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LESSON GUIDE 2 and 3

LESSON 2-3: SUBJECT-VERB AGREEMENT REVIEW and the VERB TENSES

April 20 & 22, 2004 – SpeechPower (Cubao)
English Conversation Fluency (ECF 3)
6:00-8:00 PM

A Road to Mastery: Polishing of the Subject-Verb Agreement and Verb Tenses

SO: I want to polish and master my subject-verb agreement and tenses!

AS:
I Am A Master of Verb and its Tenses
I am a master in my own right! I am master of verb and its tenses.

A master am I, I know the verb to use in the sentence,

“King Lear and Hamlet ____ two of Shakespeare’s tragedies” is are and not is
while in the sentence, “Bacon and egg _____ his favorite breakfast” the verb
to use is is and not are.

Indefinite pronouns like each one, everyone, anyone, someone, everybody,

everything, nobody, nothing and no one, if used as subjects require
singular verbs as in a sentence like, “Each one has a suggestion to give.”
While an indefinite pronoun like none, a contraction of no one,
Sometimes require a plural verb such as,
“None but the relatives are invited to their wedding.”

Mathematics, civics, news, measles, statistics, politics is to is.

Pliers, scissors, spectacles, tongs, pants, trousers, tweezers is to are.
I am a master in verb tenses even in Math talks.
A “five plus five is ten”, while a “seven and seven are fourteen.”
“Three-fourths of the students are prepared for college” but
“Three-fourths of a cup of water is needed in the recipe.”

A master knows that, “The couple is planning to attend the banquet,”

is grammatically correct and likewise
“A couple are planning to attend.”
As, “The team is going to compete for the championship,” but
“The team were arguing about their individual playing assignments,”
are both right in its form.

I am a master, I know that am (is, are), was (were), and been

are the same in meaning.
Likewise ride, rode and ridden, lie, lay and lain,
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throw, threw and thrown, write, wrote and written.

I am even expert in troublesome verbs and a whole lot of

confusing forms and concepts in the English language.

But I am a proud to say I am a master to all of these, and so it is!

(use OHP, separate sheet)

LA1: Motivation Pieces and Selection:

WHY ENGLISH IS SO HARD
OUR QUEER LANGUAGE
(Refer to Effective Speech and Oral Communication, pp.53-54, use OHP)

LA 2: Basic Rules in the Subject-Verb Agreement

Exercise 1: A Game of Grammar

Form two groups. Each group will be given chances to take part in a diagnostic
“grammar” test cum grammar game. They will take turns in answering the test
correctly (orally) and explaining the basic rule in the subject-verb agreement that
best applies in the given sentences. If one of the groups failed to answer correctly
and explain the rule that applies, the other group can steal the point or the chance
from that original group.
(Refer to a separate sheet prepared)

Exercise 2: More Practice: Subject-Verb Agreement (Oral)

• Refer to ECF3 module p. 8 (individual)

• Refer to Modern English p. 79-80 (individual)
• Refer to English 1 (Towards Effective Communication) pp. 82-85. (group)
• Refer to English Skills pp. 46-47 (group)
(Exercises 2-4, prepare separate sheets)

LA 3: Primary or Simple Tenses: PRESENT TENSE

Exercise 1: Focus on the Simple Present Tense

Examples of present, past and future tenses (a review)

Present Past Future

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spill spilled will spill/shall spill

mix mixed will mix/shall mix
spare spared will spare/shall spare
write wrote will write/shall write
meet met will meet/shall meet
cut cut will cut/shall cut

Present Past Future

Progressive am spilling was spilling shall be spilling

Form is spilling will be spilling
are spilling were spilling

Emphatic do spill did spill

Form does spill

THE SIMPLE PRESENT TENSE

The present tense for all verbs, except be and have, is based on the simple form for all
persons, except the third person singular. In this case, the s-form is used. S-forms are simply verb
forms that end in s or es. The s-form of be is is, that of have is has.

Examples:

The parables constitute a vital part of Jesus’ teaching.

A parable conveys a spiritual lesson.

The simple present tense expresses:

1. A present fact

We take up parables in our class.

Our teacher emphasizes the lessons gained from them.

2. Habitual action or state of being extending from some time in the past through the
present and into the future.

Our parish priest often bases his weekly sermon on a parable.

He uses parables to illustrate his ideas.

3. A general or all-time truth

The parable transmit Jesus’ message of salvation.

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They span the range of human conduct.

4. Simple futurity

We discuss the parable of the wise and the foolish virgins tomorrow.
Patricia leads the discussion for the first fifteen minutes. Then Mrs. Peña takes
over.

5. The historical present, which is used in narration, book reviews, reports, etc.

A shepherd tending a hundred sheep loses one. He leaves the 99 sheep and takes
off to look for the one that has strayed. When he finds it, he tenderly lays it upon
his shoulder and brings it back to the fold.

The Present Continuous Tense (progressive form)

To form the present continuous tense, combine the present form of be (am, are, is) with
the present participle form (-ing form) of the main verb.

The present continuous tense indicates:

1. An action going on at the time of speaking

Please don’t disturb me: I am looking through Luke’s Gospel. I am trying to

locate the parable of the Ten Virgins.

