The Parts of Speech

The Parts of Speech
NOUN: also called noun substantive is a naming word. In Grammar it is a
word that means something, either concrete or abstract that exists and can
be described. It could be the subject or the object of a sentence in
English. For example textbook, love, and arrival are all nouns. A proper
noun is a noun that is the name of a person or a thing (Venezuela, Marie,
July). In English, proper nouns are always capitalized.
ADJECTIVE: in grammar, an adjective is a part of speech that modifies a
noun or a pronoun, usually by describing it or making its meaning more
specific. Adjectives exist in most languages.
VERB: in syntax, a verb is a word belonging to the part of speech that
usually denotes an action (bring, read), an occurrence (decompose,
glitter), or a state of being (To be, to exist, to stand). It makes the
second part of the sentence: Subject Verb Complement.
ADVERB: it is a word that describes or modifies a verb, an adjective, or
another adverb. It also tells how, when, where, why, how often, or how
much. Adverbs can be cataloged in four basic ways: time (frequency),
place, manner, and degree. See Adjective, Noun, Verb.
PRONOUN: a pronoun is a word that refers to a person or a thing that has
already talked about. It is a kind of noun, but its function is different
from nouns in English. What a pronoun actually means depends on the
context.
ARTICLE: any of three words used to signal the presence of a noun. ―a‖ and
―an‖ are known as indefinite articles; ―the‖ is the definite article.
PREPOSITION: in grammar, a preposition is an element that combines
syntactically with a phrase and indicates how that phrase should be
interpreted in the surrounding context.
CONJUNCTION: junction: something that joins or connects. Conjunction is
for grammar a part of speech that joins two sentences or two ideas. It is
different from a preposition which joins words or phrases.
INTERJECTION:
an
exclamation
inserted
into
an
utterance
grammatical connection (for example: oh!, ah!, ouch!, well!).
without
AUXILIAR: in English, is a word that usually indicates the tense in which
a sentence or a question has been said.
Conquest ESL
Student’s Handout
Conceptos Claves
Infinitivo: es el verbo en su forma base, es decir, cuando aún no se ha
conjugado. (Ej.: valorar, aprender, estudiar)
Conjugación: es la palabra que representa la acción realizada por algún
sujeto. (Ej.: valoro, aprendes, estudian)
Auxiliar Simple: en el inglés, es una palabra que indica el tiempo verbal
en que se encuentra la oración o pregunta. Para efectos de su traducción
gramatical al español, el auxiliar no tiene significado alguno, más que
indicar el tiempo en que ha sido desarrollada la acción.
Verbo Auxiliar: para el inglés, el verbo auxiliar es aquel que interviene
en la formación de los tiempos verbales compuestos de otros verbos más
comunes que se conocen como Verbos Léxicos.
Verbo Léxico: es aquel verbo de uso común que representa acción, estado o
existencia y que para efectos de la formación de preguntas y oraciones,
necesita indefectiblemente de una auxiliar, sea simple verbal o modal.
Tense: se traduce como tiempo verbal.
Conquest ESL
Student’s Handout
Un artículo escrito por Victoria Fontana: Profesora de Inglés.
Todas estas frases tienen errores
(¿Cuáles son? ¿Cuales son las frases correctas?)

You like to go to the cinema or do you prefer the theatre?

Who did eat my lunch?

My best friend is architect.

I can't help you right now because I take a shower.

We have a meeting the Friday.

The last week, I saw three movies.

I'm going to Paris for to learn French.

You are going to have dinner with us tonight?

He goed to the park yesterday with his family.

I need to go to the store because we haven’t got nothing to eat.

We live very near of the museum, so we go there often.

This exercise is more easy than the last one.

Say me the truth!

This year I went to Niagara Falls and it was impressionant!

The life is beautiful!

Does John studies something new every month?

What your sister looks like?

Entered the room three men with her.

Did they cried when she left?

