Fode Grade 8 English Language Strand 2: Department of Education

DEPARTMENT OF EDUCATION
FODE GRADE 8
ENGLISH LANGUAGE
STRAND 2
READING and WRITING 2

(GRAMMAR)
FLEXIBLE OPEN AND DISTANCE EDUCATION

DEPARTMENT OF EDUCATION
PAPUA NEW GUINEA
2017
Writers:
Otsie O. Morgan, Ma. Cleofe Z. Dagale, Geraldine C. Cabañero, Nancy G. Jonathan
Editors:
FODE English Department
FODE Subject Editing Team
FODE English Subject Review Committee
GR 8 ENG LANG S2 TITLE
GRADE 8
ENGLISH LANGUAGE
STRAND 2
GRAMMAR
(READING AND WRITING 2)
TOPIC 1: THE THREE FORMS OF TENSES
TOPIC 2: VERB USUAGE
TOPIC 3: SIGNALS OF MODAL VERBS
TOPIC 4: ADJECTIVES AND ADVERBS

GR 8 ENG LANG S2 2 ISBN & COPYRIGHT
Acknowledgements
We acknowledge the contributions of all Secondary Teachers who in one way or

another helped to develop this Course.
Our profound gratitude goes to the former Principal of FODE, Mr. Demas
Tongogo for leading FODE team towards this great achievement. Special thanks
to the Staff of the English Department of FODE who played active role in
coordinating and editing processes.
We also acknowledge the professional guidance provided by Curriculum and

Development Assessment Division throughout the processes of writing and, the
services given by member of the English Review and Academic Committees.
The development of this module was Co-funded by GoPNG and World Bank.
DIANA TEIT AKIS

PRINCIPAL
Published in 2017
© Copyright 2017, Department of Education
Papua New Guinea
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means electronic, mechanical, photocopying,
and recording or any other form of reproduction without the prior permission of the
publisher.
ISBN: 978-9980-87-366-8
National Library Service of Papua New Guinea
Printed by Flexible Open and Distance Education
Writers:
Otsie O. Morgan
Ma. Cleofe Z. Dagale
Geraldine C. Cabañero
Nancy G. Jonathan
Editors:
FODE English Department
FODE Subject Editing Team
FODE English Subject Review Committee
GR 8 ENG LANG S2 3 CONTENTS
TABLE OF CONTENTS
PAGE
SECRETARY‟S MESSAGE …………………………………………………………….. 4
INTRODUCTION TO STRAND 2 ……………………………………………….……… 5
STUDY GUIDE…………………………………………………………………………….. 6
TOPIC 1 THE THREE FORMS OF TENSES …………………… 7

Lesson 1 Review of the Simple Tenses ………………………………. 9
Lesson 2 The Present Continuous Tense ………………………………. 15
Lesson 3 The Past Continuous Tense ………………………………… 20
Lesson 4 The Future Continuous Tense ………………………………. 27
Lesson 5 The Present Perfect Tense …………………………………... 31
Lesson 6 The Past Perfect Tense ……………………………………… 36
Lesson 7 The Future Perfect Tense ……………………………………. 41
Lesson 8 Table of Tenses ………………………………………………. 46
Answers to Practice Exercises 1 - 8 ………………………. 50
TOPIC 2 VERB USAGE ……………………………………………….. 53
Lesson 9 The Future with ―
will‖ and ―
shall‖ ………………………......... 55
Lesson 10 The Future with ―
Be going‖ ……………………………………. 60
Lesson 11 The Active Voice ……………………………………………… 65
Lesson 12 The Passive Voice …………………………………………….. 69
Lesson 13 Negative Statements and Negative Questions …………….. 74
Answers to Practice Exercises 9 - 13 ………………….. 80
TOPIC 3 SIGNALS OF MODAL VERBS …………………………….. 83
Lesson 14 Ability Signals ………………………………………………… 85
Lesson 15 Permission Signals ………………………………………...... 88
Lesson 16 Possibility and Certainty Signals ……………………………. 92
Lesson 17 Necessity Signals ……………………………………………... 97
Answers to Practice Exercises 14 - 17 …………………. 102
TOPIC 4 ADJECTIVES AND ADVERBS ……………………………. 105
Lesson 18 Adjectives and Adverbs ……………………………………… 107
Lesson 19 Comparison of Adjectives and Adverbs ……………………. 113
Lesson 20 The Order of Adjectives in a Series …………………………. 119
Lesson 21 Position of Adverbs …………………………………………... 122
Answers to Practice Exercises 18 - 21 …………………. 128
Glossary ….…………………………………………………….. 130
References …………………………………………………….. 134
GR 8 ENG LANG S2 4 MESSAGE
SECRETARY‟S MESSAGE
Achieving a better future by individual students and their families, communities or the nation
as a whole, depends on the kind of curriculum and the way it is delivered.
This course is a part of the new Flexible, Open and Distance Education curriculum. The
learning outcomes are student-centred and allows for them to be demonstrated and
assessed.
It maintains the rationale, goals, aims and principles of the national curriculum and identifies
the knowledge, skills, attitudes and values that students should achieve.
This is a provision by Flexible, Open and Distance Education as an alternative pathway of

formal education.
The course promotes Papua New Guinea values and beliefs which are found in our
Constitution, Government Policies and Reports. It is developed in line with the National
Education Plan (2005 -2014) and addresses an increase in the number of school leavers
affected by the lack of access into secondary and higher educational institutions.
Flexible, Open and Distance Education curriculum is guided by the Department of

Education‘s Mission which is fivefold:
To facilitate and promote the integral development of every individual
 To develop and encourage an education system satisfies the requirements of
Papua New Guinea and its people
 To establish, preserve and improve standards of education throughout Papua New
Guinea
 To make the benefits of such education available as widely as possible to all of the
people
 To make the education accessible to the poor and physically, mentally and socially
handicapped as well as to those who are educationally disadvantaged.
The college is enhanced to provide alternative and comparable pathways for students and
adults to complete their education through a one system, many pathways and same
outcomes.
It is our vision that Papua New Guineans‘ harness all appropriate and affordable
technologies to pursue this program.
I commend all those teachers, curriculum writers, university lecturers and many others who
have contributed in developing this course.
UKE KOMBRA, PhD

Secretary for Education
GR 8 ENG LANG S2 5 STRAND 2 INTRODUCTION
STRAND 2: GRAMMAR
Welcome to Strand 2 of Grade 8 English Language Course. The Strand

is divided into four Topics as follows;
Topic 1: The Three Forms of Tenses

Topic 2: Verb Usage
Topic 3: Signals of Modal Verbs
Topic 4: Adjectives and Adverbs
You will find more information about each topic in the topic introductions at the beginning of
the Topic. At the end of the Topic you will find the ―A
nswers to the Practice Exercises‖.
There are activities within the lesson. The answers to the activities can be found after the
Practice Exercises.
Each Lesson has Practice Exercises after the summary. The answers to the Practice
Exercise Questions are provided for each lesson at the end of each Topic. Mark your own
answers to each Practice Exercise whenever you see these instructions;
CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.
Be honest with yourself when you are doing your practice exercises and when you are
marking your own answers.
Copying answers does not help. Study hard and you will have no regrets when the
examination time comes.
This Strand has a separate Assignment Book for you to use. The information at the end of
the last lesson in every Topic will let you know what to do with the assignment exercises.
Whenever you need help and advice, contact your tutor or your provincial Coordinator who
will assist you.
The following icons are used in each Lesson in this Strand. Icons are symbols used in this
book. The following are the meanings of these icons.
Introduction All other activities
Lesson Objectives Vocabulary Activities
Reading Activities Listenning Activities
 Speaking Activities Summary

GR 8 ENG LANG S2 6 STUDY GUIDE
STUDY GUIDE
Below are steps to guide you in your course study.
Step 1: Carefully read through each lesson. In most cases, reading through once is not
enough. It helps to read something over several times until you understand it.
Step 2: There is an instruction below each activity that tells you to check your answers.
Turn to the marking guide at the end of each lesson and mark your own
answers before moving on to the next part of the lesson.
Step 3: After reading the summary of the lesson, start doing the Practice Exercise.
Refer to the lesson notes. Do only one practice exercise at a time.
Step 4: Below each Practice Exercise, there is an instruction that says:
Step 5: Turn to the marking guide at the end of the Topic and mark your own answers
against those listed under Answers to Practice Exercises.
Step 6: When you have finished marking, go back and correct any mistakes you may
have made in all exercises for lesson 1 before moving on to lesson 2.
Step 7: Prepare your own study timetable and use it to do your FODE studies each day
on an hourly basis. Below is a sample study timetable which you could use as a
guide.
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
8:00 –10:00 FODE STUDY TIME
10:00 –11:00
1:00 – 2:00
2:00 – 4:00
6:00 – 7:00
Listen to or watch current affairs programmes. Write your diary or read a

7.00 – 9:00
book.
GR 8 ENG LANG S2 7 TOPIC TITLE
TOPIC 1
THE THREE FORMS OF TENSES
In this Topic, you will learn about:
 Review of the Simple Tenses
 The Present Continuous Tense
 The Past Continuous Tense
 The Future Continuous Tense
 The Present Perfect Tense
 The Past Perfect Tense
 The Future Perfect Tense
 The Table of Tenses

GR 8 ENG LANG S2 8 TOPIC 1 INTRODUCTION
TOPIC 1: THE THREE FORMS OF TENSES
Welcome to Topic 1. In this topic you will study the three forms of tenses. In Topic 2 of your
Grade 7 English course, you studied the three tenses: the present tense, the past tense
and the future tense. These tenses have three forms: The simple, the continuous, and the
perfect. In this topic, you will learn about these three tenses and the forms they take. Below
are your lessons.
 Review of the simple tenses

 The present continuous tense
 The past continuous tense
 The future continuous tense
 The present perfect tense
 The past perfect tense
 The future perfect tense
 The table of tenses
Take your time to read study and do all the activities carefully. I hope you enjoy your
English Lessons.
GR 8 ENG LANG S2 9 TOPIC 1 LESSON 1
Lesson 1: Review of the Simple Tenses
Welcome to Lesson 1 of Strand 2. This lesson is a review of what you have

learnt in Grade 7 on the simple tenses. First look at the aims of this lesson.
Your Aims:
 define simple tenses

 identify the simple tenses
 use the simple tense correctly
What are Simple Tenses?
The Simple Tense has three forms. The Simple Present, the Simple Past and the Simple
Future. Study the table below.
Simple Present Simple Past Simple Future

I walk. I walked. I will walk.
He plays. He played. He will play.
I ring. I rang. I will ring
Kila swims. Kila swam. Kila will swim
She goes. She went. She will go.
The simple present tense is generally used for actions that happen regularly and for
actions that happen, perhaps, every day. So you would often find words like usually,
generally, everyday, sometimes and always with it.
Here are the rules for the simple present tense. The simple present tense is used for
actions that show
1. a habit or a regular activity.

2. something which is permanent or which is generally true.
3. something, which we think, know, understand, believe, remember,
hope, suppose or mean.
4. what we like, hate, want and need.
5. possession.
6. definite future activities and events in a programme.
Activity 1: Look at these sentences carefully then write which rule applies to
each of the sentence on the lines provided.
Example: My father speaks three different languages.

Answer: Rule 1
1. Water consists of oxygen and hydrogen. Rule: __________
2. I think Petrus Marika is correct. Rule: __________
3. Do you believe in GOD? Rule: __________
4. The PMV from Lae to Wau costs K10. Rule: __________
5. Mt Kaindi is quite cool at the top. Rule: __________
6. Charcoal burns longer than wood. Rule: __________
7. I hate flying. Rule: __________
Thank you for completing this activity. Go to the end of this lesson to check your answers.
Make sure you do necessary corrections before moving on to the next part of this lesson.
The past simple tense is used for an action that happened and finished in the past.
The past form for regular verbs end in -ed.6
Example: love – loved

walk – walked
The past form for irregular verbs differs from verb to verb. You need to learn it by heart.
Example: ring – rang

make – made
The past tense of the verbs ending in e and y is formed by adding ed / ied
Example: try – tried

cry – cried
lie – lied
Note: The past and the present are the only English simple tenses that use one word forms
of verb.
Activity 2: Change the underlined verbs in the following sentences into

the past tense.
1. I always eat mangoes.

________________________________________________________________
2. I begin to sing.
________________________________________________________________
3. The garden is full of ripe juicy watermelons.
________________________________________________________________
4. I feel like jumping right up to the moon.
________________________________________________________________
5. I hate going to the dentist.
_______________________________________________________________
Future Simple Tense

The simple future tense indicates an action that has not yet taken place.
1. We will go to New Zealand next year.

2. I will meet you at the market tomorrow.
Example:
will come / will go / will climb / will live
To form the negative of a simple future verb, place the word not between the modal verb
will and the base verb. Study the following examples that illustrate this point.
They will meet you today. They will not meet you today.
They will come next week. They will not come next week.
To form a question, move will to the beginning of the sentence, in front of the subject.
They will come today. Will they come today?

Mary will go to Lae on Sunday. Will Mary go to Lae on Sunday?
Activity 3: Change each simple past tense sentence into simple future tense
sentence.
Example: The principal sent you your results.
Will the principal send you the results?
1. The coordinator talked to the students about their examination results.

______________________________________________________
______________________________________________________
2. The driver picked up the printing boys at 5 mile.

_____________________________________________________
______________________________________________________
3. The bus left the teachers near the aid post.

______________________________________________________
______________________________________________________
4. We went to Sharon‘s birthday party.

______________________________________________________
______________________________________________________
5. She answered the phone in a happy voice.

______________________________________________________
______________________________________________________
Summary
You have reached the end of Lesson 1. In this lesson you learnt about
the simple present tense, the simple past tense and the simple future
tense.
NOW DO PRACTICE EXERCISE 1 ON THE NEXT PAGE.

Practice Exercise: 1
A. Change the verb in each sentence from simple present to simple past tense.
1. Sonya eats her lunch at 1.00 pm.

_________________________________________________________
2. Her friends wait for her around the corner.
_________________________________________________________
3. They go together to the rugby field.

_________________________________________________________
4. They watch rugby all afternoon.

_________________________________________________________
5. They return for home at 5 o‘clock.

_________________________________________________________
B. Write down in the three columns, the present, past and future tenses of the
following verbs.
Verbs Present Past Future

eat
drink
swim
cut
fall
talk
write
ride
climb
sing

Answers to Activities
Activity 1 Activity 2
1. Rule 2 1. I ate a mangoe.

2. Rule 3 2. I began to sing.
3. Rule 3 3. The garden was full of ripe juicy
4. Rule 3 watermelons.
5. Rule 2 4. I felt like jumping right up to the moon.
6. Rule 4 5. I hated going to the dentist.
Activity 3
1. The coordinator will talk to the students.

Will the coordinator talk to the students?
2. The driver will pick up the printing boys.
Will the driver pick up the printing boys?
3. The bus will leave the teachers.
Will the bus leave the teachers?
4. We will go to a party.
Will we go to a party?
5. She will answer the phone.
Will she answer the phone?
Lesson 2: The Present Continuous Tense
Welcome to Lesson 2 of Strand 2. In the previous lesson you reviewed

the simple tenses and their rules. In this lesson you will learn about the
present continuous tense. Look at the aims below before going on with
the lesson.
Your Aims:
 define the word continuous
 identify the verbs in the present continuous tense
 use the present continuous tense
What is the Present Continuous Tense?

You already know that present tense talks about events that happen as you are speaking.
The word continuous is when something is said to keep on going. Therefore, we can say
that the present continuous tense refers to actions or events that take place in the ―prese
nt
time‖ and is still happening.
Look at the following sentences: I am eating.