2. Simple futurity

We are taking up this parable in class tomorrow. My group is leading the

discussion.

* Learn to differentiate between the simple present and the present continuous. You cannot use
one for the other except to express simple futurity. Consider these sentences.

Fr. Roy, our parish priest, delivers short, to-the-point sermons. Right now, he is
talking about compassion. He is using the parable of the Good Samaritan to
illustrate his point.

* Some expressions that indicate the action is going on at the time of speaking are right now, as
of this moment, and at the present. Time clauses with while also indicate an action in progress.

*The simple present tense forms cover a relatively longer period of time than the present
progressive tense forms.

*More examples:
Cecile drinks milk.
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Cecile is drinking milk.

Rollie and Jessie scrub the floor.

Rollie and Jessie are scrubbing the floor.

The hotel accommodates many guests.

The hotel is accommodating many guests.

He visits his dentist twice a year.

Water seeks its own level.
They are solving a Math problem.

The judge gives his verdict tomorrow.

The judge is giving his verdict tomorrow.

(What are the impressions that these sentences give?)

* Helping Verbs/Modal Auxiliaries are mostly the function of the non-action verb BE. The BE
plus the main verb make an action phrase together either in transitive or intransitive form.

Intransitive – if the action verb stands completely with its subjects even without an object
or a receiver of the action.

She is smiling innocently.

We are perspiring profusely.

Transitive – if the action verb can only stand complete in meaning with its subject if it
Has an object or a receiver of the action.

You are making alibis.

Alibis are being made by you.

The secretary is typing an invitation letter.

An invitation letter is being typed by the secretary.

I am writing an essay.
An essay is being written by me.

Other help/auxiliary verbs:

can will must do has

could would let does have
may shall did had
might should
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I can leave you behind.

You could just follow later on.
How did you find the place?
Why do you always cram for your test?

Exercise 2: More Practice: Simple Present Tense and its Progressive Form (Oral)

• Refer to ECF3 module pp. 9-11

• Refer to English Skills p. 50-51
• Refer to Modern English p. 93
• Reinforcement Drills for Present Tense, ECF3 module p.17
• Permanent Condition and General Truth, ECF3 module p.18
• Constructing sentences ECF3 module p. 18
• Animate vs. Inanimate ECF3 module p. 19-20

LA 4: Simple Tenses: PAST TENSE

Exercise 1: Focus on Simple Past Tense

The simple past tense expresses an action, action, condition or situation in the past. This
action, condition, or situation took place or existed at some time in the past and has no
connection with or is not carried over to the present or to the time of speaking. Use the
past tense when you have time expressions such as yesterday, a while ago, and last week.

Two groups: Regular – verbs form their past by adding d or ed to the simple
form. (Give examples)

hope – hoped answer – answered

intend – intended compare - compared
want – wanted explain – explained
type – typed predict – predicted
plead – pleaded submit – submitted
return – returned study - studied

Irregular – verbs that form their past in variety of ways.

(Give eamples)

see – saw know – knew

is – was feel – felt
take – took go – went
give – gave understand – understood
cut – cut break – broke
spend – spent do – did
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The Past Continuous Tense (progressive form)

The past continuous form is made up of was or were + the –ing form of the main verb.

The past continuous tense suggests:

1. A past action going on at some specific past time

You seemed to be having a very lively discussion during your English period.
What were you talking about?

We were taking up The Prodigal Son. We started arguing about the motives of
both the prodigal son and the elder brother. At 11:30 were still arguing. Finally,
our teacher, who was listening intently to our arguments, had to step in.

2. A past action going on at the time another past action occurred.

While our teacher was giving her opinion on the motives of the brothers, the bell
rang. We couldn’t stay long after the bell. So while we were walking to our next
class, Bobbie and I continued our discussion.

The past continuous of go + an infinitive is used to indicate an action which was planned
or intended but which did not happen.

Our teacher was going to put an end to our argument, but the bell rang.

We were going to ask her to elaborate on the character of the people in the
parable, but we didn’t have enough time.

When we speak of two past actions and the sequence of their occurrence, we have two
clause. If one past action occurred while another past action was in progress, we use the
past tense for one action and the past continuous for the action in progress. In this
instance, we use the connective while.

On the other hand, the two past actions might have taken place at the same time or one
right after the other. In this case, we use the past tense for both verbs and join the clauses
with the connective when.

Examples:

Example 1: A certain man traveled from Jerusalem to Jericho. Some thieves

waylaid him.

Answer: While a certain man was traveling from Jerusalem to Jericho, some
thieves waylaid him.
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Example 2: The victim lay on the wayside. A priest passed by.

Answer: While the victim was lying on the wayside, a priest passed by.

Example 3: The priest looked the other way and went on. He saw the prostrate
man.

Answer: The priest looked the other way and went on when he saw the
prostrate man.

Example 4: The good Samaritan saw the victim. He stopped to help.

Answer: When the good Samaritan saw the victim, he stopped to help.

Note that you may begin the sentence with either the main clause or the time clause.