Last year I went on a travel with my family to Costa Rica.
Conquest ESL
Student’s Handout
(20) Respuestas y explicaciones:
1. Do you like to go to the cinema or do you prefer the theatre? Se necesita el
verbo auxiliar "DO" en las oraciones interrogativas y en las negativas.
2. Who ate my lunch? Cuando la palabra (who) funciona también como sujeto de la
oración, no se necesita el auxilar "DO".
3. My best friend is an architect. Hay que poner un artículo indefinido antes
de las profesiones o cuando se habla de lo que es alguien, ej: a student, a
teacher, a doctor, an engineer, etc...
4. I can't help you right now because I am taking a shower. Se debe utilizar el
presente continuo cuando se habla de lo que uno está en proceso de hacer en
este momento.
5. We have a meeting on Friday. No se utiliza el artículo definido antes de los
días de la semana a menos que no se esté hablando sobre un día en
particular, ej: "We have a dinner on the Friday before the wedding."
6. Last week, I saw three movies. Tampoco se pone el artículo definido antes de
expresiones como: "last week, month, year," etc., "this week, month, year,
Wednesday," etc., o "next week, year, thursday," etc.
7. I'm going to Paris to learn French. Los hispanoblantes a menudo dicen "for
to" ya que traducen directamente de "para + infinitivo." En inglés,
solamente se pone el infinitivo. Nunca se utiliza "for to" junto.
8. Are you going to have dinner with us tonight? Esto es una pregunta. El verbo
auxiliar debe estar antes del sujecto.
9. He went to the park yesterday with his family. Pasado simple irregular.
10.
I need to go to the store because we haven't got anything to eat. (o -
...we have nothing to eat) No se pueden poner dos negativos en la misma
oración - esto se llama un "double negative."
11.
We live very near the museum, so we go there often. "Near of" no existe
en inglés y es una traducción directa de "cerca de". Se puede decir: "near
the museum" o "close to the museum".
12.
This exercise is easier than the last one. Se añade el sufijo "-er" a
adjetivos comparativos con una sola sílaba. También se añade el sufijo "-er"
a adjetivos comparativos con dos sílabas que acaban en "y". A adjetivos
comparativos con 2 ó más sílabas se les añade la palabra "more," ej.: "more
interesting, more beautiful," etc.
13.
Tell me the truth! "Say to me" o "Tell me" – La persona que recibe la
acción con "say" es un objeto indirecto y con "tell" es un objeto directo.
Conquest ESL
Student’s Handout
14.
This year I went to Niagara Falls and it was impressive (incredible,
fantastic...)! "Impressionant" no existe en inglés!
15.
Life is beautiful! Esta oración habla sobre "life" en general, no mi
vida, tu vida o la vida de alguien en particular." Cuando hablamos sobre
ideas en general - "love is blind" (el amor es ciego), "war is not good for
anything" (la guerra no sirve para nada), "hope is all we have left" (la
esperanza es todo lo que nos queda), "people are strange" (la gente es
rara), etc. – no se utiliza el artículo definido.
16.
Does John study something new every month? Cuando la oración tiene un
verbo auxiliar, no se conjuga el verbo principal de la oración.
17.
What does your sister look like? Esta oración requiere el verbo
auxiliar "DO" porque es una pregunta. Tienes que cambiar "look" para hacerlo
infinitivo otra vez. (ver número 16)
18.
Three men entered the room with her. El sujeto siempre debe estar al
principio en una oración afirmativa, ¡no el verbo!
19.
Did they cry when she left? Otra vez, el verbo auxiliar cambia de
tiempo verbal, no el verbo principal. En este caso "Did" está en pasado y
establece el tiempo verbal, así que "cried" debe estar en infinitivo.
20.
Last year I went on a trip with my family to Costa Rica. "Trip" es el
nombre, "travel" es el verbo. "Travel" se utiliza como nombre, normalmente,
solo en la forma plural, como por ejemplo cuando se habla de los "journeys"
o "trips" de alguien en general. Ej.: "Gulliver’s Travels".
Conquest ESL
Student’s Handout
ASYLUM FOR THE VERBALLY INSANE
We'll begin with a box, and the plural is boxes,
