Parts of Speech

Chapter 1 Introduction Learning about the parts of speechis the first step in grammar study just as learning the letters of the alphabet is the first step to being able to read and write. From learning the parts of speech we begin to understand the use or function of words and how words are joined together to make meaningful communication. o understand what a part of speech is! you must understand the idea of putting similar things together into groups or categories. Let"s look at some e#amples of categories.

C$L$%S blue red yellow green black

F%&I S banana apple orange grape lemon

'%I()S milk water soda beer coffee

L*(+&*+,S Spanish *rabic -apanese ,nglish )orean

Colors! fruits! drinks! and languages are categories. If I tell you that +rebois a language! you would understand e#actly what +rebo is. If we did not ha.e the category language! it would be hard to e#plain what is meant by the word +rebo. It is .ery con.enient to ha.e categories to talk about similar things. Let"s look at some more e#amples of categories. In the list below! which does not belong with the others/ a0 .iolin b0 hammer c0 drums d0 piano e0 guitar If you chose hammer! you are right. 1iolin! drums! piano! and guitarare used to make music! but a hammeris not used to make music. 2ammerdoesn"t fit with the other words because it is a tool and all of the others are musical instruments. Let"s try another e#ample. 3hich of these does not belong with the others/

a0 hammer b0 saw c0 .iolin c0 screwdri.er d0 wrench his time! the word .iolindoes not belong because it is not a tool. It is .ery useful to ha.e categories like musical instruments and tools to organi4e our ideas. he parts of speech are categories used to organi4e or classify words according to how they are used. 3e use parts of speech as a way to make it easier to talk about language. he philosopher *ristotle and later scientists studied animals and classified them according to what they ha.e in common. For e#ample! eagles! robins and sparrows are kinds of birds5sharks! salmonand tuna are kinds of fish5 and dogs! horses and elephantsare kinds of mammals. *ristotle and others also studied language and classified words according to what they ha.e in common. 3e usually use 6 categories or parts of speech to classify all the words we use in ,nglish. his classification is not perfect. Sometimes it is hard to tell which category a word belongs in. he same word may belong in different categories depending on how it is used. here may be better ways to classify ,nglish than by using the 6 parts of speech. 7ut this classification has been used for a long time and many grammar books use it! so it is easier to keep on using it. It is possible to speak or learn a language without knowing the parts of speech! but for most of us! knowing about parts of speech makes things easier. 2ere is an e#ample of how it can be helpful to know about the parts of speech. Look at the sentence8 he man surreptitiously entered the room. 9ou probably don"t know the meaning of the word surreptitiously! but if you know about parts of speech! you will recogni4e that it is an ad.erb and that it tells you something about how the man entered the room. 9ou may still not understand the e#act meaning of the word! but you can understand the whole sentence better than if you did not know about parts of speech. 3hen you look up a word in a dictionary! you will find not only the meaning of the word but also what part of speech it is. his information is .ery helpful in understanding the full meaning of the word and knowing how to use it. he 6 parts of speech that are used to describe ,nglish words are8 (ouns 1erbs *djecti.es *d.erbs Pronouns Prepositions

Conjunctions *rticles his set of lessons will teach you about each of the parts of speech and show how they are different from each other. hey will help you recogni4e which part of speech each word in a sentence is and that will help you become a better reader. %e.iew this lesson as many times as you want! and when you are ready! take the pop :ui4 on this chapter. ,(' $F C2*P ,% 1 ake Pop ;ui4 ;uit able of Contents +o to Chapter <
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Parts of Speech
Chapter < = (ouns * noun is often defined as a #ord #hich na$es a person% place or thing. 2ere are some e#amples of nouns8 boy! ri.er! friend! >e#ico! triangle! day! school! truth! uni.ersity! idea! -ohn F. )ennedy! mo.ie! aunt! .acation! eye! dream! flag! teacher! class! grammar. -ohn F. )ennedy is a noun because it is the name of a person5