I am swimming.
I am writing.
All three are examples of the present continuous tense. The present continuous tense is
easy to make. It has two parts. The present tense shows the present time by the use of the
be verbs: am, is or are.
The second part is the form that ends with –ing. This indicates the continuation of the action
or the event.
Example: We are travelling.

They are cooking.
I am watching a movie.
When making the –ing form of the verb, take note of these spelling rules.
1. For verbs that end in a silent ―e‖ drop the ―e‖, then add – ing.
Example: make - making

dance - dancing
drive - driving
2. Some verbs double the last letter when adding -ing.
Example: swim - swimming

step - stepping
begin - beginning
forget - forgetting
3. Verbs that end in –ie, change to y:
Example: lie - lying

die - dying
tie - tying
Activity 1:
A. Underline the present continuous tense in each sentence.
1. I am studying to be a nurse.
2. They are driving along the highway.
3. She is laughing loudly.
4. We are traveling to Finchaffen by boat.
5. I am whistling for the taxi to stop.
6. She is reading a book titled ―Thin

k Big‖ by Dr Ben Carson.
7. They are walking home from school.
8. He is doing his home work.
9. The doctor is working at the hospital.
10. They are having their honeymoon.
B. Write the present continuous tense for the following words in the list below
using I, she and we.
.
Example: joke I am joking.
She is joking.
We are joking.
1. (ride) i. ___________________________________________________
ii. ___________________________________________________
iii. ___________________________________________________
2. (sew) i. ___________________________________________________
ii. ___________________________________________________
iii. ___________________________________________________
3. (watch) i. ___________________________________________________
ii. ___________________________________________________
iii. ___________________________________________________
4. (clean) i. ____________________________________________________
ii. ___________________________________________________
iii. ___________________________________________________
5. (collect) i. ___________________________________________________
ii. ___________________________________________________
iii. ___________________________________________________
Summary
You have reached the end of Lesson 2. In this lesson, you learnt about
the present continuous tense which has two parts. You learnt that the first
part is the present tense that indicates the present time by the use of the
verbs, am, is or are, and the second part is the form that ends with – ing,
which shows the continuation of the action or the event.

Change the verbs in the sentences from simple present tense to the present
continuous tense. Add a word or phrase from the box to each sentence.
now today at this moment at present
Example: My father goes fishing.

Answer: My father is going fishing at this moment.
1. I write a letter.
___________________________________________________________
2. Richard walks to school.

___________________________________________________________
3. We get up at six.
____________________________________________________________
4. My mother works in the garden.

___________________________________________________________
5. The old man lies down.

___________________________________________________________
6. We travel to the island every Christmas.

__________________________________________________________
7. Mum comes home from work in the evening.

___________________________________________________________
8. My sister goes driving.

___________________________________________________________
9. The old woman cleans the church.

___________________________________________________________
10. He catches the bus home.

___________________________________________________________

Activity 1
1. am studying 6. is reading
2. are driving 7. are walking
3. is laughing 8. is doing
4. are traveling 9. is working
5. am whistling 10. are having
Activity 2
1. I am riding.
She is riding.
We are riding.
2. I am sewing.
She is sewing.
We are sewing.
3. I am watching.
She is watching.
We are watching.
4. I am cleaning.
She is cleaning.
We are cleaning.
5. I am collecting.
She is collecting.
We are collecting.
Lesson 3: The Past Continuous Tense
Welcome to Lesson 3 of Strand 2. In the previous lesson, you learned

about the present continuous tense. In this lesson, you will learn about
the past continuous tense. Before moving on, check the aims below.
Your Aims:
 identify the verbs in the past continuous tense

 learn and understand the uses of the past continuous
tense
 use the past continuous tense
Just like the present continuous tense, the past continuous tense can be divided into two
parts in order to understand it better. When the past continuous tense is divided, the first
part is the past tense and the second part is the ongoing activity. The word continuous
means that an action is or was still going on. To make the past continuous tense, the past
tense of the verb be is used with the -ing form of verb. The past tense of the verb be are:
was, were.
Example:
Present continuous We are singing.
Present tense of continuous action

the verb to be
Past continuous We were singing.
Past tense of the continuous

verb be
action
In the table below is the past continuous tense of the verb go.
Singular Plural
1st Person I was going. We were going.
2nd Person You were going. You were going.
3rd Person He/ She/ It was going. They were going.

Here are some more examples of the past continuous tense
This time yesterday, I was travelling up the highway.

I was watching movies all night, last night.
She was always asking for her son.
The past continuous is used when:
 an activity is still going on when another takes place:
Example: He was reading when I entered the room.
 we wish to emphasise that an activity was continuous on a certain period, often with
an expression like all day or all morning.
Example: I was working hard all last week.

He was cutting grass all afternoon yesterday.
 we wish to emphasise that two actions were taking place at the same time.
Example: I was reading a book while my sister was writing.

The students were making a lot of noise while the teachers were
having meeting.
 we wish to show disapproval by using words like always.
Example: She was always making nose in the classroom.

He was always asking for work.
Sometimes the past simple tense and the past continuous tense are confusing. Look at
more examples of the tenses used together so you can see the difference clearly.
Example: As Jim was coming to school this morning he saw a bus crash
into the power pole.
In this example two events happened. One started and was still happening when another
happened.
The first action is expressed by the past continuous tense while the second is expressed by
the past simple.
Here are more examples:
Past continuous tense Simple past tense

(action going on) (new action)
The teacher was giving a lesson when her cell phone rang.
While we were watching a movie the lights went off.
It was still raining when I came home last night.

While Leo was getting on the bus the thief picked his pocket.
These sentences may be organised the other way around with the verb in the simple past
tense first and the verb in the past continuous tense second.
Simple Past Past continuous tense

Her cellular phone started ringing while the teacher was giving a lesson.
The lights went off while we were watching a movie.
I came home last night while it was still raining.
The thief picked Leo‘s pocket while he was getting on the bus.
Activity 1:
A. Following the example given below on the verb “go”, write out the past
continuous tense of the verbs “do” and “dance”
Example:
Go Singular Plural
1st Person I was going. We were going.
2nd Person You were going. You were going.
3rd Person He, she, it was going. They were going.
1.
Do Singular Plural
1st Person
2nd Person
3rd Person
2.
Dance Singular Plural
1st Person
2nd Person
3rd Person
B. Rewrite the following sentences. Put the verb in brackets into the past
continuous tense.
1. Hagai got off the PMV while it (move).
___________________________________________________________________
2. It (rain) when we went out.
___________________________________________________________________
3. I (read) when he came into the room.
___________________________________________________________________
4. Asigu (work) all day yesterday.
__________________________________________________________________
5. He hurt his foot while (play) rugby.
___________________________________________________________________
6. The man fell down as he (run) for the bus.
___________________________________________________________________
7. We (sing) a song when they arrived.
____________________________________________________________
8. When the phone rang I was (work) in the garden.
_____________________________________________________________
9. He was (have) his dinner when I saw him.
______________________________________________________________
10. She was (watch) a horror movie when she fainted.
____________________________________________________________
Summary
You have reached the end of Lesson 3. In this lesson, you learnt about
the past continuous tense. You learnt that this tense talks about on going
activities happening at a point of time in the past. You also learnt that
sometimes mistakes are made when the past simple is confused with the
past continuous.

Fill the spaces with the appropriate past continuous tense or the simple past
tense of the verbs in the brackets.
1. My small brother and sister ___________________ (play) soccer this morning.
2. __________________ you still ______________ (work) at 10 pm last night?
3. Why ________________ he _________________ (have) lunch at 3 pm?
4. I met Faithy in town yesterday. She _________________________ (shop).
5. Tanya _____________________________ (wait) for me, when I arrived.
6. The telephone rang while __________________________ (watch) the T.V.
7. You _______________________ (work) very hard yesterday.
8. We ___________________ not _________________(joke).
9. He ___________________ not _________________ (help) Ray Anna.
10. ___________________ you __________________ (cry)?
Activity 1
A.
1.
Do Singular Plural
1st Person I was doing. We were doing.
2nd Person You were doing. You were doing.
3rd Person He/ She/ It was doing. They were doing.

2.
Dance Singular Plural
1st Person I was dancing. We were dancing.
2nd Person You were dancing. You were dancing.
3rd Person He/ She/ It was dancing. They were dancing.
B.
1. was going 6. was running
2. was raining 7. were singing
3. I was reading 8. was working
4. was working 9. was having
5. was playing 10. was watching
Lesson 4: The Future Continuous Tense
Welcome to Lesson 4 of Strand 2. In the previous lessons you learnt

about the simple forms of tenses. You learnt about the present and the
past continuous tense. In this lesson you will learn about the future
continuous tense. Look at your aims before going on any further.
Your Aims:
 identify the forms of the future continuous tense
 define the functions of the future continuous tense
 apply the rules to learn the future continuous tense
 use the future continuous tense
The future continuous tense indicates an event that will be in progress at a specific point in
the future. The be verb used with will and shall shows the future continuous tense.
Example: My family will be taking a vacation the first week of December.

We will be staying at the Melanesian Hotel in Lae.
My uncle will be looking after our house while we are away.
Mr. Gabuina will be directing work on the project.
To form the negative, place not between will or shall and be.
Example: My family will not be taking a vacation the first week of December.
We will not be staying at the Melanesian Hotel in Lae.
My uncle will not be looking after our house while we are away.
Mr. Gabuina will not be directing work on the project.
To form a question, move will to the beginning of the sentence before the subject.
Example: Will the family be taking a vacation in the first week of December?
Will we be staying at the Melanesian Hotel in Lae?
Will my uncle be looking after the house?
Will Mr. Gabuina be directing work on the project?
Activity 1: Following the examples given below change each sentence to

future continuous tense, then into a question sentence and a
negative sentence.
Example: Students designed a traditional house for independence celebrations.
a. Students will be designing a traditional house for independence celebrations.

b. Will students be designing a traditional house for independence celebrations?
c. Students will not be designing a traditional house for independence
celebration.
1. The public gathered at the Ela Beach for the independence celebrations.
a. __________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
2. The city council trucks brought food for the feast.
a. __________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
3 The people danced and sang all night.
a. __________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
A good way to remember how to form the future continuous tense is by using the simple
future will with be and the – ing form of the verb.
Here are all the forms of the future continuous tense of the verb ―w
alk‖.
Affirmative Interrogative Negative
I will be walking Will I be walking? I won‘t be walking.

You will be walking Will you be walking? You won‘t be walking.
He will be walking Will he be walking? He won‘t be walking.
We will be walking Will we be walking? We won‘t be walking.
They will be walking Will they be walking? They won‘t be walking.
The future continuous tense expresses an action that is still continuing in

the future.
Activity 2: Supply the future continuous form of the verb in brackets.
1. The school (seek) ______________ a replacement for the office secretary.
2. I (clean) ______________ my bedroom on Saturday.
3. The 9 Mile Soccer Club (host) _________________ a dinner for new members.
4. Sam and Elizabeth (fly) __________________ to Wau tomorrow.
5. The caterers (prepare) ___________________ lunch for the workshop participants.
Summary
You have reached the end of Lesson 4. You have learnt about and done
activities giving you examples and practices on the use of the future
continuous tense.

Fill in the blanks with the appropriate future continuous tense.
1. I (go) __________ home this Christmas.

2. To get to my village, I (travel) __________by boat from Lae to Finchaffen.
3. Then if I am fortunate enough, I (ride) __________ on a PMV up into the mountains
to Pindiu station.
4. I (take) __________my coat in case it gets cold.
5. I (stay) ___________ with my cousin Rainong for a couple of days at Unseseu
village.
6. To return to Lae, I (fly) __________ by plane.
Activity 1
1. a. The public will be gathering at Ela Beach for the independence
celebrations.
b. Will the public be gathering at Ela Beach for the independence
celebrations?
c. The public will not be gathering at Ela Beach for the
independence celebrations.
2. a. The city council trucks will be bringing food for the feast.
b. Will the city council trucks be bringing the food for the feast?
c. The city council trucks will not be bringing the food for the feast.
3. a. The people will be singing and dancing all night.
b. Will the people be singing and dancing all night?
c. The people will not be singing and dancing all night.
Activity 2
1. The school is seeking a replacement for an office secretary.
2. I will be cleaning my bedroom on Saturday.
3. The 9 Mile Soccer club will be hosting a dinner for new members.
4. Sam and Elizabeth will be flying to Wau tomorrow.
5. The caterers will be preparing lunch for the writing workshop participants.
Lesson 5: The Present Perfect Tense
Welcome to Lesson 5 of Strand 2. You have seen how the verb tenses
take their simple and continuous forms. The next three lessons, starting
with this one, will be on the perfect tenses. First take a look at your aims
below.
Your Aims:
 recognise the forms of the present perfect tense

 identify and differentiate the use of the present perfect
tense
 apply the rule to form the tense and how it is used
Despite its name, the present perfect tense normally does not refer to actions occurring in
the present. Instead, it most often refers to actions completed in the past that has some
effect on the present situation.
1. I have tried to tell her not to come home late but she will not listen.
2. James has ordered a new TV set from Brian Bell but it has not arrived yet.
3. Ambeth has broken a leg, so she cannot play volleyball.
The present perfect tense also refers to continuous actions beginning in the past and
extending into the present.
1. I have lived in Port Moresby for six years.

2. My father has wanted to visit Israel since he was a young man.
The pattern for forming the present perfect tense is as follows:
Simple present forms “has” for singular and “have” for plural indicates the present tense,
while the past participle of the verb indicates the perfect tense. For most verbs, the past
participle is the same as the simple past form.
Example: She has tried.

They have looked.
To form the negative of the present perfect tense, insert not between the auxiliary and the
past participle.
Ebo has not broken a leg.
To form a question, move the auxiliary to the beginning of the sentence.
Has Ebo broken his leg?

Activity 1: Change the verbs in brackets to the present perfect tense.
1. The rose bush (grow) ____________ rapidly.

2. They (break) ____________ their promises too many times.
3. The boss (fail) ____________ to understand the workers wishes.
4. The accountant (mismanage) ____________ the institute‘s finances.
5. The Rabaul Queen (sail) ____________ for only three years.
The present perfect tense is always connected with the past and with the present. There
are three uses for the present perfect tense.
1. experience
2. change
3. continuing situation
1. Experience
The present perfect tense is often used to talk about experience from the past. We are
not interested in when you did something. We only wait to know if you did it.
Example:
I have seen Rambo 11.
He has lived in Buka.
Have you been there?
We have never eaten a magani.
All these actions are in the past, but I have a memory of them now in my head. So in
other words we can say it this way:
Connection with the past – The events happened in the past.
Connection with the present – I have a memory of the event in my head now. I know
something about the events; I have experiences of
them.
2. Change
We also use the present perfect tense to talk about a recent change or new information.
Example:
I have bought a car this morning.
(I didn‘t have a car but now I have one.)
Ebo has broken his leg yesterday.
(Ebo had a good leg. Now he has a broken leg.)
The police have arrested the thief.
(Yesterday he was free. Now he is in prison.)
Americans do not use the present perfect tense as much as the British do. Americans often
use the past tense instead.
Example: An American might say: ―D id you have lunch?‖, whereas, a
British person would say, ―H
ave you had lunch?‖
3. Continuing situation
We often use the present tense to talk about a continuing situation. This is a state that
started in the past and continued into the present and probably continues into the future.
This is a state not an action. We usually use for or since with this structure.
Example: I have worked here since June.

He has been ill for two days.
How long have you known Simon?
I have known Simon since childhood.
Connection with the past: the situation started in the past.