But the plural of ox becomes oxen, not oxes.
One fowl is a goose, but two are called geese,
Yet the plural of moose should never be meese.
You may find a lone mouse or a nest full of mice,
Yet the plural of house is houses, not hice.
If the plural of man is always called men,
Why shouldn't the plural of pan be called pen?
If I speak of my foot and show you my feet,
And I give you a boot, would a pair be called beet?
If one is a tooth and a whole set are teeth,
Why shouldn't the plural of booth be called beeth?
Then one may be that, and three would be those,
Yet hat in the plural would never be hose,
And the plural of cat is cats, not cose.
We speak of a brother and also of brethren,
But though we say mother, we never say methren.
Then the masculine pronouns are he, his and him,
But imagine the feminine: she, shis and shim!
If Father is
Pop, how come
Mother isn't
Mop?
And that is
just the
beginning-even though
this is the
end
"Everything
works out in
the end. If it
hasn't worked
out, it's not
the end."
Let's face it - English is a crazy language. There is neither egg in eggplant nor
ham in hamburger; neither apple nor pine in pineapple.
English muffins weren't invented in England We take English for granted, but if
we explore its paradoxes, we find that quicksand can work slowly, boxing rings
are square, and a guinea pig is neither from Guinea nor is it a pig.
And why is it that writers write but fingers don't fing, grocers don't groce and
hammers don't ham. Doesn't it seem crazy that you can make amends but not one
amend. If you have a bunch of odds and ends and get rid of all but one of them,
what do you call it?
If teachers taught, why didn't preachers praught? If a vegetarian eats
vegetables, what does a humanitarian eat? Sometimes I think all the folks who
grew up speaking English should be committed to an ASYLUM FOR THE VERBALLY
INSANE.
In what other language do people recite at a play and play at a recital? We ship
by truck but send cargo by ship. We have noses that run and feet that smell. And
how can a slim chance and a fat chance be the same, while a wise man and a wise
guy are opposites?
You have to marvel at the unique lunacy of a language in which our house can burn
up as it burns down, in which you fill in a form by filling it out, and in which
an alarm goes off by going on.
Conquest ESL
Student’s Handout
Artist: Imogen Heap
Song: Hallelujah
I heard there was a secret cord
that David played and it pleased the lord
but you don't really care for music, do you?
and it goes like this the fourth the fifth
the minor falls and the major lifts
the baffled king composing
Hallelujah
well your faith was strong
but you needed proof
you saw her bathing on the roof
her beauty in the moonlight overthrew you
and she tied you to her kitchen chair
and she broke your thrown
and she cut your hair
and from your lips she drew a hallelujah
baby I've been here before
I've seen this room and I've walked this floor
you know, I used to live alone before I knew you
and I've seen your flag on the marble arch
and love is not a victory march
Its a cold and it's a broken hallelujah
Hallelujah, hallelujah
Hallelujah, hallelujah
There was a time when you let me know
Whats really going on below
But now you never show that to me, do you?
but Remember when I moved in you
and The Holy Dove was moving too
And every breath we drew was hallelujah
Hallelujah, hallelujah
Hallelujah, hallelujah
Conquest ESL
Student’s Handout
The Alphabet
A B C D
E F G H
I J K L M N
O P Q R S T
U V W X Y Z
Conquest ESL
Student’s Handout
The Alphabet
A H J K
E B C D G P T V Z
I Y
O
U Q W
F L M N S X
R
Conquest ESL
Student’s Handout
Pronouns – Pronombres
Caso: Subjetivo
Personal
Pronombre
Pronoun
Personal
I
YO
1º PERSONA SINGULAR
YOU
TÚ
2º PERSONA SINGULAR
HE
ÉL
SHE
ELLA
IT
ESO
WE
NOSOTROS
1º PERSONA PLURAL
YOU
USTEDES
2º PERSONA PLURAL
THEY
ELLOS
3º PERSONA PLURAL
CLASIFICACIÓN
3º PERSONA SINGULAR
Object
Pronombre
Possessive
Pronombres
Pronoun
Objetivo
Pronouns
Posesivos
ME
MINE
Mío Mía
YOU
YOURS
TUYO
HIM
HIS
De él
HER
HERS
De ella
IT
ITS
US
OUR
Nuestro
YOU
YOURS
De ustedes
THEM
THEIRS