>e#ico is a noun because it is the name of a place5 and boy is a noun because it is the name of a thing. Some grammar books di.ide nouns into < groups = proper nouns and co$$on nouns. &roper nouns are nouns which begin with a capital letter because it is the name of a specific or particular person place or thing. Some e#amples of proper nouns are8 >e#ico! -ohn F. )ennedy! *tlantic $cean! February! >onday! (ew 9ork City! Susan! >aple Street! 7urger )ing. If you see a word beginning with a capital letter in in the middle of a sentence! it is probably a proper noun. >ost nouns are co$$on nouns and do not begin with a capital letter. >any nouns ha.e a special plural form if there is more than one. For e#ample! we say one book but two books. &lurals are usually formed by adding an =s ?books0 or =es ?bo#es0 but some plurals are formed in different ways ?child = children! person = people! mouse = mice! sheep = sheep0. %e.iew this lesson as many times as you want! and when you are ready! take the pop :ui4 on this chapter. ,(' $F C2*P ,% <

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Parts of Speech Chapter @ = 1erbs * )erb is often defined as a #ord #hich sho#s action or state of being. he )erb is the heart of a sentence = e.ery sentence must ha.e a )erb. %ecogni4ing the )erb is often the most important step in understanding the meaning of a sentence. In the sentence he dog bit the man! bit is the )erb and the word which shows the action of the sentence. In the sentence he man is sitting on a chair! e.en though the action doesn"t show much acti.ity! sitting is the )erb of the sentence. In the sentence She is a smart girl! there is no action but a state of being e#pressed by the .erb is. he word be is different from other )erbs in many ways but can still be thought of as a )erb. &nlike most of the other parts of speech! )erbs change their form. Sometimes endings are added ?learn = learned0 and sometimes the word itself becomes different ?teach=taught0. he different forms of )erbs show different meanings related to such things as tense ?past! present! future0! person ?first person! second person! third person0! number ?singular! plural0 and .oice ?acti.e! passi.e0. *erbs are also often accompanied by .erb=like words called modals ?may! could! should! etc.0 and au#iliaries?do! ha.e! will! etc.0 to gi.e them different meanings. $ne of the most important things about )erbs is their relationship to time. *erbs tell if something has already happened! if it will happen later! or if it is happening now. For things happening now! we use the present tense of a .erb5 for something that has already happened! we use the past tense5 and for something that will happen later! we use the future tense. Some e#amples of )erbs in each tense are in the chart below8

Present look mo.e talk

Past looked mo.ed talked

Future will look will mo.e will talk

*erbs like those in the chart abo.e that form the past tense by adding =d or =ed are called regular )erbs. Some of the most common )erbs are not regular and the different forms of the )erb must be learned. Some e#amples of such irregular )erbs

are in the chart below8

Present see hear speak

Past saw heard spoke

Future will see will hear will speak

he charts abo.e show the si$ple tenses of the )erbs. here are also progressi)e or continuous forms which show that the action takes place o.er a period of time! and perfect forms which show completion of the action. hese forms will be discussed more in other lessons! but a few e#amples are gi.en in the chart below8

Present Continuous is looking is speaking is talking

Present Perfect has looked has spoken has talked

+i$ple present tense )erbs ha.e a special form for the third person singular. +ingular means AoneA and plural means Amore than one.A &erson is used here to show who or what does the action and can ha.e the following forms8 1st person or the self ?I! we0 <nd person or the person spoken to ?you0 @rd person or a person not present ?he! she! it! they0 he third person singular forms are represented by the pronouns he! she! it. he chart below shows how the third person singular )erb form changes8

Singular 1st Person ?I0 see hear come see hear come sees hears comes 1st Person ?we0

Plural see hear come see hear come see hear come

<nd Person ?you0

<nd Person ?you0

@rd Person ?he! she! it0

@rd Person ?they0

* )erb must AagreeA with its sub,ect. +ub,ect-)erb agree$ent generally means that the third person singular )erb form must be used with a third person sub,ect in the

simple present tense. he word be = the most irregular and also most common )erb in ,nglish = has different forms for each person and e.en for the simple past tense. he forms of the word be are gi.en in the chart below8