Exercise 2: More Practice: Simple Past Tense and its Progressive Form (Oral)

• Refer to Modern English p. 94

• Refer to English Skills pp. 53-55

LA 5: Simple Tenses: FUTURE TENSE

Exercise 1: Focus on Future Tense and its Progressive Form

Both the simple future and the future continuous tenses express an action that will take
place in the future.

The simple future verb phrase is formed by adding will to the simple form of the verb.

Examples:

Mother will tell the children a parable.

Hopefully, they will learn love of neighbors from the parable.

The future continuous verb phrase is formed by adding will be to the -ing form of the
verb.

Examples:

The children will be listening with interest.

They will be learning a valuable lesson.
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There are other ways of expressing future action. You have already seen that you can
express futurity by using the simple present, the present continuous and the future
continuous tenses. You can also use the following constructions.

a. am, is or are + going to + the main verb.

b. am, is or are + about to + the main verb.

Let us take a look at the different constructions for expressing futurity.

a. the simple present tense

We take up the parable of the prodigal son tomorrow.

b. the present continuous tense

We are taking up the parable of the prodigal son tomorrow.

c. the simple future tense

We will take up the parable of the prodigal son tomorrow.

d. the future continuous tense

We will be taking up the parable of the prodigal son tomorrow.

e. am (is, are) + going to + the simple form of the verb

We are going to take up the parable of the prodigal son tomorrow.

f. am (is, are) + about to + the simple form of the verb

We are about to take up the parable of the prodigal son.

Note that the last sentence does not have a time expression because about to means in the
very near future.

Exercise 2: More Practice: Simple Future Tense and its Progressive Form (Oral)

• Refer to English Skills p. 56

• Refer to Modern English p. 94

LA 6: Consistency of Tenses

Exercise 1: Focus on the Consistency of Tenses

Observance of consistency of tense is necessary when there are two or more verbs or verb
phrases in a given expression or sentence. It is needed to avoid conflicting time that can
lead to ineffective and confusing meaning within a sentence.

The following rules are helpful in observing consistency of tense:

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a. The verbs in the adverbial clause and in the main clause should agree in tense.
The verb in the main clause dictates the tense.

Examples:

When she left the house, she saw those dark clouds.
(verb in adverbial clause) (verb in main clause)

We ate first before we came.

(verb in main clause) (verb in adverbial clause)

Adverbial (adverb dependent clause) – dependent clause that modifies a verb, an

adjective, or another adverb, also just like any other word adverb.

Main clause (independent) – a clause that can stand alone.

b. The verbs in the adjectival and in the main clause need not agree in tense.

Examples:

This is the invitation which was prepared a week ago.

(verb in main clause) (verb in adjectival clause)
You are the guardian who never cared at all.
(verb in main clause) (verb in adjectival clause)

Adjectival (adjective-dependent) – dependent clause that acts as a modifier of a

noun or pronoun just like any word adjective.

c. The verb in a noun clause is generally in the past tense if the verb in the main
clause is in the present tense. The verb remains in the present if the idea
expressed in the noun clause is a universal truth or a relatively permanent
condition.

Examples:

I told everybody that I would take a vacation.

(verb in main clause) (verb in a noun clause)
We learned from our Science teacher that water seeks its own level.
(verb in main clause) (verb in noun clause)

Noun-Dependent Clause – dependent clause that acts as a subject, complement

or object.

Exercise 2: More Practice: Consistency of Tenses

• Refer to English 1 pp. 52-54

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• Refer to English Skills pp. 56-57 (review of the tenses)

LA 7: Irregular Verbs

Exercise 1: Fill in the blanks. Supply the correct irregular verbs either for the present,
past, present participle and past participle forms.

LA 8: Dialogue Exercises

Exercise 1: Practice the following dialogue selection with a partner.

(ECF3 module pp. 11-12)

Oral Exercises
Complete the following dialogues by filling the blanks with the
appropriate expressions.
(ECF3 module pp. 12)

LA 9: Asking/Giving Directions

Exercise 1: Pick-A-Place Activity

Practice asking/giving direction based on the information given in the slip of

paper you picked from the bowl. (Samples refer to ECF3 module p. 13)

LA 10: Combination Exercises

Exercise 1: Read each set of sentences orally and combine them into one by using the
relative pronouns WHO OR THAT.
(Refer to pp. 13-15)

Exercise 2: From the combined sentences you made in Exercise 1, practice the
sentences with a partner and your partner answers/responds or comments
to the sentence making it some sort of a dialogue practice.
(Refer to ECF3 module p.15 for examples)

LA 11: Fluency Liners

Exercise 1: Read the following with firmness and conviction.

(ECF3 module p. 16)

Exercise 2: (Refer to the piece on p. 16 ECF3 module)

LA 12: Vocabulary Building

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Exercise 1: Pronounce each of the underlined words distinctly. Note how each is used
in the sentence to determine the meaning.
(ECF3 module p. 20)

Exercise 2: Answer the exercises on ECF3 module p. 21

LA 13: Informal Speech

Exercise 1: Pick-A-Topic Activity

Using the present tense, give a 2-minute informal speech on the topic you picked
from the bowl. You will be given 15 minutes to prepare.

LA 14: Fluency Liners

Exercise 1: Recite the following lines with firmness and conviction.