De ellos
Conquest ESL
Student’s Handout
Present Simple
Date:__/__/__
Name:______________________
Write the correct form of the verb.
Example:
I swim - she __
Answer:
I swim - she swims
_
1. I sing – she______________________
2. I play – Marie____________________
3. I read – he_______________________
4. I mix – she________________________
5. I ask – she_______________________
6. I carry – she_____________________
7. I say – she_______________________
8. I wash – she______________________
9. I call – she______________________
10. I cry – she______________________
Use Don’t or Doesn’t + verb
Example:
I _________ books. (not/to read)
Answer:
I don't read books.
1. I
handball. (not/to play)
2. We
the family car. (not/to wash)
3. Peggy
her homework. (not/to do)
4. She
TV. (not/to watch)
5. They
at 6.30. (not/to wake up)
6. He
to school. (not/to go)
7. Max and Sue
the box. (not/to carry)
8. You
German. (not/to speak)
9. Peter
a story. (not/to tell)
10. Diana
in a plane. (not/to fly)
Conquest ESL
Student’s Handout
Make questions and answer them:
Example:
I study English
Do you study English?
Yes I do
No I don`t
Yes I study English
No I don`t study English
1.
2.
3.
4.
5.
6.
Marie wakes up at 6:00 everyday.
He works as teacher.
Fred sometimes listens to rock music.
I like chocolate.
Peter and sue work for a Radio Station.
He likes to go to the beach.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Conquest ESL
Student’s Handout
The Dollar Store: A chain store in the U.S. in which all products cost $1.
Nabbed: took; grabbed; stole
Conquest ESL
Student’s Handout
Conquest ESL
Student’s Handout
PRUEBA DE ATENCIÓN: COMO SEGUIR INSTRUCCIONES
NOMBRE:_________________________
1. Para comenzar lea atentamente todas las instrucciones que a continuación se presentan.
2. Escriba sólo su nombre en la línea colocada en la parte superior de esta hoja.
3. Dibuje un círculo alrededor de la palabra “todas” que está situada en la primera instrucción.
4. Subraye la palabra “nombre” en la segunda instrucción.
5. Tache la palabra "atentamente" en la instrucción número 1.
6. Escribe la frase "caso omiso" a continuación del título.
7. Dibuje un círculo en la parte inferior derecha de la hoja.
8. Dibuje un corazón atravesado por dos flechas al lado del círculo.
9. Escriba “SOY CAPAZ DE SEGUIR INSTRUCCIONES” encima del título de esta hoja.
10. Subraye la frase que acaba de escribir.
11. Ya que usted ha leído atentamente las instrucciones anteriores, siga únicamente la instrucción número 2.
12. Al terminar esta prueba no haga ningún comentario o exclamación. Haga entrega de la hoja a su docente.
Conquest ESL
Student’s Handout
Conquest ESL
Student’s Handout
Common mistakes in English
DEPEND ON, (Not OF)
Don’t say: Your salary depends of your experience.
Say: Your salary depends on your experience.
*Note: "depend upon" is also possible, but more formal; compare:
―It depends upon the situation‖ = ―It depends on the situation‖.
DRESSED IN, (Not OF)
Don’t say: The woman was dressed of black.
Say: The woman was dressed in black.
*Note: "The woman was in black" is also correct.
EXCEPTION TO, (Not OF)
Don’t say: This is an exception of the rule.
Say: This is an exception to the rule.
*Note: But we say "with the exception of" as in ―He liked all his subjects
with the exception of math‖.
GOOD AT, (Not IN)
Don’t say: My brother is good in mathematics.
Say: My brother is good at mathematics.
*Note 1: Also ―bad at", ―clever at", "quick at", "slow at", etc. But "weak
in" as in He is weak in grammar‖.
*Note 2: ―He is good in class‖ means that his conduct is good
INSIST ON, (Not IN)
Don’t say: He insisted in paying the bill.
Say: He insisted on paying the bill.
*Note: But "persist" takes in as in ―He persisted in his foolish ideas‖.
LEAVE FOR A PLACE, (Not TO A PLACE)
Don’t say: They are leaving to New York tomorrow.
Say: They are leaving for New York tomorrow.
LIVE ON, (Not FROM)
Don’t say: She lives from her parent’s money.
Say: She lives on her parent’s money.
*Note: Also "feed on" as in ―Some birds feed on insects‖.
by Fidel Peña
Conquest ESL
Student’s Handout
Dear Friends,