(umber 1st ?I0 Singular <nd ?you0

Person

Present am are is are are are

Past was were was were were were

Future will be will be will be will be will be will be

@rd ?he! she! it0 1st ?we0 Plural <nd ?you0 @rd ?they0

&sually a sub,ect comes before a )erb and an ob,ect may come after it. he sub,ect is what does the action of the )erb and the ob,ect is what recei.es the action. In the sentence 7ob ate a humburger! 7ob is the sub,ect or the one who did the eating and the hamburger is the ob,ect or what got eaten. * )erb which has an ob,ect is called a transiti)e )erb and some e#amples are throw! buy! hit! lo.e. * )erb which has no ob,ect is called an intransiti)e )erb and some e#amples are go! come! walk! listen. *s you can see in the charts abo.e! )erbs are often made up of more than one word. he future forms! for e#ample! use the word will and the perfect forms use the word ha.e. hese words are called helping or au-iliary )erbs. he word be can ser.e as an au-iliary and will and shall are also au-iliary forms. he chart below shows two other .erbs which can also be used as au-iliaries8

(umber 1st ?I0 Singular <nd ?you0

Person

Present ha.e do ha.e do has does ha.e do ha.e do ha.e do

Past had did had did had did had did had did had did

@rd ?he! she! it0 1st ?we0 Plural <nd ?you0 @rd ?they0

here is a type of au-iliary )erb called a $odal which changes the meaning of a )erb in different ways. 3ords like can! should! would! may! might! and must are $odals and are co.ered in other lessons. here are other lessons that co.er the use of )erbs. his lesson presents some of the important features of )erbs and also shows some common forms. %e.iew this lesson as many times as you want! and when you are ready! take the pop :ui4 on this chapter. ,(' $F C2*P ,% @

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Parts of Speech
Chapter B = *djecti.es *n ad,ecti)e is often defined as a #ord #hich describes or gi)es $ore infor$ation about a noun or pronoun. .d,ecti)esdescribe nouns in terms of such :ualities as

si4e! color! number! and kind. In the sentence he la4y dog sat on the rug! the word la4yis an ad,ecti)e which gi.es more information about the noun dog. 3e can add more ad,ecti)es to describe the dogas well as in the sentence he la4y! old! brown dog sat on the rug. 3e can also add ad,ecti)es to describe the rug as in the sentence he la4y! old! brown dog sat on the beautiful! e#pensi.e! new rug. he ad,ecti)es do not change the basic meaning or structure of the sentence! but they do gi.e a lot more information about the dog and the rug. *s you can see in the e#ample abo.e! when more than one adjecti.e is used! a comma ?!0 is used between the ad,ecti)es. &sually an ad,ecti)e comes before the noun that it describes! as in tall man. It can also come after a form of the word beas in he man is tall. >ore than one ad,ecti)e can be used in this position in the sentence he man is tall! dark and handsome. In later lessons! you will learn how to make comparisons with ad,ecti)es. >ost ad,ecti)esdo not change form whether the noun it describes is singular or plural. For e#ample we saybig tree and big trees! old house and old houses! good time and good times. here are! howe.er! some ad,ecti)es that do ha.e different singular andplural forms. he common words this and thatha.e the plural formsthese andthose. hese words are called de$onstrati)e ad,ecti)es because demonstrate or point out what is being referred to. *nother common type of ad,ecti)e is the possessi)e ad,ecti)e which shows possession or ownership. he words my dog or my dogs indicate that the dog or dogsbelong to me. I would use the plural form our if the dog or dogsbelonged to me and other people. he chart below shows the forms of possessi)e ad,ecti)es.