(Refer to the selection on p. 22 ECF3 module)

CAS: Read again and with conviction: I Am A Master of Verb and its Tenses

END OF LESSON 2 & 3

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I Am A Master of Verb and its Tenses

I am a master in my own right! I am master of verb and its tenses.

A master am I, I know the verb to use in the sentence,

“King Lear and Hamlet ____ two of Shakespeare’s tragedies” is are and not is
while in the sentence, “Bacon and egg _____ his favorite breakfast” the verb
to use is is and not are.

Indefinite pronouns like each one, everyone, anyone, someone, everybody,

everything, nobody, nothing and no one, if used as subjects require
singular verbs as in a sentence like, “Each one has a suggestion to give.”
While an indefinite pronoun like none, a contraction of no one,
Sometimes require a plural verb such as,
“None but the relatives are invited to their wedding.”

Mathematics, civics, news, measles, statistics, politics is to is.

Pliers, scissors, spectacles, tongs, pants, trousers, tweezers is to are.
I am a master in verb tenses even in Math talks.
A “five plus five is ten”, while a “seven and seven are fourteen.”
“Three-fourths of the students are prepared for college” but
“Three-fourths of a cup of water is needed in the recipe.”

A master knows that, “The couple is planning to attend the banquet,”

is grammatically correct and likewise
“A couple are planning to attend.”
As, “The team is going to compete for the championship,” but
“The team were arguing about their individual playing assignments,”
are both right in its form.

I am a master, I know that am (is, are), was (were), and been

are the same in meaning.
Likewise ride, rode and ridden, lie, lay and lain,
throw, threw and thrown, write, wrote and written.

I am even expert in troublesome verbs and a whole lot of

confusing forms and concepts in the English language.

But I am a proud to say I am a master to all of these, and so it is!

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WHY ENGLISH IS SO HARD

We’ll begin with a BOX, and the plural is BOXES;

But the plural of OX should be OXEN, not OXES;

Then one fowl is GOOSE, but two are called GEESE;

Yet the plural of MOOSE should never be MEESE,

You may find a lone MOUSE or a whole lot of MICE,

But the plural of HOUSE is HOUSES, not HICE

If the plural of MAN is always called MEN

Why shouldn’t the plural of PAN be called PEN?

The COW in the plural may be COWS or KINE,

But the plural of VOW is VOWS not VINE.

And I speak of a FOOT, and you show me your FEET,

But I give you a BOOT – would a pair be called BEET?

If one is TOOTH, and the whole set are TEETH,

Why shouldn’t the plural of BOOTH be called BEETH?

If the singular is THIS, and the plural is THESE,

Should the plural of KISS be nicknamed KESE?

Then one may be THAT, and three may be THOSE,

Yet the plural of HAT would never be HOSE;

We speak of a BROTHER, and also of BRETHREN,

But though we say MOTHER, we never say METHREN.

The masculine pronouns are HE, HIS and HIM,

But imagine the feminine SHE, SHIS and SHIM!

So our English, I think you will all agree,

is the trickiest language you ever did see.

(From LEARNING A FOREIGN LANGUAGE

Lifted from Effective Speech and Oral Communication)
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OUR QUEER LANGUAGE

When the English tongue we speak
Why is break not rhymed with freak?
Will you tell me if it is true
We say sew but likewise few;
And the maker of a verse
Cannot COP his horse with worse?
Beard sounds not the same as heard;
Cord is different from word;
Cow is cow but low is low;
Shoe is never rhymed with foe.
Think of hose and dose and lose
And of goose – and yet of choose.
Think of comb and tomb and bomb;
Doll and roll; home and some.
And since pay is rhymed with say
Why not paid with said, I pray?
We have blood and food and good;
Mould is not pronounced as could.
Wherefore gone but lone and done
Is there any reason known?
Well, in short, it seems to me
Sounds and letters disagree.
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DIAGNOSTIC “GRAMMAR” TEST

Grammar Game

Subject and Verb Agreement

1. An introvert and an extrovert rarely (made, make) good partners.

2. His friend and partner (are, is) very patient.

3. John, as well as Jim, (are, is) going to play on the team.

4. The order form, in addition to a money order, (is, are, will be) required.

5. Mary, as well as her mother, (is, are) on the guest list.

6. Mary or her sisters (are, is) going to keep the appointment.

7. Neither John nor his children (is, are, will be) required to attend.

8. Neither John nor his son (is, are) going fishing today.

9. Either Jim or Jack (is, are) to be at the stadium by 1 p.m.

10. Neither the boys nor the girls (are, is) are doing well on the agility test.

11. The last two innings of the game (are, were, is, was) dull.

12. Three-fourths of the students (are, is) prepared for college.

13. Three-fourths of a cup of water (are, is) needed in the recipe.

14. Each student (has, have, is, are) lunch money.

15. Everyone (have, has, is, are) lunch money.

16. No one (has, have, is, are) money for lunch.

17. Much (have, is, are, has) been written about grammar.

18. Someone (is, are, will) going to meet us at the airport.

19. John and Mary each (are, is) scheduled to meet with the president of the company.
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20. The team (is, are) going to compete for the championship.