As the President of the Federated States of Micronesia (FSM), it is my pleasure to
welcome you to the FSM Visitors Board (FSMVB) website. My fellow Micronesians and I share
a great deal of pride in this country's natural beauty and our unique way of life. We
invite you to visit our islands and discover the tranquility and beauty of the four
corners of paradise – the island states of Yap, Chuuk, Pohnpei and Kosrae.
We are a relatively new independent island nation within the international community, but
our four island states and rich culture have prospered in the Western Pacific for
thousands of years. Maintaining our unique cultural heritage and welcoming the outside
world to share it with us is one of the top priorities of my government. Our islands are
becoming a popular niche destination for the growing adventure travel market. The FSM is
served by several flights weekly with connections from Asia, Europe and North America,
yet we are far enough away that our culture and natural beauty remain largely untouched
by the 21st century. Evidently, cultural and eco-tourism opportunities abound in the FSM
and we happily encourage partnership to drive sustainable growth and development in the
tourism sector.
You will find colourful cultural ceremonies on the outer islands performed much as they
have been for centuries. You'll find ruins left by our ancestors in places such as the
enigmatic cities of Nan Madol on Pohnpei and Lelu on Kosrae. Relics from the Truk Lagoon
of Chuuk have become a world-famous dive destination for the Japanese fleet that was sunk
in the lagoon during World War II over 60 years ago. Our coral reefs are teeming with
exotic marine life and attract divers from all over the world. The mysteries of our
ancient ruins at dusk, the serenity of our deserted island beaches, the unique wonders of
a Yap village and its Stone Money Banks, the ethereal beauty of our coral reefs with
parts extending to the unexplored world of Yap Trench, the warm hospitality of the
Micronesian people with open arms and much more are all waiting to welcome you.
For all our tradition and rich heritage we are not a ―backward country‖. Our
infrastructure is well developed, helped in part through a close and ongoing relationship
with the United States for the past fifty years and by our emerging partners who include
Japan, China and Australia just to name a few.
The FSMVB was established to coordinate the tourism promotion of the nation in a manner
that highlights the FSM as a single tourism destination with four unique and distinctive
locations - the four corners of paradise. This web site is an important element in its
efforts to raise the awareness of the attractiveness of the FSM and our island states of
Chuuk, Kosrae, Pohnpei and Yap as unique vacation destinations. I am confident that you
will find the FSM a one-of-a-kind experience to remember and treasure forever.
On behalf of the people of the FSM, please enjoy a tour of our islands and we invite you
to visit us soon to discover for yourself why we’re called the four corners of paradise.
With warmest regards,
Sincerely,
Joseph J. Urusemal
President
http://www.visit-fsm.org/
Conquest ESL
Student’s Handout
To whom it may concern
Dear sir or madam
I have written to you several times over the past three months requesting an explanation
on why you have failed to bring your account with us current.
By ignoring these requests, you are damaging the excellent credit record you had
previously maintained with our company. In addition, you are incurring additional expense
to yourself and to us.
Unless I hear from you within ten days, I will have no other choice but to turn your
account over for collection. I am sorry that we must take such drastic action but I am
afraid you leave us no alternative. You can preserve your credit rating by remitting your
check today for the amount stated above.
Dear
The following documents are enclosed and require your signature:
(description of document)
(description of document)
(description of document)
Please execute your signature where so indicated and return the originals to this office.