Connection with present: the situation continues in the present.
Activity 2: Rewrite each sentence using the present perfect tense of the
verb in brackets. Follow the example below.
Example: Look, John __________ his name on this page. (write)

Answer: Look, John has written his name on this page.
1. I __________ a picture. Do you like it? (draw)

______________________________________________________
2. The cat__________ its milk. (finish)

______________________________________________________
3. The plane from Wewak __________ (arrive)

______________________________________________________
4. She__________ her letter. (finish)

______________________________________________________
5. I __________ all the cakes.(eat)
______________________________________________________
Summary
You have come to the end of Lesson 5. In this lesson, you learnt about
the Present Perfect Tense. You learnt that the present perfect tense
refers to actions completed in the past that have some effect on the
present situation.You also learnt that it also refers to continuous actions
that began in the past and extends into the present and that the present
perfect tense is formed by using have/has and a past participle of the
verb.

Fill in the blank, the present perfect tense of the verb in the brackets.
1. This little girl _______________ (make) four bilums so far.
2. We _______________ (live) here for 10 years.
3. The church _______________ (be) in the centre of the village since the war.
4. We _______________ (find) all the lost puppies.
5. You _______________ (not eat) very much.
Activity 1
1. The rose bush has grown rapidly.
2. They have broken their promises too many times.
3. The boss has failed to understand the workers wishes.
4. The accountant has mismanaged the institute‘s finances.
5. The Rabaul Queen has been sailing for only three years.
Activity 2
1. I have drawn a picture. Do you like it?
2. The cat has finished its milk.
3. The plane from Wewak has arrived.
4. She has finished her letter.
5. I have eaten all the cakes.
Lesson 6: The Past Perfect Tense
Welcome to Lesson 6 of Strand 2. In the last lesson, you learnt about the
Present Perfect Tense. In this lesson you will learn about the Past Perfect
Tense. Perfect means ―f inished‖. The Perfect tense tells us that the action
has been completed. Take a look at the aims of the lesson below before
you continue with the lesson.
Your Aims:
 recognise the forms of the past perfect tense
 identify and differentiate between the past perfect tense
and the present perfect tense
 use the past perfect tense.
Look at these sentences:
I was so hungry I looked for a canteen to buy buns, but even that had already sold out so I
decided to cook.
The past perfect tense is best understood as the ―be

fore tense‖. When we wish to indicate
that an event happened in the past before another event in the past, we use the past
perfect tense.
Like the past continuous tense, this tense is used far too often that we wish to convey the
idea of the event happening before another and therefore it is not really necessary to use
this tense frequently.
By using the past perfect tense, it is clear that one event occurred before the event in the
past.
Example: The lesson had begun when we arrived.
In this sentence the use of past perfect tense (had begun) is necessary to make it clear that
the order of event: ―beginning of the lesson‖ occurred before the other event ,―o
ur arrival‖ in
the past.
The beginning of the lesson (happened first)
Our arrival (happened next)
The past perfect is used with a point of time in the past to show that the event occurred
before that point.
Example: By eight o‘clock last night, he had read most of the novel.
The point of time given is - By eight o‘clock
The event that took place before eight o‘clock was; he had started reading the novel.
Example: In 2008, he had been a student at FODE for three years.

The point of time given - 2008
The event that took place before 2008 - he had been a student at
FODE for three years.
The form for the Past Perfect tense is: had + past participle.
a. He had enjoyed the party.
(had) + (past participle)
b. He hadn‟t gone to bed until late.
(had) + (past participle)
c. Where had he put his wallet?
(had) (past participle)
Activity 1: Read each situation carefully then circle the right answer.
1. A truck delivered a bag of highlands kaukau. I had already paid for it.
Which came first?
(a) The delivery or (b) The payment
2. The ladies brought our gifts after we had eaten our food.
Which came first?
(a) The gift (b) The food
3. I‘d seen the film so I read the book.
Did I first
(a) see the film, or (b) read the book?
4. The music ended so I rewinded the cassette.
(a) after or (b) before the music ended?
5. I had an invitation to a wedding party but I‘d booked a trip to Alotau.

Which came first?
(a) the invitation or (b) the booked trip?
When speaking with the past perfect tense, we often contract the subject and the auxiliary
verb.
Example: I had – I‘d

You had – You‘d
He had – He‘d
She had – She‘d
It had – It‘d
We had – We‘d
They had – They‘d
Note: The „d contraction is also used for the auxiliary verb would.
For example: We‟d can mean: we had or we would
It will depend on how it is used in a sentence. It becomes clear when it is used in the
context.
We‘d arrive: We had arrived before them.
We would arrive the next day.
Activity 2: Join these two sentences. Use the past perfect tense to indicate
the action that happened first in the past.
Example: I took the book back to the library. I read it.

Answer: I took the book back to the library after I had read it.
1. The students did the experiment. They wrote a report on it.
____________________________________________________________
____________________________________________________________
2. Nick saved enough money. He bought a motor bike.
____________________________________________________________
____________________________________________________________
3. Mark put all the dishes away. He dried them.

____________________________________________________________
____________________________________________________________
4. I looked both ways. I pulled out into the road.

____________________________________________________________
____________________________________________________________
Summary
You have come to the end of Lesson 6. In this lesson you learnt that the
Past Perfect is formed by the auxiliary verb (had + the past participle).

Change the bolded words in each sentence into the past perfect tense.
1. He told us that the bus is leaving.

_____________________________________________________________
2. I thought I met her before but I was wrong.
_____________________________________________________________
3. He explained that he closed the window because of the rain.
_____________________________________________________________
4. I wondered if I was there before.
_____________________________________________________________
5. I asked them why they did not finish.
_____________________________________________________________
Activity 1
1. B
2. A
3. A
4. A
5. B
Activity 2
1. The students wrote a report after they had done the experiment.
2. Nick bought a motor bike after he had saved enough money.
3. Mark put all the dishes away after he had dried them.
4. I pulled out onto the road after I had looked both ways.
Lesson 7: The Future Perfect Tense
Welcome to Lesson 7 of Strand 2. In this lesson you will learn about

the future perfect tenses. First take a look at the aims of the this
lesson.
Your Aims:
 identify the future perfect tense
 use the future perfect tense
The future perfect tense is easy compared to the others you have learnt. It simply indicates
that at a point of future time, an event will be in the past.
Look at these examples:

1. By four o‘clock tomorrow, I will have finished this lesson.
2. Before bedtime Margaret will have completed her homework.
3. She will have left her house by now.
The pattern for forming the future perfect tense is:
will have + past participle
How do we use the Future Perfect Tense?
The future perfect tense indicates an event that will be completed by a specific
point in the future.
For example:
The bus will leave the bus stop at 9am. You will arrive at the bus stop
at 9.15am. When you arrive, the bus will have left.
 The future perfect tense is made up of will + have been + plus past participle form
of the main verb. It shows that an action that will take place in the future is
considered to have been completed.
Time expressions that are usually used include:

by then, by that time, by next year, by eight o’clock, in a week’s time, in two hours,
 To form the negative, place not between will and have.
Example: They will have gone by now.

They will not have gone by now.
 To form a question, move will to the beginning of the sentence in front of the subject.
Will they have gone by now?

In speaking with the future perfect tense, we often contract the auxiliary verb will.
Sometimes, we contract the subject, will and have together:
Example:
I will have I'll have
you will have you'll have
he will have he'll have

she will have she'll have
it will have it'll have
we will have we'll have
they will have they'll have
Activity 1: Rewrite the sentences by supplying the future perfect tenses of

the verbs in bracket.
1. By this time tomorrow we (take) the test.

________________________________________________________
________________________________________________________
2. The surgeon (complete) the operation soon.

________________________________________________________
________________________________________________________
3. He (ask) her to marry him.

________________________________________________________
________________________________________________________
4. The birds (fly) south for the winter.

________________________________________________________
________________________________________________________
5. The tide (go) out already.

________________________________________________________
________________________________________________________
There are many occasions when it is possible to use either the future simple or the future
perfect.
For example:
You will have finished that novel by tomorrow; ( future perfect tense).
It is possible to use the future like this;
You will finish that novel tomorrow. (future simple tense)
The difference between the future simple and the future perfect tense is that when we use
the future perfect, we are viewing the event from the future, whereas when we use the
simple future, we are viewing the event from now.
Example: By Friday, she will have been in Port Moresby for two weeks.
We are clearly viewing the event from the future and looking back on something which has
been going on in the past, and therefore the only tense we can use is in the future perfect.
Here are more examples.

1. We shall have revised all the tenses by the end of this topic.
2. She will have made 10 bilums when she finishes the one she is making now.
3. They will have played all the music when we arrive.
Activity 2: Rewrite the sentences by changing the verbs in brackets to the

future perfect tense.
1. By six o‘clock tomorrow, I (travel) over a thousand miles by land and

sea.
_______________________________________________________
_______________________________________________________
2. The rain (stop) by the time we reached the town.

_______________________________________________________
_______________________________________________________
3. My brother (take) his degree before I leave school.

_______________________________________________________
_______________________________________________________
4. I (do) this exercise on the future perfect tense by lunch time.

_______________________________________________________
_______________________________________________________
5. His sister (cook) the meal by the time he gets home.

________________________________________________________
________________________________________________________
Summary
You have reached the end of Lesson 7. You learnt in this lesson that the
future perfect tense tells us that something will have happened at or
before a certain time in the future. You also learnt that the future perfect
tense is formed by: will have + past participle.

Rewrite the following sentences on the lines provided, putting the verbs that are in
brackets into the future perfect tense.
1. By half past 7, we (drive) for the airport.
__________________________________________________________
2. The bakery (close) by 5:30pm
__________________________________________________________
3. By the end of the year I (read) the Holy Bible.
__________________________________________________________
4. I (finish) this work before you go away.
__________________________________________________________
5. By this time next week you (take) your examination.
__________________________________________________________
6. We (leave) the house before you get back.
__________________________________________________________
Activity 1
1. will have taken 4. will have flown
2. will have completed 5. will have gone
3. will have asked
Activity 2
1. will have travelled 4. will have done
2. will have stopped 5. will have cooked
3. will have taken
Lesson 8: The Table of Tenses
Welcome to Lesson 8 of Strand 2. In this lesson you will look at the table
of tenses. This is a table where all the tenses that you have covered will
be revised. You will be able to see clearly the different tenses and the
forms they take. Look at the aims below before moving on with your
lesson.
Your Aims:
 identify all the verb tenses and forms

 use the verb tense and form
In the previous lessons you learnt about the following:

Lesson 1 Simple Present, Simple Past, Simple Future
Lesson 2 The Present Continuous
Lesson 3 The Past Continuous Tense7\
Lesson 4 The Future Continuous Tense
Lesson 5 The Present Perfect
Lesson 6 The Past Perfect Tense
Lesson 7 The Future Perfect Tense
That was quite a lot wasn‘t it? But do not fret.It will help when you look at them in the table
below and with more practice you will be able to identify and use them in a sentence.
Simple Continuous Perfect
am kicking
Present kick has kicked
is kicking
have kicked
are kicking
Past kicked was kicking had kicked

were kicking
Future will kick will be kicking will have kicked

shall kick shall be kicking shall have kicked
Activity 1:
A. Fill in the missing tenses to complete the verb tense table below.
Present simple present

Past
Future future perfect
B. Using the verb “swim”, fill in the table below with its correct forms.
Present swim
Past
Future
C. On the blanks provided, write the Present Perfect or Past Simple of the
verbs in brackets
Example:
have
I ____________ (have) these shoes since my eighteenth birthday.
tidied
I____________ (tidy) my desk, but now it is in a mess again.
1. The last time I ____________ (go) to Madang was in August.

2. I‘d like to meet a ghost, but I ____________ (never / see) one.
3. I‘ve finished my homework. I ____________ (do) it before tea.
4. What time ____________ (you/get) to work this morning?
5. Janet ____________ (be) very ill three years ago.
Summary
You have reached the end of Lesson 8. Now that you can see all the
tenses on the table, I am sure you are on your way in being an expert. It
would be a good idea to make a chart of verb tense and pin it up in your
room. Treat it like you would the math multiplication times table and learn
it till you know it well.

State in which tense each of the following sentences is written. Write your answer on
the lines provided.
1. Tom is walking down the path now. _____________________________________
2. He has a fishing line. ________________________________________________
3. Yesterday he went to the beach. _______________________________________
4. I was in the garden. __________________________________________________
5. Some of my friends are coming to visit me. ________________________________
6. By next week they will have seen the Wau market. __________________________
7. I think it is one of the best markets in PNG. ________________________________
8. The market provides varieties of fruits and vegetables from the local area.
___________________________________________________________________
9. My favorite fruits are mandarins, passion fruits and tree tomatoes.
___________________________________________________________________
10. Unfortunately the passion fruit season will have been over by the time my friends
come. ______________________________________________________________
Activity 1
A.
Present simple present Present Present perfect

continuous
Past Simple past Past Past perfect

continuous
Future Simple future Future future perfect

continuous
B.
Present swim swimming swum
Past swam swimming swum
Future Will / shall Will / shall Will / shall have

swim be swimming swum
C.
1. went
The last time I ____________ (go) to Madang was in August.
have never seen
2. I‘d like to meet a ghost, but I _______________ (never / see) one.
3. did
I‘ve finished my homework. I ____________ (do) it before tea.
4. did you get (you/get) to work this morning?

What time ____________
5. was
Janet ____________ (be) very ill three years ago.
GR 8 ENG LANG S2 50 TOPIC 1 ANSWERS
Answers To Topic 1 Practice Exercises
Practice Exercise 1
A.
1. Sonya ate her lunch at 1.00 pm.
2. Her friends waited for her around the corner.
3. They went to the rugby field.
4. They watched rugby all afternoon.
5. They returned for home at 5 o‘clock.
B.
Present Past Future
eat ate will eat
drink drank will drink
swim swam will swim
drive drove will drive
cut cut will cut
fall fell will fall
talk talked will talk
write wrote will write
Practice Exercise 2
1. I am writing a letter now.
2. Richard is walking to school now.
3. We are getting up at six today.
4. My mother is working in the garden at the moment.
5. The old man is lying down at present.
6. We are traveling to the islands now.
7. Mum is coming home from work at the moment.
8. My sister is going driving.
9. The old woman is cleaning the church at this moment
10. He is catching the bus home.
Practice Exercise 3
1. were playing
2. were, working
3. is, having
4. was shopping
5. was waiting
6. we were watching
7. were working
8. were, joking
9. is, helping
10. were, crying
Practice Exercise 4
1. Will be going
2. Will be traveling
3. will be riding
4. will be taking
5. will be staying
6. will be flying
Practice Exercise 5
1. has made
2. have lived
3. has been
4. have found
5. have not eaten
Practice Exercise 6
1. He told us that they had left.
2. I thought I had met her before, but I was wrong.
3. He explained that he had closed the window because of the rain.
4. I wondered if I had been there before.
5. I asked them why they had not finished.
Practice Exercise 7
1. By half past 7, we will have driven.
2. The bakery will have closed by 5.30.
3. By the end of the year I will have read the Holy Bible.
4. I will have finished this work before you go away.
5. By this time next week you will have taken your examination.
6. We will have left the house before you get back.
Practice Exercise 8
1. Present continuous
2. Present simple
3. Past simple
4. Past simple
5. Present continuous tense
6. Future perfect
7. Present simple
8. Present simple
9. Present simple
10. Future perfect
END OF TOPIC 1
NOW DO EXERCISE 1 IN THE ASSIGNMENT 2. THEN GO ON TO TOPIC 2.