PersonC 1st Person <nd Person @rd Person

Singular my your hisDherDits

Plural our your their

C&ersonis used here as a grammar word and has these meanings8 1st person or the self ?I! me! we0! 'nd person or the person spoken to ?you0 /rd person or the person spoken about ?he! she! him! her! they! them0. %e.iew this lesson as many times as you want! and when you are ready! take the pop :ui4 on this chapter. ,(' $F C2*P ,% B

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my best friend at our house

6) Which adjective has a plural form? big happy first small that

F0 3hich is not correct/ sad news hard life bigs cars those men her friends 60 3hich contains a third person possessi.e adjecti.e/ your choice our plan his name that picture

G0 2ow many adjecti.es are in the sentence he old dog was tired and dirty/ H 1 < @ B 1H0 2ow many adjecti.es are in the sentence I ate a piece of cake with my coffee/ H 1 < @ B

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Parts of Speech
Chapter E = *d.erbs 3e ha.e seen that an adjecti.e is a word that gi.es more information about a noun or pronoun. *n ad)erb is usually defined as a #ord that gi)es $ore infor$ation about a )erb% an ad,ecti)e or another ad)erb. .d)erbs describe .erbs! adjecti.es and ad.erbs in terms of such :ualities as ti$e% fre0uency and $anner. In the sentence Sue runs fast! fast describes how or the $anner in which Sue runs. In the sentence Sue runs .ery fast! .ery describes the ad)erb fast and gi.es information about how fast Sue runs. >ost! but not all ad)erbs end in =ly as in 7ut not all words that end in =ly are ad.erbs ?ugly is an ad,ecti)e! supply and reply can both be nouns or )erbs0. >any times an adjecti.e can be made into an ad)erb by adding =ly as in nicely! :uickly! completely! sincerely. .d)erbs of ti$e tell when something happens and ad)erbs of fre0uency tell how often something happens. 7elow are some common ad)erbs of ti$e and fre0uency which you should learn8

*d.erbs of ime 'o it now. I will see you then. hey will be here soon. I can"t meet you today. Let"s go tomorrow. hey told me yesterday. 2a.e you tra.eled recently/

*d.erbs of Fre:uency I always do my homework 3e sometimes get confused. 2e usually gets good grades. I ne.er went skiing. She rarely eats a big breakfast. 2e was once on 1. 2e saw the mo.ie twice.

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Parts of Speech Chapter I = Pronouns * pronoun is often defined as a #ord #hich can be used instead of a noun. For e#ample! instead of saying -ohn is a student! the pronoun he can be used in place of the noun -ohn and the sentence becomes 2e is a student. 3e use pronouns .ery often! especially so that we do not ha.e to keep on repeating a noun. his chapter is about the kind of pronoun called a personal pronoun because it often refers to a person. Like nouns! personal pronouns sometimes ha.e singular and plural forms ?I= we! he=they0. &nlike nouns! personal pronouns sometimes ha.e different forms for $asculine1$ale% fe$inine1fe$ale and neuter ?he=she=it0. *lso unlike nouns! personal pronouns ha.e different forms depending on if they act as sub,ects or ob,ects ?he= him! she=her0. * sub,ect is a word which does an action and usually comes before the .erb! and an ob,ect is a word that recei.es an action and usually comes after the .erb. For e#ample! in the sentence 9esterday Susan called her mother! Susan is the sub,ect and mother is the ob,ect. he pronoun she can be used instead of Susan and the pronoun her can be used instead of mother. he form of a personal pronoun also

changes according to what person is referred to. &erson is used here as a grammar word and means8 1st person or the self ?I! me! we0! <nd person or the person spoken to ?you0! @rd person or the person spoken about ?he! she! him! her! they! them0. here is also a possessi)e form of the pronoun. -ust as we can make a noun possessi)e as in the sentence hat is my father"s book to mean hat is the book of my father! we can make the pronoun possessi)e and say hat book is his. here are possessi.e adjecti.e forms ?such as my! your! his! her etc.0 that are discussed with other adjecti.es in chapter B. &ossessi)e pronouns can stand by themsel.es without nouns! but possessi.e adjecti.es! like other adjecti.es! are used together with nouns. here is also an intensi)e form of the pronoun which intensifies or emphasi4es the noun that it comes after as in the sentence I myself saw him. he refle-i)e form of the pronoun looks e#actly like the intensi)e form but is used when the sub,ect and ob,ect of a .erb refers to the same person as in the sentence I saw myself in the mirror. *ll of this may sound confusing! but if you study the chart below! it will be clearer8 Singular Person 1st <nd @rd Person 1st <nd Subject I you heDsheDit Subject we you $bject me you himDherDit Possessi.e mine yours hisDhers Plural Intensi.e %efle#i.e myself yourself himselfDherselfDitself Intensi.e %efle#i.e oursel.es yoursel.es

