though she were very rich, but
she's not.
- What’s happening right now?
b. He drives as if he were in a Formula 1 race.
- The simple present is just the base form of
Note: (applies to all past subjunctive form)
the verb.
● The term "past" refers to the form of the
subjunctive verb (past simple)
Examples:
1. She talks now.
IMPLY VS. INFER
2. They speak well.
- Both imply and infer are verbs.
Both verbs have to do with the
communication of 1.2 SIMPLE PAST TENSE
information.
- The difference between the two is - Action of the verb has already
that imply refers to giving happened.
information, while infer refers to - To make a verb past tense, add “ed” if it
receiving information. is a
Regular verb.
- Irregular verb—use past from the chart
The words imply and infer are often confused
and misused. However, their meanings are Examples:
nearly opposite. Here's what you need to 1. She talked yesterday.
know to use them correctly:
2. They spoke well.
IMPLY
1.3 SIMPLE FUTURE TENSE
 - The action of the verb 3. PERFECT TENSES
has not happened yet, ● Is made up of a verb phrase
but it will. - To make a ● Add –ed to the end of the main verb if
verb future tense, add the action verb is a regular verb.
will or shall to the front ● Use perfect tense chart if verb is
of the verb. irregular.
● Uses helping verbs have, has, or had
Examples:
BEFORE the main verb.
1. She will talk tomorrow.
2. They will speak well.
3.1 PRESENT PERFECT TENSE
2. PROGESSIVE TENSES

The present perfect is used to talk about an

- Made up of a verb phrase
event that began in the past and continues
- Main verb uses “ing” at the end of ALL up to the
Progressive tenses. Present.

2.1 PRESENT PROGRESSIVE TENSE - Use has if your subject is singular.

Ex: She has talked to you
- This tense is used to describe an already.
action that is occurring right now (at - Use have if your subject is plural.
this moment, today, this year, etc.).
Ex: They have talked to you
The action has begun and is still in
already.
progress.
- Ex with irregular verb: She has known you
for a while.
● uses the helping verbs am, is, and are
3.2 PAST PERFECT TENSE
● Am is used with the subject I
● this tense describes completed events
Ex: I am talking to you.
that took place in the past before
another past event.
● is will be used if your subject is singular.
● uses the helping verb had plus the main
Ex: She is talking to you. verb with –ed on the end if it is a regular
verb.
● Are is used if your subject is plural.
Ex: They are talking to you. Example:

2.2 PAST PROGRESSIVE TENSE She had talked to you before you
ordered the gift.
- The progressive is used to talk about an Example (irregular verb)
activity that was in progress at a They had known about the play.
specific point of time in the past. The
emphasis is on the duration of the
3.3 FUTURE PERFECT TENSE
activity in the past.
- This tense is used to describe an event or
action that will be completed before
● Uses the helping verbs was and were
another event or time in the future
● Use was if your subject is singular.
- Uses will have with the main verb ending
Ex: He was talking to you. in –ed if it is a regular verb.
- Irregular verb also uses will have +the
● Use were if your subject is plural. main verb from column labeled perfect
Ex: They were talking to you. tense.
Ex: I will have
studied for the test
before the circus
comes to town. Ex:
(irregular verb) I will
have gone to the
store before you get
home.