21. The team (were, are, is, was) arguing about their individual playing assignments and the
selection of a captain.

22. The couple (was, were) married yesterday and left on their honeymoon. ______ (supply a
pronoun) will return home next week.

23. Each couple (are, is) going to buy a ticket.

24. The couple (is, are) planning to attend the banquet.

A couple (are, is) planning to attend.

25. The number of convictions (is, are) increasing.

26. A number of people (were, was) convicted on those charges.

27. The majority (has, have) voted for Jones.

28. A majority of citizens (agreed, agree, agrees) that the laws should be enforced.

29. Statistics (are, is) required course for business majors.

30. Politics (are, is) not an exact science.

31. The protagonist and antagonist (are rehearsing, is rehearsing) their lines for their scenes
in the play.

32. The buyer and seller (meet, meets) at the Fair Trade Center.

33. Spaghetti and meat sauce (serve, serves) as a yummy snack.

34. Grief and sorrow (is, are) not for him to bear.

35. Every cat and dog (is, are) a favorite pet in their house

36. Each officer and member (has, have) an obligation to fulfill.

37. The coach or the manager of the team (receive, receives) the trophy.

38. The king nor the queen (is, are) unkind.

39. She nor you (is, are) to be reprimanded.

40. Neither the parents nor their child (is, are) in the house.
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41. Everybody (does, do) not like to work overtime.

42. Everything (turn, turns) favorable to his bid for presidency.

43. None of the guests (was displeased, were displeased).

44. None but the relatives (is invited, are invited) to their wedding.

45. Few (is chosen, are chosen).

46. Many (is, are) interested in the topic being discussed.

47. Many a father (act, acts) as Santa Claus on Christmas.

48. Many a friend (is, are) ready to help.

49. The news (shock, shocks) the whole world.

50. Measles (is, are) a contagious disease.

51. The scissors (is, are) dull.

52. The pliers (is, are) lost.

53. The committee (has, have) not yet made a decision.

54. The Board of Trustees (is convening, are convening) to decide on the salary increase of
the employees.

55. His father and mother (is, are) his problem.

56. Mirriam (is, are) the brain and beauty in the family.

57. Melody, together with her two aunts, (is coming, are coming) up the walk.

58. The barrio captain with two of his kagawad (is, are) on a tour of duty.

59. Two thirds of their orders (is, are) C.O.D.

60. One half of the members (is, are) selling tickets.

61. Prayers, not the sword, (is, are) what the world needs.

62. Spaghetti with meat sauce not hamburger and french fries (give, gives) afternoon delight.

63. A number of our salesmen (is, are) commendable for their good work.
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64. A number 18 (is, are) lucky to him.

65. One of the requirements that (has, have) to be met is punctuality.

66. He who (has, have) nothing must be given a share of the blessings.
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BASIC RULES OF SUBJECT-VERB AGREEMENT

Subject and predicate (or main verb) must agree in number. To apply this rule, first
determine the subject of the clause, then determine whether the subject has a singular or plural
meaning.

1. When two or more subjects are connected by the conjunction and, use a plural verb.

King Lear and Hamlet are two of Shakespeare’s tragedies.

But require a singular verb when;

• two parts of the compound subject refer to a single person or thing:

Bacon and egg is his favorite breakfast.

• The said subjects are modified by each and every.

Every man and woman is a dreamer

Each parable makes up a vital part of Jesus’ teaching.

2. Two or more singular subjects of the same person joined by the conjunctions or, nor,
either or, neither nor need a singular verb.

Either Tom or Roger is at fault.

Neither Martha nor her sister knows about the Missionaries of Charity.

If both are plural . . . .

Neither the teachers nor the pupils have heard of the Missionaries of
Charity.

Either civic organizations or religious institutions are called upon to help

support charitable projects.

If the compound subjects differ in number, the verb agrees with the nearer
subject.

Either Mother Teresa or her volunteer workers attend to the needs of the
patients.

Neither the members nor their founder refuses the most difficult jobs.

If the compound subjects differ in person, it is best to recast or restate the

sentence.
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Either I or my sister works in the clinic once a week.

This sentence would sound better stated this way:
Either I work in the clinic once a week or my sister does.

3. Don’t let words before or between the subject and verb mislead you. First, find the
subject of the sentence then make its predicate agree.

A noun or a pronoun joined to the subject by phrases that act as prepositions rather
than conjunctions is not a part of a compound subject. Examples of such phrases are –
along with, together with, accompanied by, as well as, including, in addition to and
no less than.

• Subject and subjective complement differ in number. The verb agrees

with the subject, not with the subjective complement.

Her main problem is her father and mother.

The lesson of the story is compassion and love.

• The number of noun in a phrase, whether singular or plural, does not

affect the number of the verb. The verb still agrees with its subject and
not with the phrase.

A corsage of roses and orchids was sent to Rose by Jay.

• When two or more subjects, one positive and one negative, differ in
number and in person, the verb agrees with a positive one.

Television, not the movies, gives her total entertainment.

• Other examples of sentences with subjects heavily disguised by

modifiers that may confuse:

The central theme of all Christ’s teaching is God’s blissful

sovereignty over a harmonious sinless world.