$bject us you

Possessi.e ours yours

@rd they them theirs themsel.es (otice that the form you is the same for sub,ect and ob,ect! singular and plural and that there is no neuter singular possessi)e form. here are also interrogati)e pronouns ?who! which! what0 used for asking :uestions and relati)e pronouns ?who! which! what! that0 used in comple# sentences which will be discussed in another place. Some grammar books also talk about de$onstrati)e pronouns ?this! that! these! those0 and indefinite pronouns ?some! all! both! each! etc.0 which are .ery similar to adjecti.es and do not need to be discussed here.

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Parts of Speech Chapter F = Prepositions * preposition is a #ord #hich sho#s relationships a$ong other #ords in the sentence. he relationships include direction% place% ti$e% cause% $anner and a$ount. In the sentence She went to the store! to is a preposition which shows direction. In the sentence 2e came by bus! by is a preposition which shows manner. In the sentence hey will be here at three o"clock! at is a preposition which shows ti$e and in the sentence It is under the table! under is a preposition which shows place.

* preposition always goes with a noun or pronoun which is called the ob,ect of the preposition. he preposition is almost always before the noun or pronoun and that is why it is called a preposition. he preposition and the ob,ect of the preposition together are called a prepositional phrase. he following chart shows the prepositions% ob,ects of the preposition% and prepositional phrases of the sentences abo.e.

Preposition to by at under

$bject of the Preposition the store bus three o"clock the table

Prepositional Phrase to the store by bus at three o"clock under the table

&repositional phrases are like idioms and are best learned through listening to and reading as much as possible. 7elow are some common prepositions of ti$e and place and e#amples of their use. Prepositions of time8 at two o"clock on 3ednesday in an hour! in -anuary5 in 1GG< for a day Prepositions of place8 at my house in (ew 9ork! in my hand on the table near the library across the street under the bed between the books %e.iew this lesson as many times as you want! and when you are ready! take the pop :ui4 on this chapter. ,(' $F C2*P ,% F

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at my house near me on May 2

B0 3hich is not correct/ on her desk in -une @! 1G6F in a bo# at home on Saturday

E0 3hich is not correct/ at California under the rug at noon in a day on Friday

I0 3hich is not correct/ in a minute in $ctober in the table in 1GBG in my ear F0 3hich is a preposition/ *ll the students in the class learned many new things. all in class many things

60 3hich is not a preposition/ he man at the bar has a lot of money in his pocket. at has of in G0 2ow many prepositions are in the sentence8 I will go to &tah ne#t week if I ha.e enough time and money. H 1 < @ B

1H0 2ow many prepositions are in the sentence8 he student in the first row near the window got an * on the test. H 1 < @ B

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Parts of Speech Chapter 6 = Conjunctions * con,unction is a #ord that connects other #ords or groups of #ords. In the sentence 7ob and 'an are friends the con,unction and connects two nouns and in the sentence 2e will dri.e or fly! the con,unction or connects two .erbs. In the sentence It is early but we can go! the con,unction but connects two groups of words. Coordinating con,unctions are con,unctions which connect two e:ual parts of a sentence. he most common ones are and! or! but! and so which are used in the following ways8 and is used to join or add words together in the sentence hey ate and drank. or is used to show choice or possibilities as in the sentence 2e will be here on >onday or uesday. but is used to show opposite or conflicting ideas as in the sentence She is small but strong. so is used to show result as in the sentence I was tired so I went to sleep. +ubordinating con,unctions connect two parts of a sentence that are not e:ual and will be discussed more in another class. For now! you should know some of the more common subordinating con,unctions such as8 after although as because before if since than unless until when while

