4 MAIN PARTS OF SPEECH

Throughout my teaching career, I learned that pupils need to be drilled of these for main parts of speech.

NOUNS for the weak

pupils
VERBS

drill them using

memory exercises

ADJECTIVES for the advanced

pupils
ADVERBS

MEMORY EXERCISES
Main Memory Exercise 1 Memory Memory Exercise 3
pronouns Exercise 2

I am do Have No was did had

YOU are do Have No were did had
HE is does Has S was did had
SHE is does Has S was did had
THEY are do Have No were did had
WE are do Have No were did had
IT is does Has S was did had
...ing ..root ...participle ...ing ..root ..particple
word (..en) word (..en)
(..ed) (..ed)

*Reminder: These formula exercises are only applicable for active sentences.
 BUILDING QUESTIONS TIPS
Main Memory Exercise 1 Memory Exercise 3 Questions Formula
pronouns .....?

I am do have was did had What

YOU are do have were did had Who
HE is does has was did had When
SHE is does has was did had Where Q + 2 + 1
THEY are do have were did had Why =
WE are do have were did had (..because)
IT is does has was did had How (+much)
Shall/Should
Can/Could
Must/May Q + 1
Does/Do/Did
Will/Would
Whose
Q + 1 + 2

Whom
(..to) Q + 2 + 1
(..with)

1 2 Q

EXAMPLES

1. When did you arrive? 2.Will you marry me ?

Q 2 1 Q 1

3. Whose pen is this ? 4. Whom are you talking to?

Q 1 2 Q 2 1
 NOUNS

PROPER COMMON COUNTABLE UNCOUNTABLE

quantifiers

accept articles
Normally cannot
accept articles Some
must be in
capital letter
Plenty of

A lot of

Any

a an the
Many
consonants b
vowels consonants/
A little
vowels A
Much
An
1 only A small amout of
1 / >1 Several
Alarge amount of
after the 1st A small number of
time
A large number of
one of its
kind (the A few
Sun)
 ADJECTIVES

ADJECTIVE COMPARATIVE SUPERLATIVE

1
tall ....er than the....est

2 beautiful more.....than The most....

SEQUENCING THE ADJECTIVES

Quanti Quali S A S C O M
u u i g h o r a

a a z e a l i t

n l e p o g e

t i e u i r

i t r n i

t y a

y l
 PRONOUNS
MAIN
PRONOUNS PERSONAL POSSESSIVE REFLEXIVE INTERROGATIVE
Possessive Possessive
adjective
I I me ...mine. ...my... myself Who....?
YOU You you ..yours. ...your... yourself/ves Whom...?
HE He him ...his. ...his... himself Whose...?
SHE She her ...hers. ...her... herself What...?
THEY They them ...theirs. ...their... themselves Which...?
WE We us ....ours. ...our... ourselves
IT It it ...its ...its... itself

How to use in a beginning middle/ ending beginning/ middle/ beginning

sentence? ending middle ending

Cause and Effect Formula

(c) (e)

(c) (e) = ,so

(e) (c) = because

example 1:

It rained heavily,so the students couldnt walk to school

(c) (e)
example 2:

The sudents couldnt walk to school because it rained heavily

(e) (c)
 SENTENCES

SIMPLE COMPOUND COMPLEX

For
WHO VERB WHAT W V W W V W While....., W V W
And
When....,
Azwan is reading a book. Nor After.....,
But Before........,

Or

Yet While Azwan is reading a book, he is writing a note.

So

Azwan is reading a book and he is writing a note.

 SECTION B TIPS (LMPe)
Letter/Message/Postcard/e-mail

1. Salutation

Dear......,
2. Introduction:

How are you? I hope you are in the pink of health.

3. Aim:

I am writing you this LMPe to share with you on X

1. underline
X

3. Be specific:
2. Change:
He/She- you the resort Indah
His/Her - your Village Resort

4. Content:

If you come to/ join in/ visit to/ participate in.......,

you can (verb).........

5. Closure:

Thats all for now. I hope you will have a great time
there. Thank you.
 SECTION C TIPS.
1. 3 4 sentences in a paragraph
How?
a. understand the storyline
b. draw w/v/w table
c. Highlight 3 4 action verbs related to each picture
d. complete the table
e. combine all sentences into a paragraph form

2. use more of compound and complex sentences.

(refer to the earlier notes on type of sentences.)

3. use more of transitions / sequence markers.

Later,
While.....,
Then,
When....,
Suddenly,
Before....,
After that,
After....,
......(etc)

4. Use at least ONE proverb/simile

Manual for the teachers:

1.Drill memory exercise 3

2. Give the 4 tips on how to score sec.c
3. Ask them to study the storyline (use the 1st language)
4. Ask them to draw who/verb/what table for each pic ( known as SVO or
ASIAVO to some teachers)
5. Let them highlight 4 verbs suitable for the pic ( what about the helping words?
I just ask them to ignore because they tend to use themin a wrong way.
However, tell them it is good if they can use the words given)
6. Ask them to complete the table
7.combine all sentences into paragraph form
8. Guide the students to improve the sentences to be compound and complex
sentences. Then, why not use transitions or sequence markers? ( this complies
the 2nd n 3rd tips)
9. Then, walla..! You have one not pretty bad story
10. As they get used to this technique, just ask them to draw table and highlight
the verbs only.

Prepared by:
Mr.Azwan B Basaruddin
English Teacher of SK Taman Cahaya Masai