The parable of the good Samaritan, as told by Jesus and recorded

in Luke’s gospel calls up old memories.

A priest, as well as a Levite, sees the bleeding victim but passes

him by.

4. In fractions, the object of the prepositions of dictates the singularity and plurality of
the subject.

Three-quarters of our business is retail.

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• Expressions of quantity or amount that describe individual items rather

than the whole unit require the simple form of the verb.

Three-fourths of the donors are affluent people.

Ten years have passed since the mission founded.

• However, these expressions of amount or quantity take the s-form

when they refer to the whole unit.

Three-fourths of the time of the volunteers is spent in hospitals and

slums.

Two years is the average time each volunteer serves.

• In mathematical expressions, the following rules govern.

Five plus five is ten.

Seven and seven are fourteen.
One third of fifteen is five.
Eight times two are sixteen.
Ten minus three is seven.

5. The following indefinite pronouns are irregular. Each one, everyone, anyone,
someone, everybody, anybody, somebody, nobody, everything, anything, something,
nothing, no one – therefore, when used as subjects their require a singular verb.

Each one has a suggestion to give.

Everybody needs to be consoled when he is happy.
Someone is always ready to help.
Each one has a duty towards his fellowmen.
The sick man and the dying need our compassion and help

• The following indefinite pronouns are plural: both, few, many, several
– therefore, when used in subjects they require plural verbs.

Both of them know how to dance the hula.

To the clinic come the rich and the poor. All are welcome.
Many are called but few are chosen. Successful executives help in
charitable projects. Several work in the most miserable slums.
A number have been working there for years.

6. Collective nouns take a singular verb when used in the sense of a single unit
operating in agreement but take a plural verb when the collective operates as
individual units or in disagreement. These are some collective nouns: jury, team,
army, audience, family, faculty, couple, group, staff, club, class, committee and
crowd. Treat the names of organizations as collective nouns as well: National
 23

Association for the advancement of Colored People, National Council of Churches,

National Organization for Women.

The team wins the championship game in basketball.

The crowd was jubilant at the sight of the long procession in honor
of Mother Teresa.
The family of volunteers is large and enthusiastic.

• When the members of the group are considered as individuals who act
separately, the simple form of the verb is used.

The crowd listens intently as Jesus speaks.

Afterwards the crowd go their separate ways.

7. Number, majority and total are singular if preceded by the but , plural if preceded by
unless it means a mathematical number.

The number of street accidents is fewer this month.

8. Nouns that end in S may be either singular or plural in meaning.

• Some nouns maybe plural in form but singular in meaning.

• They take s-form verbs, examples – economics, athletics, mathematics,
measles, mumps, summons, whereabouts, ethics and civics.

The news of the missionaries’ work has spread throughout the

world.

Politics does not influence their work.

Mathematics is peanuts for him.

• Some nouns are plural in form and plural in meaning. They take the
simple form of the verb. Examples of these are scissors, shears, pants,
tongs, assets, earnings, goods, kudos, manners, odds, proceeds, tactics,
thanks and wages.

Pants are worn by both men and women working in the slums.

The scissors have just been sterilized. They are ready for use.

Where are my trousers?

• Some nouns ending in S may take either s-form or a simple form.

Examples of these are statistics and acoustics.
 24

Statistics is a very useful subject in demography.

Statistics show that the population growth has not diminished.

9. A verb in a relative clause agrees in number and person with a relative pronoun
serving as subject of the clause.

Mr. Crook is one of our salesmen who have been with us for twenty years.
 25

VERB EXERCISES

Pick out the correct form of the verb in parenthesis.

I. The work of God (is, are) not done by great people but by ordinary people who (is,
are) committed to him. We may say to God, “I am nothing. I (have, has) nothing; I
often fail miserably. Do you really want to use me?”

The answer to such question as this (lie, lies) in God’s Word and actions. The
hesitant, inarticulate Moses (was, were) chosen to lead Israel to freedom. Men of the
herds and flocks, as well as fishermen and farmers (was, were) tapped to accomplish
His work and record His words. A simple carpenter, along with a peasant girl, (was,
were honored to raise His son.

God still works that way. Although we (have, has) “mega methods,” mass media and
superchurches, it (is, are) ordinary people who (do, does) God’s extraordinary work.
Each of us (have, has) been chosen. None (have, has) been overlooked as instruments
of God, who (choose, chooses) “the weak things of the world to put to shame the
things which (is, are) mighty.”

II. Every day, thousands of people (travel, travels) to Shenzhen, China and all (head,
heads) straight for Lo Wu Commercial City, a giant shopping mall that (sell, sells)
imitations of luxury items. Its 500,000 square feet of retail space (make, makes) Lo
Wu the world’s capital of counterfeit goods.

About 95% of the shoppers eagerly (pay, pays) $58 for a bogus Rolex watch. The
thing they have in common (is, are) their purchases of imitation Gucci shoes, Fendi
clothing and Chanel wallets for a fraction of the prices charged for the real thing.
Scuffles often (break, breaks) out as shoppers (struggle, struggles) for the most
popular goods.