The copies that we have provided are for your files. We have enclosed an envelope for
your convenience. Thank you.
Dear
After receiving your letter of / / , we conducted a thorough search through our files,
but could find no record of our firm having purchased any merchandise from the (name of
company)
We would appreciate it if you could forward any documentation that you may have to
support this claim.
Conquest ESL
Student’s Handout
~Shipment Schedule Acknowledgement of Purchase Order~
Dear
Thank you for your Purchase
described merchandise:
Order
Number
(number),
dated
(date)
for
the
following
We expect to ship your order on (date of shipment) via (method of shipment).
It should be reasonable to expect receipt of your order not later than (date). Should we
experience any delays in processing or shipping your order, you will be promptly
notified.
Thank you for your order. As always, we look forward to the next opportunity to be of
assistance. Please don't hesitate to call upon us any time.
SPECIFIC GUARANTY
FOR GOOD AND VALUABLE CONSIDERATION, and as an inducement for (company) to extend credit
to (borrower); the undersigned jointly and severally and unconditionally guaranty to
Company the prompt and full payment of the following debt owed to Company from Borrower:
(description of debt)
And the undersigned agree to remain bound on this guaranty
notwithstanding any extension, forbearance or waiver, or release, discharge or
substitution of any collateral or security for the debt. In the event of default, the
company may seek payment directly from the undersigned without need to proceed first
against Borrower. This guaranty shall be binding upon and inure to the benefit of the
parties, their successors, assigns and personal representatives. Signed under seal this
(day) day of (month), year.
Conquest ESL
Student’s Handout
Present Simple Tense
Subject
Simple Verbs
To work
To study To have
Auxiliary Verb
To be
I
You
He
She
It
We
You
They
am
are
is
is
is
are
are
are
work
work
works
works
works
work
work
work
Past Simple Tense
Subject
I
You
He
She
It
We
You
They
study
study
studies
studies
studies
work
work
work
have
have
has
has
has
have
have
have
Simple Verbs
Modal Verbs
Can May
can
can
can
can
can
can
can
can
To work
To study
To have
Auxiliary
Verb
To be
worked
worked
worked
worked
worked
worked
worked
worked
study
study
studied
studied
studied
work
work
work
had
had
had
had
had
had
had
had
was
were
was
was
was
were
were
were
may
may
may
may
may
may
may
may
Must
must
must
must
must
must
must
must
must
Modal Verbs
Can
could
could
could
could
could
could
could
could
May
Must
might
might
might
might
might
might
might
might
Past continuous Tense
Present continuous Tense
I
am
working
You are working
He
is
working
She is
working
It
is
working
We
are working
You are working
They are working
Present Perfect Tense
I
You
He
She
It
We
You
They
have worked
have worked
has worked
has worked
has worked
have worked
have worked
have worked
I
You
He
She
It
We
You
They
was
were
was
was
was
were
were
were
working
working
working
working
working
working
working
working
Past Perfect (pluperfect) Tense
I
You
He
She
It
We
You
They
had
had
had
had
had
had
had
had
worked
worked
worked
worked
worked
worked
worked
worked
Conquest ESL
Student’s Handout
Present Perfect Continuous Tense
Past Perfect Continuous Tense
I
You
He
She
It
We
You
They
I
You
He
She
It
We
You
They
have been
have been
has been
has been
has been
have been
have been
have been
working
working
working
working
working
working
working
working
had
had
had
had
had
had
had
had
been
been
been
been
been
been
been
been
working
working
working
working
working
working
working
working
Future Simple Tense
I
You
He
She
It
We
You
They
will
will
will
will
will
will
will
will
work
work
work
work
work
work
work
work
Future Continuous Tense
I
You
He
She
It
We
You
They
will
will
will
will
will
will
will
will
be
be
be
be
be
be
be
be
working
working
working
working
working
working
working
working
Conquest ESL
Student’s Handout
1. Passive Voice for Present Simple Tense