GR 8 ENG LANG S2 53 TOPIC 2 TITLE
TOPIC 2
VERB USAGE
 The Future with “will” and “shall”
 The Future with “Be going”
 The Active Voice
 The Passive Voice
 Negative Statements and Negative Questions

TOPIC 2: VERB USAGE
Welcome to Topic 2. In this topic you will study about the proper verb usage. Each lesson
will help you to learn and use English properly in speaking and writing .Make sure you take
your time to read carefully. Do all exercises and correct your work before moving on to the
next part of your lesson. Your lessons are as follows
 Lesson 9 The Future with ― w

ill ―
and ―sh
all‖
 Lesson 10 The Future with ― B

e going‖
 Lesson 11 The Active Voice
 Lesson 12 The Passive Voice
 Lesson 13 Negative Statements and Negative Questions
I hope you enjoy these English Lessons.
All the best.

Lesson 9: The Future with “will” and “shall”
Welcome to Lesson 9 of Strand 2. In this lesson you will learn about the
use of ―will‖ and ―sha
ll‖ in the future tense. By future, we mean the future
tense. Now look at your aims.
Your Aims:
 identify the uses of ―w ill and ―sh

all‖ with the future
 apply the rules for ―will‖ and ―shall‖ with the future
 use ―w ill‖ and ―sh
all‖ correctly with the future tense
Will and shall are auxiliary verbs known as modal verbs. They are used to help make the
future tenses. The rules for the use of ―w ill‖ and ―sha
ll‖ apply to all future tenses. Let us look
at the future tenses that you have learnt.
1. Lesson 1 Simple future tense
2. Lesson 4 Future continuous tense and
3. Lesson 7 Future perfect tense.
This is how they appear on the table of tenses.
Form Future Future Future

simple tense continuous Perfect
Tense will cook will be will have
cooking cooked
Future
Besides being used to help make the future tenses will and shall have other uses
We use will to:
1. talk about the future.
Example: It is now 4:06, I will stop work now.
The employees will stop working at 4.06.
2. talk about future facts and things that we think will happen in the future.
Example: My father will be sixty years old tomorrow.

Jane will give you a new dress.
He is a good manager. He will not make any mistakes.
3. ask about the future.
Example: Will they win the game?

4. talk about a decision to do something.

Example: If the telephone rings we say; ―Iwill answer it.‖
Does anyone want to come with me to the shop?

―Yes, I will come.‖
Look at the uses of will this way. Will is usually used in these situations.
Conditions Situations What You Will Say

Volunteering to do The phone rings l will answer it.
something
Promising to do something A friend is leaving. I will visit you at Christmas.
Deciding to do something Your car won‘t start. I will buy a new car.
Ordering someone to do Your little brother wants to You will do your homework
something watch a movie after school now!
Predicting something will There are dark clouds I think it will rain.
happen gathering.
We use shall:
1. when we want to do things for other people.
Example: offer: Shall I make you a cup of coffee?

offer: I‟ll make you a cup of coffee.
2. to suggest things that we can do.
Example: I shall cook a nice meal for you tonight.
The table below shows how contracted forms of will and shall are used.
Positive Short form Negative Short form

I will I‘ll I will not I won‘t
I shall I‘ll I shall not I shan‘t
He will He‘ll He will not He won‘t
She will She‘ll She will not She won‘t
It will It‘ll It will not It won‘t
They will They‘ll They will not They won‘t
They shall They‘ll They shall not They shan‘t

When the speaker or writer wants to express a promise, willingness, determination, a

command or a threat, will is used for the first person and shall for the second and third
person.
By person we mean: First person I and we
Second person You
Third person he, she, it and they
In the formal English especially those who want to sound formal or polite, the auxiliary shall
is used with the first person.
Example: I shall, we shall
The auxiliary will is used with the second and third person.
Example: you will, he will, she will, it will, they will

The proper way is thus like this:
You will work. I shall work.
He will work. We shall work.
She will work.
It will work.
They will work.
Although not necessary in today‘s English, especially in American English, the proper way
to use shall is with the first person and will is used with the second and third person.
Activity 1: Write will or shall on the blanks provided to complete the

sentences.
1. __________ you pass the salt, please?

2. __________ I call a taxi for you?
3. __________ we go?
4. __________ you join me for a game of snooker?
5. How __________ you travel? __________ you travel by road or by air?
6. At this time tomorrow, I __________ be traveling up the highway.
7. I __________ be calling on you anytime.
8. What __________ you do now?
9. They __________ not stop for anyone.
10. You __________ be the King and I __________ be your Queen.
Summary
You have reached the end of Lesson 9. In this lesson you learnt about the
uses of will and shall. You also learnt that will and shall are not tenses.
They are used to help make the future tense.

Complete each sentence by writing in the blank spaces will or shall where
appropriate.
1. You __________ complete the work I gave you.
2. I __________ work very hard, I promise.
3. He __________ arrive soon.
4. We __________overcome this problem someday.
5. She __________ perform in the concert tonight.
6. They __________ find a way to get there.
7. __________you drive or shall I?
8. __________ you shut the door please?
9. __________ I get you a cup of coffee?
10 __________ he be around to watch the show?
Activity 1
1. Will you pass the salt, please?
2. Shall I call a taxi for you?
3. Shall we go?
4. Will you join me for a game of snooker?
5. How will you travel? Will you travel by road or by air?
6. At this time tomorrow, I will be travelling up the highway.
7. I will be calling on you anytime.
8. What will you do now?
9. They will not stop for anyone.
10. You will be the King and I shall be your Queen.

Lesson 10: The Future with “Be going to”
Welcome to Lesson 10 of Strand 2. In the previous lesson you

learned about the use of ―w ill‖ and ―sha ll‖ in the future tense. This
Lesson is similar to Lesson 9. Here you will look at the use of “be
going to” with the future. Before starting on your lesson look at the
aims below.
Your Aims:
 identify the uses of future with ―begoing to‖

 demonstrate the use of future with ―begoing to‖ in a
sentence

Be going to is used to express intentions. It is used:
1. to talk about something we have decided to do.
Example: I am going to write.

My friends are going to come tonight.
What are you going to do on Saturday?
I am going to watch rugby tonight.
Aunt Jenifer is going to visit us next month.
2. for a prediction based on the present situation, when we can see that
something is going to happen.
Example: The ladder is moving so David is going to fall.

My sister is going to have a baby in March.
It is nearly half past eight, we are going to be late.
It is going to rain.
It isn‘t going to rain today.
Do you think it‘s going to rain?
We can use I am not going to for a refusal

Example: I am not going to sit here and wait for you all day!
Activity 1:
A. Use the words in the box with be going to in order to express what you think
will happen.
. sick, crash, get wet, lose, now stop, rain
Example: The sky is full of dark clouds.

Answer: It is going to rain.
1. Now it‘s starting to rain. There‘s nowhere to shelter, and you haven‘t got an
umbrella.
___________________________________________________________________
___________________________________________________________________
2. You feel awful. There‘s a terrible feeling in your stomach.
___________________________________________________________________
___________________________________________________________________
3. You are playing a card game called bomb. The game is almost over and you are 100
points behind.
___________________________________________________________________
___________________________________________________________________
4. You can see a plane coming down. It‘s out of control and falling to the ground.
___________________________________________________________________
___________________________________________________________________
5. You are waiting for a bus. There is one coming but it looks full and it is not slowing
down. It is traveling very fast.
___________________________________________________________________
___________________________________________________________________
B. Rewrite the following sentences using be going to instead of will.
1. My father will buy me a bicycle for my birthday.

___________________________________________________________________
___________________________________________________________________
2. Our house will be painted next week.
___________________________________________________________________
___________________________________________________________________
3. They will leave for Australia tomorrow.
___________________________________________________________________
___________________________________________________________________
4. We will grow corns in our garden.
___________________________________________________________________
___________________________________________________________________
5. Mr Samky will buy a car.
___________________________________________________________________
___________________________________________________________________
Summary
You have reached the end of your lesson. You have learnt that (be)
going/going to is another way to express future. You also learnt that going
to future usually expresses intention or present cause. (prediction). I am
sure you have had plenty of exercises to understand this lesson. Make
sure you have corrected your activities before you move on to the practice
exercise.

Rewrite the following sentences replacing will with be going to.

1. I will write to him next week.
___________________________________________________________________
2. They will sell their house next year.
___________________________________________________________________
3. Tanya will sing a song this year.
___________________________________________________________________
4. What time will you have dinner?
___________________________________________________________________
5. Liz will work hard this year.
___________________________________________________________________
6. They will build a new school this year.
___________________________________________________________________
7. Richard says he will work hard next year.
___________________________________________________________________
8. I will write a letter to my uncle today.
___________________________________________________________________
9. Mr. Samky will sell his car.
___________________________________________________________________
11. We will finish our home work after supper.
___________________________________________________________________
Activity 1
1. I am going to get wet.
2. I am going to be sick.
3. I am going to lose.
4. The plane is going to crash.
5. It is not going to stop.
Activity 2
1. My father is going to buy me a bicycle for my birthday.
2. Our house is going to be painted next week.
3. They are going to leave for Australia tomorrow.
4. We are going to grow corns in our garden.
5. Mr. Samky is going to buy a car.
Lesson 11: The Active Voice
Welcome to Lesson 11 of Strand 2. In this lesson you shall learn

about the voice of a verb. This lesson will focus on the first voice
of a verb, the active voice.
Your Aims:
 define the voice of the verb

 define the active voice
 identify the subject and verb of sentences
 identify the active voice sentences
The voice of a verb describes the relationships between the action or state that the
verb expresses and the subject or object in the sentence.
The voice of a verb has two types. They are the active voice and the passive voice. In most
writing we use the active voice because it is more direct in its meaning.
When the subject of the sentence is the doer or agent of the action, the verb is in
the active voice. The sentence is called the active voice sentence.
Study the example below:
The cat ate the mouse.
subject object
verb
The subject ―cat
‖ is the doer of the action expressed by the verb ―ate
‖ which is in the
active voice.
Here is another example:
The hunter killed the wild pig.
subject object
verb
The verb ―killed‖ is in the active voice because the action it expresses is done by the
subject ―
hunter‖.
Activity 1:
A. Underline the subject and verb in each sentence then on the blank write A if
the sentence is active voice sentence and X if it is NOT.
________ 1. Some students were sitting for the exam while I was there.
________ 2. My brother ate all the cookies.
________ 3. Mr. Kila harvested his peanuts last week.
________ 4. The books were damaged by the flood.
________ 5. My grandmother was visited by her friends yesterday.
B. Choose a verb from the box to fill the blank spaces to complete the passage
below.
notice, find, know, occurred, blew, hold, move, rushed, raced, grabbed.
Busily chewing the decision over, I didn‘t (1)______________ everyone leave the
house, yelling half-heard farewells in their hurry for the bus. Its whistle (2)
__________________ loud and clear as it rounded the bend! Man, did I (3)
_________________! I (4)__________________ around at a blind speed trying to (5)
________________ suitable clothes. Of course, inevitable (6) _________________ I
couldn‘t find any! So I (7) _________________ Mums old house dress from the end
of the bed, slipped it on inside out and (8) _______________ out in time to see mum
talking to the conductor, obviously asking him to (9) _________________ on a
second. How she knew I was coming, I‘II never (10) __________. Maybe its that thing
that all mothers are supposed to have –intuition.
Summary
You have come to the end of Lesson 11. In this lesson you
learnt about the active voice of a verb and identified the active
voice sentences. You also used appropriate verbs to complete a
paragraph.

A. Study the underlined verb in each sentence. Write A if the verb is in active
voice and X if it is not.
_____ 1. The art of Melanesia is admired all over the world.
_____ 2. Masks and carvings from PNG appear in museums and art collections in
Europe, America and Australia.
_____ 3. Our unique dances and traditional canoes and buildings are seen by many
people from overseas.
_____ 4. Although many students know about the art of their area, they know very little
about art from other parts of the country.
_____ 5. Sepik students often enjoy Sepik carving, for example, but they know very
little about art from other parts of the country.
_____ 6. Similarly, Oro students do not know much about Sepik carving.
_____ 7. Some PNG leaders are concerned about this.
_____ 8. They fear that, unless things improve, the only people to enjoy this country‘s
art will be the tourists.
B. Write active voice sentences using each of the verbs below.
1. (give) _________________________________________________________
2. (cook) _________________________________________________________
3. (attend) _________________________________________________________
4. (build) ________________________________________________________
5. (write) ________________________________________________________

Activity 1
A.
X
________ 1. Some students were sitting for the exam while I was there.
A
________ 2. My brother ate all the cookies.
A
________ 3. Mr. Kila harvested his peanuts last week.
X
________ 4. The books were damaged by the flood.
X
________ 5. My grandmother was visited by her friends yesterday.
B.
1. notice 6. occurred.
2. blew. 7. grabbed.
3. move 8. raced.
4. rushed 9. hold.
5. find 10. know

Lesson 12: The Passive Voice
Welcome to Lesson 12 of Strand 2. In the previous lesson you learnt

about the use of verbs in the active voice. In this lesson, you will learn
about the passive voice. But first, look at the aims of this lesson.
Your Aims:
 define the passive voice
 identify the verbs in the passive voice
 use of the passive voice
To help you understand the passive voice, take a brief review of the active voice before we
move on with this lesson.
Active voice is when a subject of a sentence is the ‗doer‘ of the action, we say the verb is in
the active voice. In active voice, the subject does the action and the object is affected by it.
Before you read on, quickly label the two sentences as Active or Passive.
Sentence A: The dog killed a rat.

Sentence B: The rat was killed by the dog.
Obviously, you would have labelled sentence A – Active because you can now identify an
active voice. Sentence B would definitely be Passive because you were only given two
sentences to label.
What is Passive Voice?

In a passive voice, the subject of the sentence is the ‗receiver‘ of the action or the subject is
affected by the action instead of doing it.
Look at sentence B.
The rat / was killed / by the dog
subject action
or
receiver
In this sentence, the rat ‗received‘ the killing done by the dog
Subject verb/action
The verbal phrase ‗was killed‘ is followed by the word ‗by‘ and then by the ‗doer of the
action‘, dog. In most cases, passive voice is used when the doer of the action is not
mentioned.
Example: The pyramids were built thousands of years ago.

Several robberies were committed during the night.
In the first sentence the ‗agent‘ or the doer of the action built is unknown.
In the second sentence the agent is common knowledge and mentioning it would be
redundant.
Activity 1: Read the passage below and underline any three sentences that are
in the passive voice.
How the PIN Code of your Y@K hand phone can be modified
The PIN Code is to be activated before it can be modified. The change function can
be accessed by pressing the * key twice. The display will show ‗PIN CHANGE‘.
Press the # key to confirm your request. You will be prompted to change key in your
current PIN Code by the message ‗CURRENT‘. Enter your old PIN Code. Your old
PIN Code can be validated by pressing the # key. Key in the numbers of your new
PIN Code when prompted. The screen will display ‗ENTER AGAIN‘. Key in your new
PIN Code again. Validate it by pressing the # key. The modification is now
completed. Your CALL card will now be activated by the new PIN Code.
Source: Step Ahead 2 – Activity Book.
The passive voice places an emphasis on the result of the action or the receiver of the
action.
Rules in Passive Voice

Passive voice often follows certain rules. Changing a verb from active to passive voice
requires adding a form of the verb be as an auxiliary and changing the main verb to its past
participle form as follows.
Example: The hunter took a piece of meat for dinner (active voice)
A piece of meat was taken home for dinner. (passive voice)
Form of verb ‗be‘ past participle of took
Activity 2: Change the following sentences to passive.
1. Jodie adjusted the level of water in the test tube.
__________________________________________________________
2. Joseph pulled the centre cable.
__________________________________________________________
3. Jeffery checked his car every three months.
__________________________________________________________
4. Jonathan took the bicycle outside.
__________________________________________________________
5. Jenny opened the can of fish with an opener.
__________________________________________________________
6. The students elected their president.
__________________________________________________________
7. The baker baked the cake in the oven.
__________________________________________________________
8. The kids built sand castles on the beach.
__________________________________________________________
9. The boys took the grass knives.
__________________________________________________________
10. Dania ate an apple pie.
__________________________________________________________
Summary
You have come to the end of Lesson 12. In this lesson, you learnt to
identify, define and use the verbs in the passive voice.