What a commentary on man’s tendency to value outward appearance more than

reality! We (pay, pays) big money for the right “look” even if neither the merchandise
nor the labels (is, are) authentic. This tendency can also be seen in spiritual matters.
Like the Pharisees, many (create, creates) an opportunity of being devoted to God but
their hearts are far from Him.

III. While crossing the Atlantic on a ship, a Bible teacher and author (was, were) asked to
speak to the passengers. The audience (was, were) very receptive to F.B. Meyer’s
message about answered prayer. But there (was, were) one unbeliever – an agnostic.

Later that same day, the agnostic went to hear Meyer speak to another group of
passengers. But before he went to the meeting, he put oranges in his pocket. On his
way, he passed an elderly woman who (was, were) fast asleep in her deck chair, with
her arms outstretched and her hands open. Taking the oranges from his pocket, he put
 26

one in each open hand. After the meeting, the agnostic saw the woman happily eating
one of the oranges.

“You seem to be enjoying that orange,” he remarked with a smile.

“Yes, sir,” she replied. “My father is very good to me.”

“What (do, does) that mean?” pressed the agnostic.

She explained, “I (have, has) been seasick for days). Nothing (have, has) induced me to
eat. I asked God to send me an orange somehow. I fell asleep while I (was, were) praying
When I awoke, there (was, were) not only one but two oranges from God.”

The unexpected confirmation of Meyer’s talk was absolutely amazing. Neither the
agnostic’s stubborn reluctance to accept God’s word nor his long-held prejudices (was,
were) strong enough to withstand this evidence of God’s grace.

Fill in the blanks with the present form of the verbs in parentheses. Be sure to use the s-form for
singular third-person subjects.

1-2. Most modern scholars _________________ (acknowledge) as true parables only

short narratives that ____________ (teach) spiritual lessons.

3. The Bible _____________ (contain) four gospels.

4. Many of these parables ___________ (appear) most in more than one place in the
first three gospels.

5. In some instances, Luke’s Gospel alone ____________ (recount) a parable.

Why does the Bible have four gospels? Aren’t they repetitious?

6-7. Certainly not, when you _____________ (consider) how crucial a role each
parable _______________ (play).

8-9. These factual eyewitness account of what Jesus said _____________ (form) the
base on which our knowledge of Jesus Christ ____________ (rest).

10. The parables ________________ (make) clear to us Jesus’ message of salvation.

11. Every one of them ____________ (give) us a glimpse of the solid structure of the
Christian doctrine.

12. These stories ______________ (tell) us how we should act toward our neighbor,
toward ourselves and toward God.
 27

13-14. We can always fund a parable that _____________ (answer) a particular question,
that ______________ (solve) a personal predicament.

15. We ____________ (derive) comfort from them.

Use either the simple present or the present continuous forms of the verbs in parentheses. Where
modifiers are given, put them in their proper places.

I _________ (read) the Bible every day. I ____________ (devote) at least thirty minutes
a day to this self-imposed study. When I ____________ (come) across a line that I __________
(like) while I _______________ (read), I ____________ (jot) it down or _____________
(underline) it.

Sometimes there are passages I _____________ (not understand). While I ___________

(try) to get their meaning. I ____________ (gaze) out the window or at the ceiling. Often , my
sister ______________ (come) into my room while I _____________ (mull) over a passage. She
always _______________ (ask) me what the matter ______________ (be). She hasn’t gotten
used yet to the far-away look I _____________ (get) when I ______________ (concentrate) on a
difficult thought.

I really _____________ (wish) people wouldn’t bother me when I ____________ (be)

deep in my Bible study. I ______________ (think) of putting a sign on my door, KEEP OUT-
BIBLE STUDY IN PROGRESS! I _____________ (hope) that will do the trick.

Use either the simple present, the simple past or the past continuous tense to fill the blanks in the
parable that follows. Be guided by the time expressions or any other clues provided. Put any
modifiers given in their proper places.

The kingdom of heaven us already a reality to those who ___________ (follow) the
Messiah, but its universal glory _____________ (lie) ahead. Nobody ____________ (know) the
day or the hour when he will face his Creator. Therefore, everyone _____________ to be alert.

The charming parable of the Ten Virgins illustrates this point. In the parable, virgins
_____________ (mean) bridesmaids. This parable _______________ (take) us to a typical
village wedding in the Middle East.

At the wedding that Jesus spoke of in his parable, the bride _______________ (choose)
ten of her relatives and friends as bridesmaids. They ____________ (go) to the bride’s house
early to help in the wedding preparations and to await the bridegroom. While they
______________ (wait) the ten young girls were very busy. All day long, they ______________
(whirl) about, getting things ready for the wedding. All the time that her bridesmaids
_______________ (fuss) over details, the bride _____________ (remain) hidden, in keeping
with Oriental custom.
 28

After the day’s activities, the young girls ________________ (fall) asleep. Then
_____________ (come) the high point of the preparations – the arrival of the groom at the house
of the bride’s parents. At midnight, a cry _______________ (rouse) the bridesmaids: “The
bridegroom cometh!” The ten girls _____________ (spring) to their feet and _____________
(take) their lamps. Eagerly, they _____________ (light) their lamps. But what was this? Five
could not light their lamps; they ______________ (not have) enough oil. They __________ (go)
to buy some that morning but in all the excitement they ______________ (forget) to.