Correlati)e con,unctions are pairs of con,unctions that work together. In the sentence 7oth -an and >eg are good swimmers! both . . .and are correlati)e con,unctions. he most common correlati)e con,unctions are8 both . . .and either . . . or neither . . . nor not only . . . but also %e.iew this lesson as many times as you want! and when you are ready! take the pop :ui4 on this chapter. ,(' $F C2*P ,% 6

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but

so

after

before

or

E0 3hich conjunction fits best in the sentence8 2e will eat ### he gets home. or because when and since

I0 3hich conjunction fits best in the sentence8 'o you want pi44a ### a hamburger/ than so while as or

F0 3hich conjunction fits best in the sentence8 I would tell you ### I knew. and unless if or so 60 3hich conjunction fits best in the sentence8 Come ### get it. but e#plain and when so

G0 3hich conjunction fits best in the sentence8 2e ate ### he was hungry. if so or although because 1H0 2ow many conjunctions are in the sentence8 *fter 7en and Sid come! we can lea.e. H 1 < @ B

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Parts of Speech
Chapter G = *rticles *n article is a kind of adjecti.e which is al#ays used #ith and gi)es so$e infor$ation about a noun. here are only two articles a and the! but they are used .ery often and are important for using ,nglish accurately. he word a ?which becomes an when the ne#t word begins with a )o#el = a! e! i! o! u0 is called the indefinite article because the noun it goes with is indefinite or general. he meaning of the article a is similar to the number one! but one is stronger and gi.es more emphasis. It is possible to say I ha.e a book or I ha.e one book! but the

second sententence emphasi4es that I do not ha.e two or three or some other number of books. he word the is known as the definite article and indicates a specific thing. he difference between the sentences I sat on a chair and I sat on the chair is that the second sentence refers to a particular! specific chair! not just any chair. >any nouns! especially singular forms of countable nouns which you will learn about later! must ha.e an article. In ,nglish! it is not possible to say I sat on chair without an article! but a demonstrati.e or possessi.e adjecti.e can be used instead of an article as in the sentences I sat on that chair and I sat on his chair. 3hene.er you see an article! you will find a noun with it. he noun may be the ne#t word as inthe man or there may be adjecti.es and perhaps ad.erbs between the article and the noun as in the .ery angry! young man. %e.iew this lesson as many times as you want! and when you are ready! take the pop :ui4 on this chapter. ,(' $F C2*P ,% G

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Parts of Speech
Chapter 1H = Identification of Parts of Speech (ow that you ha.e learned all the parts of speech! you can identify the words in a sentence. his chapter will gi.e you some clues that will make identification easier. First of all! a word can be more than one part of speech and you ha.e to look at how the word works in a particular sentence to know what part of speech it is. he chart below shows e#amples of words that ha.e more than one part of speech.

3ord can can only only his his ,nglish ,nglish I think I can do it.

Sentence .erb 'on"t open that can of beans. his is my only pen. 2e was only joking. hat book is his. hat is his book. Can you speak ,nglish/ I am reading an ,nglish no.el.

Part of Speech noun adjecti.e ad.erb pronoun adjecti.e noun adjecti.e

he .erb is the heart of a sentence! so it is a good idea to identify the .erb first when looking at a sentence. 1erbs can be recogni4ed through8 past tense ending ?looked0 @rd person singular ending ?says0 au#iliary .erb ?will see0 modal .erb ?can hear0 here are also .erb endings or suffi#es that can help you recogni4e .erbs. Some common .erb endings are listed in the chart below. %e.iew this lesson as many times as you want! and when you are ready! take the comprehensi.e :ui4. ,(' $F C2*P ,% 1H

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Comprehensi.e ;ui4