Change the active sentences into passive sentences. Use the words in brackets ( ) to
help you complete the exercise.
Example: We sell tickets for all rugby games at the gate.

(Tickets for all rugby games/sell/at the gate.)
Answer: The tickets for all rugby games are sold at the gate.
1. Thomas Edison invented the electric bulb.

(The electric light bulb/invent/by Thomas Edison).
________________________________________________________
2. Someone painted the office last week.

(The office / paint / last week)
________________________________________________________
3. Several people saw the accident.

(The accident / see / by several people).
________________________________________________________
4. Where do they make these video records?

(Where/these video/recorders/make)
________________________________________________________
5. Six countries signed the agreement.

(The agreement/sign/by six countries)
________________________________________________________
6. A stranger helped me.

(I / help / by a stranger)
________________________________________________________

Activity 1 (Any three of the following sentences are correct.)

1. The PIN Code id to be activated before it can be modified.
2. The change function can be accessed by pressing the * key twice.
3. Your old PIN Code can be validated by pressing the # key.
4. Your CALL Card will now be activated by the new PIN Code.
Activity 2
1. The level of water in the test tube was adjusted.
2. The centre cable was pulled by Joseph.
3. The car was checked every three months.
4. The bicycle was taken outside.
5. The can of fish was opened by an opener.
6. The president was elected.
7. The cake was baked.
8. Sand castles were built on the beach.
9. The grass knives were taken.
10. An apple pie was eaten.
Lesson 13: Negative Statements and Negative Questions
Welcome to Lesson 13 of Strand 2. In the last lesson, you identified

verbs in the passive voice. In this lesson, you will learn about negative
statements and questions. Look at the aims of this lesson.
Your Aims:
 identify words used in negative statements and

questions
 differentiate the use of words used in negative
statements and questions
 identify the use of negative statements and questions
What are negative statements?

Negative statements are statements that use verbs to form or show their contrast. In a
negative statement not or n‟t comes after the auxiliary verb. The auxiliary verb is a form of
be, have, or a modal verb such as must, can, could.
Example: The girls are not dancing.

The radio isn‟t working properly.
I haven‟t seen the new film yet.
David hasn‟t got a car.
I mustn‟t stay long.
There are two main ways for verbs to form their negatives. Let us call them ‗Method A‘ and
‗Method B‘.
There are only few verbs that use ‗Method A‘, but they are verbs that are used very often.
They are a strange little group because they only form their negative by adding the word
not. They are the only verbs out of the thousands of English verbs that make their negative
in that way. They do not behave like other verbs in a number of ways. Here are some of
them;
be (am, is, are, was, were) may

have (has, had) might
can (could) must
will (would) ought to
shall (should)
Example: He is a Papua New Guinean.

He is not a Papua New Guinean.
Activity 1: Change these affirmative statements to negative statements.
1. She can speak English. ____________________________________________
2. We will have a lesson tomorrow. _____________________________________
3. You may have another cake. ________________________________________
4. You must write in your exercise book. _________________________________
5. Tom ought to do his own work. ______________________________________
6. I have seen the Fireproof Marriage film. ________________________________
7. They are writing lessons for students. _________________________________
8. I do have a biro for you to use. _______________________________________
9. Christal could swim when she was six. _________________________________
10. Ashley said he might not come. ______________________________________
Contracted Forms
These negatives are often shortened especially in conversations. Here are the shortened
forms.
Negative Contracted Form Negative Contracted Form
is not isn‘t cannot can‘t
are not aren‘t will not won‘t
have not haven‘t must not mustn‘t
has not hasn‘t ought not oughtn‘t
Notice that the apostrophe (‟) takes the place of (o) of the word not.
Activity 2: Construct your own negative statements using the shortened

forms.
1. is not __________ 5. have note __________

2. ought not __________ 6. has not __________
3. are not __________ 7. will not __________
4. must not __________ 8. cannot __________
In Method B, notice that the verbs in negative statements are in simple present tense.
Here are some examples:

Affirmative Negative
I I
You You
He Knew Harry He didn‘t know Harry
We We
They They
Activity 3: Change these statements into negative statements.
1. Shawn walked to the office.

______________________________________________________________
2. Julie opened the door.
______________________________________________________________
3. Roselyn paid the money to the storekeeper.
______________________________________________________________
4. Antony bought a bicycle for his son.
______________________________________________________________
5. Mary broke the glass.
______________________________________________________________
6. John wrote a letter.
______________________________________________________________
In English, there are negative statements and negative questions.
1. Form of negative question.

We make a question negative by adding (n‟t) after the auxiliary verb.
Example: Have you done it yet? (Positive)

Haven‟t you done it yet? (Negative)
2. Yes/No Answers
The answer yes means that the positive is true, and no means that the negative is
true.
Example: Haven‘t you repaired the car yet?

No, sorry I haven‘t had the time. (Negative).
Yes, I did it yesterday. (Positive)
Activity 4: Change these positive questions to negative questions
1. What does the teacher tell you? _____________________________
_______________________________________________________
2. Who eats meat? _________________________________________
_______________________________________________________
3. What went wrong? ________________________________________
_______________________________________________________
Summary
You have come to the end of Lesson 13. In this lesson, you learnt to
identify words used in negative statements and questions.

A. Complete the sentence by inserting yes or no in the blank spaces.
1. Didn‘t Mike stop and give you a lift?
___________, he ____________, but maybe he didn‘t see me.
2. Aren‘t you tired after working all day?
___________, I feel fine.
3. Didn‘t you write the number down? _________, but I‘ve lost the piece of paper.
4. Haven‘t you got an umbrella? __________, it‘s here in my bag.
5. Could you get into the high school show? _________, we didn‘t have tickets.
B. Change these positive questions to negative questions.
1. Who is here?
__________________________________________________
2. Have you seen the new classroom?

__________________________________________________
3. Did it rain last night?

__________________________________________________
4. Was your father a policeman?

__________________________________________________
5. Is the library open?

__________________________________________________
Activity 1
1. She cannot speak English.
2. We will not have a lesson tomorrow.
3. You may not have another cake.
4. You must not write in your exercise book.
5. Tom ought not to do his own work.
6. I have not seen the Fireproof Marriage film.
7. They are not writing lessons for students.

8. I do not have a biro for you to use.
9. Christal could not swim when she was six.
10. Ashley said he might not come.
Activity 2 (Students will have different answers. Answers below are suggested only.)
1. This isn‘t the right one.
2. You ought not to have eaten too much.
3. There aren‘t any more.
4. She mustn‘t try to talk when she is too sick.
5. I haven‘t been to Oro Province yet.
6. It hasn‘t rained for days.
7. They won‘t be poor any more.
8. I can‘t drive yet but I will soon.
Activity 3
1. Shawn didn‘t walk to the office.
2. Julie didn‘t open the door.
3. Roselyn didn‘t pay the money to the storekeeper.
4. Anthony didn‘t buy a bicycle for his son.
5. Mary didn‘t break the glass.
6. John didn‘t write the letter.
Activity 4
1. What doesn‘t the teacher tell you?
2. Who doesn‘t eat meat
3. What didn‘t go wrong?
Practice Exercise 9
1. You will complete the work I gave you.
2. I promise I shall work very well.
3. He will arrive soon.
4. We shall overcome someday.
5. She will perform in the concert tonight.
6. They will find a way to get there.
7. Will you drive or shall I?
8. Will you shut the door please?
9. Shall I get you a cup of coffee?
10 Will he be around to watch the show?
Practice Exercise 10
1. I am going to write to him next week.
2. They are going to sell their house next year.
3. Tanya is going to sing a song this year.
4. What time are you going to have dinner?
5. Liz is going to work hard this year.
6. They are going to build a new school this year.
7. Richard says he is going to work hard next year.
8. I am going to write a letter to my uncle today.
9. Mr. Samky is going to sell his car.
10 We are going to finish our home work after supper.
A. 1. X 5. A
2. A 6. A
3. X 7. A
4. A 8. A
B. (Your answers must follow the same pattern as the given answers below.)
1. Mother gave me a bag for my birthday. (Active)

2. The students will cook lunch. (Active)
3. Tina attends the class everyday. (Active)
4. Mr. Tapo built a chicken house. (Active)
5. I wrote a long letter to my mom. (Active)
1. The electric light bulb was invented by Thomas Edison
2. The office was painted last week.
3. The accident was seen by several people.
4. Where are these video recorders made?
5. The agreement was signed by six countries.
6. I was helped by a stranger.
A. 1. No, didn‘t 4. Yes
2. No 5. No
3. Yes
B. 1. Who isn‘t here?
2. Haven‘t you seen the classroom?
3. Didn‘t it rain last night?
4. Wasn‘t your father a policeman?
5. Isn‘t the library open?
END OF TOPIC 2

TOPIC 3
SIGNALS OF MODAL VERBS
 Ability Signals
 Permission Signals
 Possibility and Certainty Signals
 Necessity Signals
TOPIC 3: SIGNALS OF MODAL VERBS
Welcome to Topic 3. In this topic you will study the signals of modal verbs.
What are Modal Verbs?
Modal verbs are special verbs which behave very differently from normal verbs. Modal
auxiliary verbs give more information about the function of the main verb that follows it.
Here are some important points about modal verbs.
1. Modal verbs do not take ―s‖ in the third person
2. You use ―no

t‘ to make modal verbs negative, even in Simple Present and Simple
Past.
3. Many modal verbs cannot be used in the past tenses or the future tenses
Common Modal Verbs are: can, could, may, might, must, ought to, shall, should, will,
would.
Take your time to read, study and do all the activities carefully. I hope you enjoy your
English Lessons. Do your best.
Lesson 14: Ability Signals
Welcome to Lesson 14 of Strand 2. In this lesson, you shall learn about

the modal verbs of ability. Look at the aims of this lesson below before
going on with the lesson.
Your Aims:
 define modal verbs

 identify and define the modal verbs of ability
 use modal verbs of ability
Modal verbs are helping verbs because they give more information about the main verb in a
sentence. There are nine modal verbs in English. Each has various definitions and uses.
For example, take a look at the modals of ability and their uses.
 Can ability, permission, possibility, request

 Could ability, permission, possibility, request, suggestion
 be able to ability
1. Modal verbs of ability show just that – ability. Ability can be expressed in the past,
present or future. It can be an ability that was used over and over again, or
something that was done just once, on a special or rare occasion.
Can is used to talk about ability in the present or future.
Example: He can read well.
Could is used to talk about ability in the past.
Example: He could read well when he was younger.
(Be) able to is used to talk about certain, or particular ability.
Example: He was able to read when he was four years old.
While could might be used in this example, (be) able to emphasises the early age
at which he could read.
2. We use can or could with the senses verbs like see, hear, smell to say that
someone is aware of something through their senses.
Examples: He can smell downstairs.

I could see a few stars in the sky last night.
3. Could have followed by a past participle indicates an inability and often shows
disapproval.
Example: He could have called me!

This statement means that he did not call.

4. Could not have followed by a past participle indicates that an ability did not exist in
the past.
Example: I could not have phoned you yesterday, because I lost my

phone last week.
5. Be able to is used with other modals or when forming the ‗-ing‘ or ‗to‘infinitive forms.
Examples: You will have the satisfaction of being able to read my report.
Nobody will be able to read my report.
Activity 1: Complete each sentence by writing can, could or be able to.
A.
1. I _______________ run ten miles in my twenties.
2. When he was still a puppy, he _______________ sit on command.
3. She _______________ cook well.
4. After walking for four hours, they _______________ reach the village.
5. Father _______________ hear the music playing.
B. Complete each sentence by writing could have, could not have, being
able to or be able to.
1. I _______________ eaten the bread, because I was away for a week.

2. She will _______________ fly out if the weather permits.
3. He _______________ helped me carry my shopping bags!
4. They _______________ made a good couple.
5. They talked with enjoyment about their _______________ catch a lot of fish.
Summary
You have come to the end of Lesson 14. In this lesson, you learnt about
the modal verbs that are used to express ability. You have also learned
ways to use them in different situations.

Complete each sentence by writing can, could or be able to ,could have, could not,
have, or being able to.
1. The boy _______________ been hit by the car, if it hadn‘t stopped in time.
2. She _______________ say her ABC‘s when she was only three years old.
3. I _______________ go with you to the doctor‘s tomorrow.
4. They _______________ sell their car for more than what they paid for.
5. You will _______________ read it when I‘m through.
6. I _______________ stay out late when I was young.
7. She _______________ remember the name of the shop we went to last
week.
8. ―I ______________
_ smell breakfast,‖ she said.
9. You have the good fortune to _______________ sing well.
10. ―Getyour coat. I _______________ take you to school this morning.‖
Activity 1
A.
1. could 4. were able to
2. could/ was able to 5. can
3. can
B.
1. could not have 4. could have
2. be able to 5. being able to
3. could have
Lesson 15: Permission Signals
Welcome to Lesson 15 of Strand 2. In Lesson 14, you learnt about the

modal verbs of ability. In this lesson, you will learn about modal verbs of
permission. Take a look at your aims below before going on with your
lesson.
Your Aims:
 identify and define the modal verbs of permission

 use modal verbs of permission
Modal verbs of permission can or could are used to indicate whether someone has
permission to do something or not.
The following are the modal verbs that we use to signal permission.
1. Can
Use can to say that someone is allowed to do something and cannot or can‟t to say
that they do not have permission to do something.
Examples: Students can register for classes beginning next week.

Children under ten cannot use the pool without adult supervision.
You also use can when you are asking or giving permission to others.
Examples: ou can borrow my book if you want, Dania.‖

―Y
Can I leave early?‖
―
2. Could
You can also use could to say that someone was allowed to do something in the
past. You use could not or couldn‟t to say that they were not allowed to do it.
Examples: We could go to any shop we wanted to in Port Moresby.

We could not study in the library after six o‘clock.
3. (Be) allowed to
You use be allowed to when talking about permission but not in the sense that you
are asking for it or granting it.
Examples: I was allowed to watch television after I completed my assignments.

You are not allowed to use your calculator when you sit for your Maths
exam.
4. May
May is used mostly for more formal situations.
Examples: ―Mr. Smith, may I leave the room?‖, asked Leo.

―You may go as soon as you have finished your exam, ―M
r Smith
answered.
Vendors may not sell inside the campus.
5. Cannot/ will not/ shall not

We use cannot, will not or shall not when refusing permission to someone.
Examples: You cannot leave until 4 o‘clock.

You will not go to your friend‘s house tomorrow.
You shall not get any money until the work is satisfactorily
finished.
Activity 1:
A. Underline the correct modal verb of permission in each sentence.
1. Children ( are allowed, are not allowed ) in the church.

2. ―(May, Could ) I borrow your pencil?‖
3. When I was young, I ( can , could ) play in any room in the house except my
father‘s office.
4. Only the messenger boy ( is allowed , was allowed ) to go there during
those days.
5. ou ( can , could ) ask your questions now.‖
―Y
B. Write the correct modal verb for refusing permission on the blanks: cannot,
will not or shall not.
1. ―Y
ou _______________ attend the birthday party tomorrow.‖
2. Passengers _______________ bring bottled water in the aircraft.
3. The doctor told him that he _______________ join the army.
4. Applicants who do not have the necessary qualifications _______________
apply.
5. Students _______________ enrol without their certificates.
Summary
You have come to the end of lesson 15. In this lesson, you learnt about
the modal verbs that are used in asking, granting and refusing
permission. You have also learned how to ask, grant and even refuse
permission politely.