The five wise virgins ___________ (be) already on their way out while the five foolish
ones _____________ (still rush) about. They _____________ (frantically try) to get some oil.
When the bridegroom ________________ (reach) the bride’s house, the five girls
________________ (welcome) the bridegroom and _____________ (bid) him to enter the house.
As soon as the bridegroom and his attendants ________________ (go) inside, the doors were
tightly shut and the feast ____________________ (begin). The feasting went on. In the
meantime, the five foolish virgins ________________ (stand) outside, enviously listening to the
sounds of revelry.

Combine the pairs of sentences in each set. Either put both verbs in the past tense, or put one
verb in the past and the other in the past continuous. Use the connective when or while to join the
clauses.

Mother Teresa exemplified the Good Samaritan. She was a charismatic Christian who
believed that “in serving the poor,” we are directly serving God.” Her real namewas Agnes
Gonxha Boyaxhiu. She was born of a well-to-do Albanian family in Shopje, now in Yugoslavia.
Agnes was deeply religious and wanted to help the poor.

1. She reached 18. She went to the Sisters of Loreto Abbey in Dublin to study English.

2. She finished her studies in Dublin. She was sent to India to begin her novitiate.

By 1931, she was at a Loreto Convent high school in Calcutta as a teacher and later
principal.

3. She stayed in a room overlooking the Moti Jheel Slum. She taught at the convent
school.

4. She looked over the convent wall at the slum. She was shocked by the dirt, the ragged
children, the disease and the misery of the slum-dwellers.

5. She got through with her classes. She went among these poor people to bring the,
food and medicines.

In 1946, Mother Teresa heard her second call. Surely, God wanted her to leave the
convent.
 29

6. She rode on a train to Darjeeling. She decided to leave among the poor.

7. She took intensive medical training. She worked to get the permission.

8. She finished her medical training. She returned to the slums of Calcutta.

In 1949, a former student from Loreto, 19-year-old Subashini Das, joined Mother Teresa.
Subashini took the name Agnes. Then others came; Mother Teresa’s order had its nucleus.

9. The order formally began in October, 1950. Mother Teresa was already an Indian
citizen.

10. Some of the sisters tended to the sick and the hungry. Others begged for food and
medicines.

In the years that followed, Mother Teresa and her volunteers fed 126,000 families, taught
14,000 children in 97 schools, cared for 186,000 victims of leprosy and 22,000 dying destitutes.
Even today, with Mother Teresa gone, her nuns still do charitable work. What exemplary
Christians these devotees of Christ are!

Make use of the different ways of expressing futurity in the following paragraph.

Fe ________________ (graduate) with us this coming March, but while most of us

____________ (look) for jobs, she ____________ (join) the Carmelite Missionaries in Sacred
Heart Village. Her parents know about her plan, but she __________________ (discuss) the
matter with them more seriously when she _______________ (return) to their province after
graduation. Fe is sure she _____________ (not meet) any objection as it has been her parents
fond wish to have a religious in their family.

First of all, Fe _______________ (go) for an interview with the Mother General of the
Carmelite Missionaries. She is quite sure that she ______________ (pass) the interview and that
the Order ________________ (accept) her as a postulant. After a year as a postulant, she
________________ (become) a novice. She _______________ (undergo) another two years of
study, after which she _________________ (say) her vows as a bride of Christ. Convent life for
Fe ______________ (not be) all prayers. She ________________ (study) many subjects, some
more difficult than the ones we have in college.

We all wish her the best, and we are sure she ____________ (make) a good Carmelite
nun.
 30

Consistency of Tenses

____________________ 1. People in the house just come and went unmindful of one another.

____________________ 2. After our final exams, we pigged out in Barrio Fiesta and
afterwards watch Getaway.

____________________ 3. The cashier counted the sales of the day and keep the cash in the
vault.

____________________ 4. Philip writes and sang ballads.

____________________ 5. I will lend you one peso but you paid me tomorrow.

____________________ 6. We did nothing during the weekend but chat, ate and sleeps.

____________________ 7. Whether he brings us good news or bad news did not matter to us
anymore.

____________________ 8. They were talking and walked awhile in the park.

____________________ 9. Put vinegar and added salt to your mixture.

____________________ 10. Water freezes into ice and evaporated into vapors.

____________________ 11. They are either playing hide and seek or climbed guava trees.

____________________ 12. I trusted you that much but you never value it.

____________________ 13. You will never see me correct because ever since you had believed
in nobody but you.

____________________ 14. But I pity you rather than hated you.

____________________ 15. Rose dropped by but you are out.

 31

IRREGULAR VERBS

Supply the missing verbs.

Present Past Present Participle Past Participle

Awake
Be
Bear
Bite
Broadcast
Burst
Catch
Cling
Do
Drink
Drive
Drown
Eat
Find
Fly
Forsake
Get
Go
Hang
Hide
Hit
Know
Lay
Lead
Leave
Lie
Mean
Pay
Ring
Rise
Say
Set
Shake
Shine
Show
Shrink
Sit
Spring
Steal
 32

Strive
Swear
Swim
Swing
Tear
Weave
Wring
Write