A. Complete each sentence with the appropriate permission signal.
1. ―I‘msorry, you are not _______________ go backstage without a pass.‖

2. ―M
om _______________ I go with Jane to the school play?‖.
3. ―__
_____________ you lend me your pencil please? I left mine at home.‖
4. Hello, _______________ I speak with Mr. Smith please?
5. He _______________ go to school tomorrow. He has a fever.
6. Waiter,_______________ I trouble you for a glass of water please?
7. ―H
ow long must we wait for our food?‖ ―It _______________ long, sir.‖
8. My father said that they _______________ drink from this river when he was young.
9. You _______________ go to the beach in your Sunday clothes.
10. _______________ you give me a hand with my baggage?
B. Write a sentence for each of the listed permission signals below.
1. can
______________________________________________________________
2. could
______________________________________________________________
3. allowed to
______________________________________________________________
4. may/ could (polite or formal use)
______________________________________________________________
5. can (refusing permission)
______________________________________________________________
Activity 1
A.
1. are allowed 4. was allowed
2. May 5. can
3. could
B.
1. cannot 4. may not
2. are not allowed to 5. are not allowed to
3. could not
Lesson 16: Possibility and Certainty Signals

modal verbs that signal possibility and certainty.
Your Aims:
 define the modal verbs of possibility and certainty
 identify the uses of the modal verbs of possibility and
certainty
 identify the structures of possibility and certainty modals
 use the modal verbs of possibility and certainty in
sentences
Modal verbs of possibility and certainty are used to express an opinion of the speaker
based on the information that the speaker has.
Example: He must be at work. It‘s ten o‘clock.
In this sentence, the speaker is 100% certain that the person is at work based on the
speaker‘s knowledge that the person in question is usually at work at that time during the
day.
Here is the list of modal verbs that express possibility and certainty:
Basis of
Modals Usage Examples
Possibility/Certainty
Use must plus the Departure time and
They must be in Port
verb when you are duration of the trip
Moresby by now.
100% (or almost
must
100%) sure that Her overall performance
She must have done
something is the at school
well on the test.
case.
David may invite
Jessica to the match. Any good reason/s
Use may or might to
that gives a good
express an opinion
may She might come this possibility for each
that you think has a
might evening. situation to be true
good possibility of
being true.
Jack might have gone
to the village.
Use could to
express a possibility Expressing only one
Jane could be at
which is one of of a number of
work.
many. This form is possibilities
could
not as strong as
Peter could have
may and might. It is
arrived late.
just one of a number
of possibilities.
Activity 1: Use must, may, might, or could to complete each sentence.
1. I saw Tommy‘s car in the driveway. He _______________ be at home

now.
2. Snakes are native to this land. They _______________ be under the ground
or up on the trees.
3. Henry is on his way. He _______________ be here any minute now.
4. Theresa and Lara called. They said that they _______________ make it
tonight if the rain will let up.
5. He _______________ be invited to join the outing as he is with one of the
members.
Modal verbs of possibility and certainty follow a certain grammatical structure.
In the present tense, the following grammatical structure is used:

Subject Modal Base Forms Objects
must be
I at work.
You may be
He, She
We might be
They
could be
In the past tense, the following grammatical structure is used:

Subject Modal Perfect Forms Objects
I must have been

You at work.
He, She might have been
We
They could have been
Activity 2: Use the correct grammatical structure of the modals for

possibility and certainty to complete each sentence.
1. I woke up early to catch up with them, but when I got there they were gone.
They _______________ left early.
2. There is light in the house. The tenants _______________ at home now.
3. Ted _______________ been the Dux in our class if only he stayed.

4. He _______________ at the hospital right now. He mentioned going
there this morning.
5. Being related to the crime suspect, he _______________ also be questioned
by the police.
Summary
You have come to the end of Lesson 16. In this lesson, you learnt
about the modal verbs that are used when we want to express
possibilities and certainties. You have also learned how to use
each of the modal verbs appropriately.

A. Use must, might, may or could plus the correct form of the verb.
1. Where is David? He _______________ (be) at school. Classes begin at 8.

2. She _______________ (think) that it is a good idea. It‘s crazy!
3. I am absolutely sure! They_______________ (arrive) yesterday, I saw their ticket.
4. Your dance practice _______________ (begin) at the end of this week or late next
week.
5. Are you joking! Bryan _______________ (go) to Brisbane last week. He doesn‘t
have enough money.
6. They _______________ (come) from Lae, but I am not sure.
7. The church service _______________ (be) wonderful last night. Pastor is a great
speaker.
8. The robbers _______________ (be) frightened by your crocodile pet as they all
rushed out without taking anything.
9. The sisters prepared a lot of food in the great hall. They _______________ (invite) a
lot of people.
10. Please check your bags. You _______________ (put) the key in one of them.
B. Write a sentence for each of the listed modal verbs of possibility and certainty.
1. must
______________________________________________________________
2. may
______________________________________________________________
3. might
______________________________________________________________
4. could
______________________________________________________________
5. must have
______________________________________________________________

Activity 1
1. must 4. might
2. could 5. may/ might
3. might
Activity 2
1. must have 4. could be
2. must be 5. may
3. could have
Lesson 17: Necessity Signals

modal verbs that signal necessity
Your Aims:
 define and identify the modal verbs of necessity

 identify the usage of necessity modals
 use the necessity modals in sentences
The modal verbs of necessity show obligations in the past, present or future. It can be a
necessary action that was required over and over again, or something that occurred just
once.
The modal verbs of necessity are have to, has to, had to and must.
Have to, must, and must not are used to talk about a necessity in the present or future.
Example: He has to attend the meeting tomorrow.

I must attend the meeting today.
He mustn‟t be late for the meeting this Saturday.
Had to refers to a necessity in the past.
Example: He had to attend the meeting yesterday.
Activity 1: Replace the words need/s to in each sentence with the correct
form of has/have to, had to, must, or must not. Write your
answers on the spaces.
1. I will finish my essay tonight even if I need to forgo sleep.

_______________
2. The train took a long time to reach my place because it need to stop many
times. _______________
3. You need to study hard if you want to succeed. _______________
4. My father needs to pass many tests before he was accepted by my mother‘s
clan. _______________
5. He needs to say good things about his friends. _______________
The following are certain rules to remember when using modal verbs of necessity.
1. There is a difference between must be and have to be when expressing necessity

for yourself or others. Here are examples:
must have
I have to be careful not to upset him.

I must be careful not to upset him.
(INCORRECT)
They must be in Port Moresby They have to be in Port Moresby before

before Thursday. (INCORRECT) Thursday.
2. Use have to for things that happen repeatedly with adverbs of frequency like always,
often, and regularly.
Examples: I always have to do the shopping on Saturdays.

You often have to wait in line at the grocery store.
3. Must not, or mustn‟t, shows that it is important for something not to happen or take
place.
Example: You must not talk during church service.
4. Must not and do not have to mean different things. Must not means that it is
important that you do not do something. Do not have to means that it is not
necessary for you to do something, but you can if you want to.
Examples: You must not give me flowers because I am allergic.

You do not have to give me flowers but you can if you
like.
5. Use the auxiliary verb do when using the modal have to in a question.
Example: How often do you have to buy milk for your children?
Activity 2: Use have to, must, or must not to complete each sentence.
1. They _______________ complete their homework before they can join us.
2. Why do they _______________ bring the baby with them?
3. I _______________ be wise in spending my money.
4. Your visitor _______________ touch the sacred stone or else our village will
be cursed.
5. I was pleased to learn that I _______________ attend the meeting as I have
other things to do.
Summary
You have come to the end of Lesson 17. In this lesson, you learnt
about the modal verbs that are used when we want to express
necessity. You have also learned how to use each of the modals
appropriately.

A. Use the modals of necessity to complete each sentence.
1. You _______________ submit your assignment by Monday if you want to sit for the
exams.
2. Did she _______________ go to school last week?
3. I _______________ go with you tomorrow. I have no choice.
4. They _______________ sell their car for less than what they paid for it.
5. After avoiding it for weeks, she was not happy to know that she may
_______________ read it after all.
6. You _______________ be late for school tomorrow, we are having a test.
7. Because of the robbery, she _______________ give the names of the people she
was with last night.
8. Damien _______________ catch PMV until he was able to buy himself a vehicle.
9. You do _______________ come with us if you don‘t want to.
10. Mari will _______________ take the bus this morning. I‘m leaving early.
B. Write a sentence for each of the listed modal verbs of possibility and certainty.
1. must
______________________________________________________________
______________________________________________________________
2. has to
______________________________________________________________
______________________________________________________________
3. have to
______________________________________________________________
______________________________________________________________
4. had to
______________________________________________________________
______________________________________________________________
5. must not
______________________________________________________________
______________________________________________________________

Activity 1
1. have to 4. had to
2. has to 5. must not
3. must
Activity 2
1. must 4. must not
2. have to 5. do not have to
3. must
1. could have 6. could not
2. could 7. could not/ could
3. can / could 8. can
4. could not 9. be able to
5. be able to 10. can
A. 1. allowed 6. May
2. can 7. Will not
3. Can 8. Could
4. may 9. Cannot
5. cannot 10. Can/ Could (polite/formal use)
B. (Suggested answers only. You may pattern your sentences from the given answers.)
1. You can go to the playground after you completed your homework.
2. They sat silently thinking back to the time when they could beat their drums
anytime of the day.
3. They are allowed to bring their pets with them to the park.
4. May I use your restroom, please? / Could I ask you a question, please?
5. Please tell your friends that they cannot have their food unless they come to the
mess hall.
A.
1. must be 6. might have come
2. might be thinking 7. must have been
3. must have arrived 8. must have been
4. could begin 9. must have invited
5. could not have gone 10. could have put
B. (Suggested answers only. You may pattern your sentences from the given
answers.)
1. He must be Peter‘s father. They have the same features.
2. The rainclouds above the hills tell us that it may rain tonight.
3. The cat might eat the food on the table.
4. Dante stood still trying to decide which road to take. The right road could
be one of them, though they all look the same.
5. The hunting party must have reached the village by now. It has been a
week since they left.
A.
1. have to 6. must not
2. have to 7. has to
3. must 8. had to
4. must not 9. not have to
5. have to 10. have to
B. (Suggested answers only. You may pattern your sentences from the given answers.)
1. You must bring the laundry in before the rain.
2. He has to work day and night if he wants to earn enough money for a house.
3. The participants have to be mentally and physically fit in order to pass the tests.
4. The dogs were exhausted. They had to pull the sled for many miles.
5. A sick child must not be left unattended.
END OF TOPIC 3

TOPIC 4
ADJECTIVES AND ADVERBS
 Adjectives and Adverbs
 Comparison of Adjectives and Adverbs
 The Order of Adjectives in a Series
 Position of Adverbs
TOPIC 4: ADJECTIVES AND ADVERBS
Welcome to Topic 4. In this topic you will learn a bit more about Adjectives and Adverbs.
Make sure you understand the basics of an adjectives and adverbs. Here are some points
to remember.
Adjectives are used to modify nouns. To modify means to change in some way. So
generally speaking, adjectives answer the questions:
Which?
What kind of?
and
How many?
Adverbs are used to modify verbs, adjectives or other adverbs. The most common question
that adverbs answer is how.
They can also answer the questions:
When?
Where?
and
Why?
Lesson 18: Adjectives and Adverbs
Welcome to Lesson 18 of Strand 2. In the last lesson, you learnt how

to identify words that signal necessity and differentiated the uses of
necessity signals in sentences.
In this lesson, you shall learn how adverbs are derived from adjectives
and identify adjectives that end with -ly. You shall do activities that will
help you know more about the topic.
Your Aims:
 identify adverbs formed from adjectives

 identify adjectives that end with - ly
 identify words that can be used as an adjective or as an
adverb
 use –ly ending words in sentences
What are Adjectives and Adverbs?
The words that make up sentences have specific names. They are called ‗parts of speech‘.
Adjectives and adverbs are examples of ‗parts of speech‘.
An adjective is a descriptive word that describes a noun or a pronoun in a sentence.
Activity 1: The following sentences contain adjectives. Underline them

as you read through.
1. The first car in line was stalled.

2. The sad cat ran through the crowd.
3. The big house on the other side was burnt down by robbers.
4. Mary had a wonderful lamb.
5. Peter carved a beautiful carving.
Adverbs answer the questions, who, what, where, when, why, how and how many in a
sentence. They modify adjectives, verbs and other adverbs.
The following table gives you examples of sentences that contain an adjective and an
adverb.
Adjective Adverbs
1. He is kind. 1. He acted kindly towards me.
2. Caleb plays a beautiful tune. 2. Caleb plays tunes beautifully.
3. They were a quick team. 3. The team played quickly.

In sentence number 1, kindly modifies how he acted towards me. In sentence number 2,
beautifully modifies how Caleb plays the tunes and in sentence number 3, quickly
modifies how the team played.
How are adverbs formed?

Adverbs are often formed from adjectives or nouns by adding the suffix -ly.
Activity 2: Underline the adverbs in the following sentences.
1. Quickly, the children moved through the hall.

2. We rarely take breaks during the workday.
3. She hurriedly exited the building.
4. The young lady walked down the boardwalk extremely poorly.
5. Read the instructions carefully.
6. Junior was playing happily when I came into the room.
7. She passed all her exams easily.
8. He thinks that he did the test badly and that he‘ll fail.
9. He looked at her angrily, but he didn‘t say anything.
10. He plays confidently in all his games.
Did you realise that some words that end in -ly are adjectives and not adverbs?
Example: friendly, lovely, likely, ugly, deadly, cowardly, silly
These words cannot be used as adverbs.
Example: Nancy spoke to me in a very friendly way.
Other words that end in -ly can be both adjective and adverbs.
Example: daily, weekly, monthly, yearly, early.
A daily paper is published daily.
Adjective adverb
Activity 3: Write down the correct adjective or adverb of the bolded word
in bold in each sentence.
1. Tom is slow. He works _______________.

2. Sue is a careful girl. She climbed up the ladder _______________.
3. The dog is angry. It barks_______________.

4. He is excellent on stage. He‘s an _______________actor.
5. They think English is easy to learn. They learnt it _______________.
6. Max is a good singer. He sings _______________.
Now look at these sentences below and compare the structures.
 An adjective can come after a linking verb such as ‗be‘

 We can use an adverb when the verb means that something happens.
Linking Verb & Adjective Action Verb & Adverb
Tom was hungry. Paul ate hungrily.
The children seem happy. The children played happily.
My soup has gone cold. The man stared coldly at us.
Activity 4: Leila is telling Larraine about a dream she had. Choose the
correct form of adjectives or adverbs to complete the sentence.
I had a (1)_____________ (strange/strangely) dream last night. It was getting

(2)_____________ (dark/darkly), and it was (3)_____________ terrible/terribly) cold. My
head was aching (4)_____________ (bad/badly). I was walking out of the garden when
(5)_____________ (sudden/suddenly) I saw a man. He was sitting (6)_____________
(quiet/quietly) on a seat. He seemed very (7)_____________ (unhappy/unhappily). He
looked up and smiled (8)_____________ (sad/sadly) at me. I don‘t know why, but I felt
(9)_____________ (curious/curiously) about him. I wanted to talk to him, but couldn‘t
think of what to say. I just stood there (10)_____________ (foolish/foolishly).
Summary
You have come to the end of Lesson 18. In this lesson, you learnt that
adverbs are derived from adjectives. You also learnt how to form adverbs
by adding –ly to adjectives.

A. Put in the adjectives or adverbs in brackets ( ).
1. The train was very ______________ (slow/slowly) and I arrived late.

2. The journey took a long time because the train went very (slow/slowly).
3. Mrs. Jonathan went ______________ (quick/quickly) back to her office.
4. I‘m afraid I can‘t give you an ______________ (immediate/immediately) answer.
5. The work that the builders did for us was very ______________ (bad/badly).
6. The buildings did the work for us very ________________ (bad/badly).
7. She organised the part very ___________________ (good/well), and everybody

enjoyed it.
B. Complete the dialogues by putting a suitable adverb into the blank spaces.
Use an adjective from the box to make the adverb.
slow fast hard good easy bad
1. A: Were the questions difficult?

B: No, I answered them ________________
2. A: Does she speak English ______________?

B: No, she only knows a few words of English.
3. A: Hurry up! I‘m waiting!

B: Just a minute. I‘m coming as _____________ as I can
4. A: Did you lose at tennis game?

B: Yes, I played _______________ and I lost.
5. A: Have you been working _____________ today?

B: No, I‘ve done nothing all day.
6. A: Have you finished that book yet?

B: No, I always read very _____________. It takes me a long time to finish a
book.

Activity 1
1. first 4. wonderful
2. sad 5. beautiful
3. big
Activity 2
1. quickly 6. happily
2. rarely 7. easily
3. hurriedly 8. badly
4. extremely 9. angrily
5. carefully 10. confidently
Activity 3
1. slowly 6. well
2. carefully
3. angrily
4. excellent
5. easily
Activity 4
1. strange 5. suddenly 9. curious
2. dark 6. quietly 10. foolishly
3. terribly 7. unhappy
4. badly 8. sadly
Lesson 19: Comparison of Adjectives and Adverbs
Welcome to Lesson 19 of Strand 2. In Lesson 18, you learnt about

adjectives and adverbs. In this lesson you shall learn about the
comparative and superlative comparisons of adjectives and adverbs.
Look at the aims of this lesson
Your Aims:
 define and identify the uses of comparative and
superlative degrees of comparison
 distinguish the comparative and superlative forms of
adjectives and adverbs
 identify the comparisons of irregular adjectives
 use the comparative and superlative forms in sentences
Adjectives are used to describe nouns. The words are used to express how something or
someone is like.
Example: The dog is large. What is the dog like? – large
Adverbs are used to describe a verb, an adjective or another adverb. The adverbs are used
to express how something is done.
Example: The dog sleeps quietly. How does the dog sleep? – quietly
Both adjectives and adverbs can express degrees of comparison. First, take a look at the
degrees of adjectives. The degrees of comparison are known as the positive, the
comparative, and the superlative.
Positive Comparative Superlative

rich richer richest
lovely lovelier loveliest
beautiful more beautiful most beautiful
Only the comparative and superlative show degrees. We use the comparative for
comparing two things and the superlative for comparing three or more things. Notice that
the word than frequently accompanies the comparative and the word the comes before the
superlative. The inflected suffixes -er and -est form most comparatives and superlatives,
although we need -ier and -iest when a two-syllable adjective ends in y (lovely and
loveliest); otherwise we use more and most when an adjective has more than one
syllable.The positive form is used if the comparison contains one of the following
expressions: as…as, not as …as or not so …as.
Example : Jane is as tall as John.
John is not as tall as Annie.
However, some adjectives are formed differently. On the next page is a list of irregular
adjectives and their forms of comparative and superlative degrees.
Positive Comparative Superlative

good better best
bad / ill worse worst
little (amount) less least
little (size) smaller smallest
much / many more most
far (place + time) further furthest
far (place) farther farthest
late (time) later latest
late (order) latter last
near (place) nearer nearest
near (order) - next
old (people and things) older oldest
old (people) elder eldest
Activity 1: Write down the correct form of the word in brackets. The first
sentence is done for you.
1. My house is (big) bigger than yours.

2. This flower is (beautiful) ____________________ than that one.
3. This is the (interesting) ____________________ book I have
ever read.
4. Non-smokers usually live (long) ____________________ than
smokers.
5. Which is the (dangerous) ____________________ animal in the world?
6. A holiday by the sea is (good) ____________________ than a holiday in the
mountains.
7. It is strange but often a coke is (expensive) ____________________ than a
beer.
8. Who is the (rich) ____________________ woman on earth?
9. The weather this summer is even (bad)____________________ than last
summer.
10. He was the (clever) ____________________ student of all.
Now take a look at the comparison of adverbs.
Comparison (-er/-est)
Comparative ending Superlative ending
in -er in -est
one-syllable adverbs (hard) harder hardest
adverbs with the same form as earlier earliest
adjectives (early)
Comparison (more / most)

Comparative formed with Superlative formed with
more most
adverbs ending in -ly more happily most happily
(happily)
Irregular Adverbs
Positive form Comparative Superlative
well better best
badly worse worst
ill worse worst
little less least
much more most
far (place + time) further furthest
far (place) farther farthest
late (time) later latest
With positive form of adjectives and adverbs, you can express that
something is as good as something else, better with the use of
comparative form and best with the use of superlative form.
Activity 2: Fill in the correct adverb form (comparative or superlative) of the

adjectives in brackets.
1. I speak English (fluent) more fluently now than last year.

2. She greeted me (polite) ____________________ of all.
3. She smiled (happy) ____________________ than before.
4. This girl dances (graceful) ____________________ of all.
5. Could you write (clear) ____________________?
6. Planes can fly (high) ____________________ than birds.
7. He had an accident last year. Now, he drives (careful)__________________ than
before.
8. Jim can run (fast) ____________________ than John.
9. Our team played (bad) ____________________ of all.
10. He worked (hard) ____________________ than ever before.
Summary
You have come to the end of Lesson 19. In this lesson you have learnt that
adjectives are the words we use to describe what something or someone is
like while adverbs are the words we use to describe how something is
done. You have also used adjectives and adverbs to express different
degrees of comparison.
NOW GO ON TO PRACTICE EXERCISE 19 ON THE NEXT PAGE.

A. Fill in the correct forms of the following adjectives.
Positive Form Comparative Form Superlative Form

1. long
2. heavy
3. small
4. early
5. wild
B. Fill in the correct forms of the following adverbs.

1. gladly
2. nervously
3. bravely
4. attractively
5. deeply
C. Read the passage below then answer the following exercise.
Niagara Falls
Niagara Falls is a group of waterfalls on the border between the United States and
Canada. The Falls are a favourite tourist attraction. The Niagara River drops here and
although the Falls are not deep, they are very wide and the amount of water is enormous.
So it is very noisy near the Falls. That's why the Iroquois tribe, who used to live here,
called the falls Niagara, meaning ―
thunder of waters‖.
Niagara Falls
Write the correct form ( adjective or adverb) of each word in brackets.
1. Niagara Falls forms a (natural) _______________ border between the United States
and Canada.
2. Tourists visit this place (frequent) ______________.
3. The Falls are very (noisy) ______________.

4. So you must speak (loud) ______________ or nobody can understand you.
5. Many years ago, the Iroquois tribe lived here (peaceful) ______________.
Activity 1
1. bigger 6. better
2. more beautiful 7. more expensive
3. most interesting 8. richest
4. longer 9. worse
5. most dangerous 10. smartest
Activity 2
1. more fluently 6. higher
2. most politely 7. more carefully
3. more happily 8. faster
4. most gracefully 9. worst
5. clearly 10. harder
Lesson 20: The Order of Adjectives in a Series
Welcome to Lesson 20 of Strand 2. In Lesson 19, you learnt to use

adjectives and adverbs in order to express comparisons. In this
lesson you shall learn to use and arrange adjectives in
sentences.Look at the aims of this lesson.
Your Aims:
 identify and explain the categories for the order of

adjectives
 place the adjectives in their correct order before a
noun
 use adjectives in their proper order to describe a
noun
Should we say, 'A big, square, red box‘ or 'A square, big, red box'?
A + red + box
BIG
When using more than one adjective to describe a noun, place the adjectives in the
following order before the noun.
Royal Order of Adjectives

Deter- Opinion Physical Description Origin Material Qualifier Noun
miner Size Shape Age Colour
a beautiful old Italian touring car
an expensive antique silver mirror
four gorgeous round red silk roses
her short black hair
our big old English dog
those square soft hat boxes
that cosy little hunting cabin
The categories in the table can be described as follows:

1. Determiners — articles and other limiters
2. Opinions — based from own observations (e.g., a real hero, a perfect idiot) and
adjectives subject to subjective measure (e.g., beautiful flower, interesting book)
3. Size and Shape — adjectives subject to objective measure (e.g., big pawpaw, round
table, a square box)
4. Age — adjectives denoting age (e.g., young boys, old shoes, new car, ancient ruin)
5. Colour — adjectives denoting colour (e.g., red bag, black coat, pale face)
6. Origin — denominal adjectives denoting source of noun (e.g., French bread,

American pie, Canadian trees)
7. Material — denominal adjectives denoting what something is made of (e.g., woollen
coat, plastic toy, wooden box)
8. Qualifier — final limiter, often regarded as part of the noun (e.g., rocking chair,
hunting cabin, passenger car, book cover)
We usually use no more than three adjectives preceding a noun.
Here are some examples of nouns modified with three adjectives in the correct order based
on the list above. Notice that the adjectives are not separated by commas.
1. A wonderful
Activity 1:old Italian clock. (opinion - age - origin)
2. A big square blue box. (size - shape - colour)
3. A disgusting pink plastic ornament. (opinion - colour - material)
4. Some slim new French trousers. (size - age - origin)
Activity 1: Write the three adjectives in the correct order before the noun.
1. interesting – small – Spanish

_______________ _______________ _______________ book
2. modern – ugly – rectangular
_______________ _______________ _______________ picture
3. old – boring – traditional
_______________ _______________ _______________ speech
4. woollen – large – black
_______________ _______________ _______________ suit
5. cotton – funny – green
_______________ _______________ _______________ cap
Summary
You have come to the end of Lesson 20. In this lesson you learnt about
the placement of order of adjectives which must be followed when using
more than one adjective before a noun. You have also arranged
multiple adjectives according to this order.

A. Rewrite each item by placing the adjectives in order.
1. a red big book ___________________________________
2. the three first days ___________________________________
3. a leather brown jacket ___________________________________
4. a new terrible movie ___________________________________
5. the tea yellow cup ___________________________________
B. Rewrite each sentence by placing the adjectives in brackets in order.
1. She was carrying a (crocodile-skin little handbag beautiful).

________________________________________________________
2. Her home had the most (wood old-fashioned beautiful floors) I had ever seen.
________________________________________________________
3. The surgeon was wearing a (mask white face thin).
________________________________________________________
4. We visited a (village English quaint old) on our vacation.
________________________________________________________
5. She put a (traditional brown tablecloth) on the table.
________________________________________________________
Activity 1
1. interesting small Spanish book
2. ugly rectangular modern picture
3. boring old traditional speech
4. large black woolen
5. funny green cotton
Lesson 21: Position of Adverbs
Welcome to Lesson 21 of Strand 2. In Lesson 20 you learnt to use and

place multiple adjectives in their correct order.In this lesson you shall
learn about the correct position of adverbs.
But first look at the aims of this lesson.
Your Aims:
 identify and explain the position of each of the types of

adverbs
 place adverbs in their proper positions
How well can you remember the different types of adverbs? Find out by doing Activity 1.
Activity 1: Write the type of the underlined adverb in each sentence.
1. The children sang sweetly last night. _______________________

2. They brought the books here yesterday. _______________________
3. I will sit for the exam tomorrow. _______________________
4. Peter usually gets up at six. _______________________
5. The dancers swayed gracefully to _______________________
the beat of the drums.
Good job! Now it is time to learn about the certain position that each type of adverbs takes
to fit properly in a sentence.
1. Adverb of Manner
These adverbs are put behind the direct object or behind the verb if there's no direct
object.
Subject Verb(s) Direct Object Adverb

He drove the car carefully.
He drove carefully.
Activity 2: Rewrite the sentences by placing the adverbs of manner in

brackets in their proper position.
1. She speaks. (slowly)
_____________________________________________
2. They sang. (wonderfully)
_____________________________________________
3. He treated her. (respectfully)
_____________________________________________
4. John speaks English. (well)
_____________________________________________
5. The dog barks. (loudly)
_____________________________________________
2. Adverbs of Place
Like adverbs of manner, these adverbs are put behind the direct object or the verb.
Subject Verb(s) Direct Object Adverb

I didn't see him here.
He stayed behind.
Activity 3: Write sentences using the given words and place the adverbs
(in italic print) correctly ( behind the verb or object).
1. is / over there / the cinema

__________________________________________________
2. the kitchen / downstairs / is
__________________________________________________
3. playing / the kids / are / outside
__________________________________________________
4. she / not / been / here / has
__________________________________________________
5. the/ upstairs/ is / bathroom
__________________________________________________
3. Adverbs of Time
Adverbs of time are usually put at the end of the sentence.
Subject Verb(s) Indirect Object Direct Object Time
I will tell you the story tomorrow.
If you do not want to put emphasis on the time, you can also put the adverb of time
at the beginning of the sentence.
Time Subject Verb(s) Indirect Object Direct Object

Tomorrow I will tell you the story.
Activity 4: Arrange the words to make sentences. Place time expressions

at the end of the sentence.
1. haven't / recently / seen / I / him
________________________________________________________
2. I'll / you / see / soon
________________________________________________________
3. afterwards / met / at the pub / him / we
________________________________________________________
4. help / immediately / I / need
________________________________________________________
5. was / arrogant / he / then / very
________________________________________________________
4. Adverbs of Frequency
Adverbs of frequency are put directly before the main verb. If 'be' is the main verb
and there is no auxiliary verb, adverbs of frequency are put behind 'be'
Main Object, Place

Subject Auxiliary Adverb *Be Adverb
Verb or Time
I often go swimming in the evenings.
He doesn't always play tennis.
We are usually here in summer.

I have never been abroad.
Adverbs of frequency
Activity 5: Rewrite the sentences and put the adverbs in brackets correctly.
1. I have been to Madang. (often)

_______________________________________________________
2. Have you been to Port Moresby? (ever)
_______________________________________________________
3. He plays golf on Sundays. (sometimes)
_______________________________________________________
4. The weather is bad in November. (always)
_______________________________________________________
5. It rains in the desert. (never)
_______________________________________________________
Summary
You have come to the end of Lesson 21. In this lesson you learnt about the
proper position of each type of adverbs in sentences. You have also
arranged jumbled words to create sentences.

Rewrite the sentences by placing the adverbs in their correct position.
1. We were in London. (last week)
________________________________________________________
2. He walks his dog. (rarely)
________________________________________________________
3. She waited. (patiently)
________________________________________________________
4. My father goes fishing. (always)
________________________________________________________
5. Your bedroom is. (upstairs)
________________________________________________________
6. We don't go skiing. (in summer)
________________________________________________________
7. Cats can hear. (well)
________________________________________________________
8. I saw him. (there)
________________________________________________________
9. The girl speaks English. (fluently)
________________________________________________________
10. I have seen that film. (never) / (before)
________________________________________________________
Activity 1
1. Manner 4. Frequency
2. Place 5. Manner
3. Time
Activity 2
1. She speaks slowly. 4. John speaks English well.
2. They sang wonderfully. 5. The dog barks loudly.
3. He treated her respectfully
Activity 3
1. The cinema is over there. 4. She has not been here.
2. The kitchen is downstairs. 5. The bathroom is upstairs.
3. The kids are playing outside.
Activity 4
1. I haven‘t seen him recently. 4. I need help immediately.
2. I‘ll see you soon. 5. He was very arrogant then.
3. We met him at the pub afterwards.
Afterwards, we met him at the pub.
Activity 5
1. I have often been to Madang.
2. Have you ever been to Port Moresby?
3. He sometimes plays golf on Sundays.
4. The weather is always bad in November.
5. It never rains in the desert.
A. 1. slow 5. bad
2. slowly 6. badly
3. quickly 7. well
4. immediate
B. 1. easily 4. badly
2. well 5. hard
3. fast 6. Slowly
A.
1. long longer longest
2. heavy heavier heaviest
3. small smaller smallest
4. early earlier earliest
5. wild wilder wildest
B.
1. gladly more gladly most gladly
2. nervously more nervously most nervously
3. bravely more bravely most bravely
4. attractively more attractively most attractively
5. deeply more deeply most deeply
C.
1. natural 4. loudly
2. frequently 5. peacefully
3. noisy
A. 1. a big red book
2. the first three days
3. a brown leather jacket
4. a new terrible movie
5. the yellow tea cup
B. 1. She was carrying a beautiful little crocodile –skin handbag.

2. Her home had the most beautiful old-fashioned wood floors I had ever
seen.
3. The surgeon was wearing a thin white face mask.

4. We visited a quaint old English village on our vacation.
5. She put a traditional brown tablecloth on the table.
1. We were in London last week.
2. He rarely walks his dog.
3. She waited patiently.
4. My father always goes fishing.
5. Your bedroom is upstairs.
6. We don't go skiing in summer.
7. Cats can hear well.
8. I saw him there.
9. The girl speaks English fluently.
10. I have never seen that film.
END OF TOPIC 4
NOW YOU MUST DO EXERCISE 4 THEN STRAND TEST 4 TO

COMPLETE YOUR ASSIGNMENT. WHEN YOU HAVE
COMPLETED YOUR ASSIGNMENT CHECK CAREFULLY
THROUGH YOUR ANSWERS AGAIN BEFORE SENDING IT TO
YOUR PROVINCIAL CENTRE FOR MARKING.
GR 8 ENG LANG S2 130 GLOSSARY
GLOSSARY:
A
Absolutely – an adverb that is used to emphasize that something is completely true
Accessed – means of entering or approaching a place; right or ability to log on to a
computer system or programme
Accountant – a person whose job is to keep or check financial accounts.
Activated – enabled
Affirmative – agreeing; favorable
Allergic – having a medical condition that causes someone to react badly or feel sick when
eating or touching a particular substance; having a strong dislike of something
Antique – an object such as a piece of furniture that is old and often valuable
Arrogant – self-important; bigheaded; overconfident
Awful – very bad or unpleasant
B
Backstage – part of the theatre where actors and artists get ready and wait to perform
Baggage – bags and cases that passengers take on a flight
Boardwalk – a path made of wooden boards especially on a beach or near water
C
Category – group of people or things with particular things in common
Caterer – a person or company whose job is to provide food and drinks for meetings or
social events
Cellular – telephone system that works by radio instead of wires; consisting of the cells of
plants or animals
Certainty – assurance; sureness; conviction
Clan – a group of families who are related to each other; a group of people who are
connected because of a particular thing
Clever – quick at learning and understanding things
Concert – a public performance of music
Context – the situation in which something happens and that helps you to understand it
Contraction – the process of becoming smaller or shorter
Contrast – a difference between two or more people or things that you can clearly see
when they are compared or put close together
Convey – to make ideas or feelings known to somebody
Cursed – to continuously suffer from or be affected by something bad
D
Definite – sure or certain
Degree – unit for measuring angles; the amount or level of something

Denoting – to mean or represent something; the act of naming something with a word
Difference – the way two people or things are not like each other
Disgusting – extremely unpleasant
E
Emphasise – to give special importance to something
Enormous – extremely large
Exhausted – very tired
Experiment – a scientific test that is done in order to study what happens and to gain new
knowledge
Extremely – very great in degree; not ordinary; far from what people consider to be normal
F
Fainted – became unconscious
Finance – money used to run a business, an activity or a project
Fluent – able to speak, read or write a language, especially a foreign language, easily and
well
Forgo – to decide not to have or do something that you would like to have or do
Frequency – the rate at which something happens or is repeated
Frequently – often
Function – special activity or purpose of a person or thing; event or official ceremony
G
Gorgeous – very beautiful and attractive
Granting – to agree to give somebody what they ask for; to admit that something is true,
although you may not like or agree with it
H
Habit – something that you do often and almost without thinking
Honeymoon – holiday or vacation taken by a couple who have just got married
I
Indicate – to represent information; to show that something is true or exists; to mention
something in an indirect way
Inevitable – something that cannot be avoided or prevented
Intention – purpose; aim; intent; target; goal; plan
Intutition – the ability to know something by using your feelings rather than considering the
facts
Invented – produced or designed something that did not exist before
M
Mess – a dirty or untidy state
Modified – to change something slightly, especially in order to make it more suitable for a
particular purpose
N
Necessity – something that you must have and cannot manage without; requirement;
essential; necessary
O
Object – focus; receiver
Obligations – duties; responsibilities; commitments
Occasions – a particular time when something happens; a special event, ceremony or
celebration; a reason or cause
Occurred – happened; an idea or thought that came into mind
Operation – the process of cutting open a part of a person‘s body in order to remove or
repair a damaged part
Overcome – to succeed in dealing with or controlling a problem that has been preventing
you from achieving something
P
Polite – having or showing good manners and respect for the feelings of others
Possession – the state of having or owning something; belongings
Possibility – chance; probability; likelihood; options
Preceding – to happen before something or come before something or somebody in order
Predict – to say that something will happen in the future
Prediction – guess; forecast; calculation; estimate; expectation
Prompted – to make somebody decide to do something; to cause something to happen
Pub – a building where people go to drink and meet their friends
Q
Quaint – attractive in an unusual or old-fashioned way
Quite – to some degree
R
Rare – existing only in small numbers and therefore valuable or interesting
Recently – not long ago
Redundant – not needed
Replacement – a person who replaces another person in an organisation
S
Sacred – considered to be holy; very important and treated with great respect
Snooker – a game for two people
Specific – detailed and exact; connected with one particular thing only
Stalled – to stop something from happening; stopped suddenly due to lack of power or
speed
Subject – topic; focus; matter under discussion
Surgeon – a doctor who is trained to perform surgery
T
Tenants – a person who pays rent for the use of a place
Threat – a person or thing that is likely to cause trouble or danger
Tide – a regular rise and fall in the level of the sea
V
Validated – confirm; certify; authenticate; support; endorse
Varieties – several different sorts of the same thing
Various – having many different features
Vendors – a person who sells things or a company that sells a particular product
GR 8 ENG LANG S2 134 REFERENCES
REFERENCES:
Baing, Susan. Improve your English Skills. Victoria: Oxford University Press, 2006.
Coghill,Jeffrey and Magedanz, Stacy. CliffsStudySolver , English Grammar

Wiley Publishing Inc 2003.
CliffsStudySolver English Grammar, Wiley Publishing , Inc. New York
Eastwood, John. Mackin, Ronald. A Basic English Grammar

Oxford University Press 1982/1989.
Eckersley, CE. Macaulay, Margaret. Brighter Grammar 2

Revised by Swan, DK
Longman Group UK limited.
John Eastwood, Ronald Mackin, A Basic English Grammar Oxford University Press 1982,
1989.
Oxford Advanced Learner‘s Dictionary, Oxford University Press, New York, 8th Edition,
2010.
Norman Coe, Mark Harrison, Ken Paterson, Oxford Practice Grammar Basic, Oxford
University Press 2006.
Thornburn, Tina. Thinking and Writing Process, Macmillan English.

Macmillan Publishing Company, New York.
Collier Macmillan Publishers London 1987.
GR 8 ENG LANG S2 FODE PROVINCIAL CENTRES
FODE PROVINCIAL CENTRES CONTACTS
PC FODE PROVINCIAL
ADDRESS PHONE/FAX CUG PHONES CONTACT PERSON CUG PHONE
NO. CENTRE
1 DARU P. O. Box 68, Daru 6459033 72228146 The Coordinator Senior Clerk 72229047
2 KEREMA P. O. Box 86, Kerema 6481303 72228124 The Coordinator Senior Clerk 72229049
3 CENTRAL C/- FODE HQ 3419228 72228110 The Coordinator Senior Clerk 72229050
4 ALOTAU P. O. Box 822, Alotau 6411343 / 6419195 72228130 The Coordinator Senior Clerk 72229051
5 POPONDETTA P. O. Box 71, Popondetta 6297160 / 6297678 72228138 The Coordinator Senior Clerk 72229052
6 MENDI P. O. Box 237, Mendi 5491264 / 72895095 72228142 The Coordinator Senior Clerk 72229053
7 GOROKA P. O. Box 990, Goroka 5322085 / 5322321 72228116 The Coordinator Senior Clerk 72229054
8 KUNDIAWA P. O. Box 95, Kundiawa 5351612 72228144 The Coordinator Senior Clerk 72229056
9 MT HAGEN P. O. Box 418, Mt. Hagen 5421194 / 5423332 72228148 The Coordinator Senior Clerk 72229057
10 VANIMO P. O. Box 38, Vanimo 4571175 / 4571438 72228140 The Coordinator Senior Clerk 72229060
11 WEWAK P. O. Box 583, Wewak 4562231/ 4561114 72228122 The Coordinator Senior Clerk 72229062
12 MADANG P. O. Box 2071, Madang 4222418 72228126 The Coordinator Senior Clerk 72229063
13 LAE P. O. Box 4969, Lae 4725508 / 4721162 72228132 The Coordinator Senior Clerk 72229064
14 KIMBE P. O. Box 328, Kimbe 9835110 72228150 The Coordinator Senior Clerk 72229065
15 RABAUL P. O. Box 83, Kokopo 9400314 72228118 The Coordinator Senior Clerk 72229067
16 KAVIENG P. O. Box 284, Kavieng 9842183 72228136 The Coordinator Senior Clerk 72229069
17 BUKA P. O. Box 154, Buka 9739838 72228108 The Coordinator Senior Clerk 72229073
18 MANUS P. O. Box 41, Lorengau 9709251 72228128 The Coordinator Senior Clerk 72229080
19 NCD C/- FODE HQ 3230299 Ext 26 72228134 The Coordinator Senior Clerk 72229081
20 WABAG P. O. Box 259, Wabag 5471114 72228120 The Coordinator Senior Clerk 72229082
21 HELA P. O. Box 63, Tari 73197115 72228141 The Coordinator Senior Clerk 72229083
22 JIWAKA c/- FODE Hagen 72228143 The Coordinator Senior Clerk 72229085
GR 8 ENG LANG S2 FODE COURSE PROGRAMMES
FODE SUBJECTS AND COURSE PROGRAMMES

GRADE LEVELS SUBJECTS/COURSES
1. English
2. Mathematics
3. Personal Development
Grades 7 and 8
4. Social Science
5. Science
6. Making a Living
1. English
2. Mathematics
Grades 9 and 10 4. Science
5. Social Science
6. Business Studies
7. Design and Technology- Computing
1. English – Applied English/Language& Literature
2. Mathematics – Advance/General
3. Science – Biology/Chemistry/Physics
Grades 11 and 12 4. Social Science – History/Geography/Economics
6. Business Studies
7. Information & Communication Technology
REMEMBER:
 For Grades 7 and 8, you are required to do all six (6) subjects.
 For Grades 9 and 10, you must complete five (5) subjects and one (1) optional to be certified. Business Studies and Design &
Technology – Computing are optional.
 For Grades 11 and 12, you are required to complete seven (7) out of thirteen (13) subjects to be certified.
Your Provincial Coordinator or Supervisor will give you more information regarding each subject and course.
GRADES 11 & 12 COURSE PROGRAMMES
No Science Humanities Business

1 Applied English Language & Literature Language & Literature/Applied English
2 Mathematics – Advance/General Mathematics – Advance/General Mathematics – Advance/General
3 Personal Development Personal Development Personal Development
4 Biology Biology/Physics/Chemistry Biology/Physics/Chemistry
5 Chemistry/ Physics Geography Economics/Geography/History
6 Geography/History/Economics History / Economics Business Studies
7 ICT ICT ICT
Notes: You must seek advice from your Provincial Coordinator regarding the recommended courses in each stream. Options
should be discussed carefully before choosing the stream when enrolling into Grade 11. FODE will certify for the successful
completion of seven subjects in Grade 12.
CERTIFICATE IN MATRICULATION STUDIES

No Compulsory Courses Optional Courses
1 English 1 Science Stream: Biology, Chemistry, Physics
2 English 2 Social Science Stream: Geography, Intro to Economics and Asia and the
Modern World
3 Mathematics 1
4 Mathematics 2
5 History of Science & Technology
REMEMBER:
You must successfully complete 8 courses: 5 compulsory and 3 optional.

Fode Grade 8 English Language Strand 2: Department of Education

Uploaded by

Copyright:

Available Formats

Fode Grade 8 English Language Strand 2: Department of Education

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fode Grade 8 English Language Strand 2: Department of Education

Uploaded by

Copyright:

Available Formats

What are the main topics covered in the document?

What are the main topics covered in the document?

What are the requirements for subjects and courses for grades 7-8, 9-10 and 11-12?

What are the requirements for subjects and courses for grades 7-8, 9-10 and 11-12?

DEPARTMENT OF EDUCATION

READING and WRITING 2

FLEXIBLE OPEN AND DISTANCE EDUCATION

TOPIC 1: THE THREE FORMS OF TENSES

TOPIC 2: VERB USUAGE

TOPIC 3: SIGNALS OF MODAL VERBS

TOPIC 4: ADJECTIVES AND ADVERBS

We acknowledge the contributions of all Secondary Teachers who in one way or

We also acknowledge the professional guidance provided by Curriculum and

DIANA TEIT AKIS

Printed by Flexible Open and Distance Education

TOPIC 1 THE THREE FORMS OF TENSES …………………… 7

This is a provision by Flexible, Open and Distance Education as an alternative pathway of

Flexible, Open and Distance Education curriculum is guided by the Department of

UKE KOMBRA, PhD

Welcome to Strand 2 of Grade 8 English Language Course. The Strand

Topic 1: The Three Forms of Tenses

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

Introduction All other activities

Lesson Objectives Vocabulary Activities

Reading Activities Listenning Activities

 Speaking Activities Summary

Below are steps to guide you in your course study.

Step 4: Below each Practice Exercise, there is an instruction that says:

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8:00 –10:00 FODE STUDY TIME

Listen to or watch current affairs programmes. Write your diary or read a

THE THREE FORMS OF TENSES

In this Topic, you will learn about:

 Review of the Simple Tenses

 The Present Continuous Tense

 The Past Continuous Tense

 The Future Continuous Tense

 The Present Perfect Tense

 The Past Perfect Tense

 The Future Perfect Tense

 The Table of Tenses

TOPIC 1: THE THREE FORMS OF TENSES

 Review of the simple tenses

Lesson 1: Review of the Simple Tenses

Welcome to Lesson 1 of Strand 2. This lesson is a review of what you have

 define simple tenses

What are Simple Tenses?

Simple Present Simple Past Simple Future

1. a habit or a regular activity.

Example: My father speaks three different languages.

1. Water consists of oxygen and hydrogen. Rule: __________

2. I think Petrus Marika is correct. Rule: __________

3. Do you believe in GOD? Rule: __________

4. The PMV from Lae to Wau costs K10. Rule: __________

5. Mt Kaindi is quite cool at the top. Rule: __________

6. Charcoal burns longer than wood. Rule: __________

7. I hate flying. Rule: __________

The past form for regular verbs end in -ed.6