James Johnson writes a book.
A book is written by James Johnson.
2. Passive Voice for Present Continuous Tense
James Johnson is writing a book.
A book is being written by James Johnson.
3. Passive Voice for Present Perfect Tense
James Johnson has written many books.
Many books have been written by James Johnson.
4. Passive Voice for Past Simple Tense
James Johnson wrote a book.
A book was written by James Johnson.
5. Passive Voice for Past Continuous Tense
James Johnson was writing a book.
A book was being written by James Johnson
6. Passive Voice for Past Perfect Tense
James Johnson had written many books.
Many books had been written by James Johnson.
7. Passive Voice for Past Perfect Continuous Tense
James Johnson had been writing many books.
Many books had been being written by James Johnson.
8. Passive Voice for Future Simple Tense
James Johnson will write a drama book.
A drama book will be written by James Johnson.
9. Passive Voice for Future Continuous Tense
James Johnson will be writing a new book.
A new book will be being written by James Johnson.
10.
Passive Voice for Future Perfect Tense
James Johnson will have written a book.
A book will have been written by James Johnson.
11.
Passive Voice for Future Perfect Continuous Tense
James Johnson will have been writing a history book.
A history book will have been being written by James Johnson.
Passive Voice (Should)
James Johnson should write a book.
Conquest ESL
Student’s Handout
A book should be written by James Johnson.
12.
Passive Voice (Should)
James Johnson should be writing a book.
A book should be being written by James Johnson.
13.
Passive Voice (Should)
James Johnson should have written many books.
Many books should have been written by James Johnson.
Passive Verb Tenses
The passive form of verbs is not often used in writing now; it is more
common to use the active voice as it gives more power to the writing and
it is more direct. There are special circumstances, however, when using
a passive construction is preferable. It is also important to recognize
passive constructions when you are reading so that you can understand
them correctly.
Past
Present
Future
Simple
You were heard
You are heard
You will be heard
Progressive
You were being
heard*
You are being
heard
You will be being
heard*
Perfect
You had been
heard
You have been
heard
You will have been
heard
Perfect
Progressive
You had been
being heard**
You have been
being heard**
You will have been
being heard**
*These verb forms are unusual.
**These verb forms are not in general use as they are very awkward.
The passive is used when the subject of the verb action is not as
important as what happened. Note the difference between
1. He burned down the house. (Active verb)
2. The house was burned down. (Passive verb—who, or what, caused the
house to burn down is not known, or is not as important as the fact
that it burned down.
The passive tense is still used in some forms of academic writing. It is
best to become familiar with the type of writing style that is most
commonly used within a particular subject area. Also, avoid using the
passive unless there is a very good reason for using it.
Conquest ESL
Student’s Handout
Probability
Conditional
Example
Time
conditional
If you heat ice, it melts.
any
time
50%
first conditional
If it rains, I will stay at home.
future
10%
second conditional
If I won the lottery, I would buy a
car.
future
0%
third conditional
If I had won the lottery, I would
have bought a car.
past
100%
Auxiliary
A word used in construction with and preceding certain forms of other
verbs, as infinitives or participles, to express distinctions of tense,
aspect, mood, etc., as did in Did you go?, am in I am listening, have in
We have spoken, or can in They can see. As the name implies these
auxiliaries have no independent existence as verb phrases, but they help
to make up such phrases.
The modal auxiliaries are:
Base Form

can

could

may

might

shall

should

will

'll

would

'd

must

ought to

used to

need

dare
Uncontracted
negative
Contracted
negative
Denotes
cannot,
could not
may not
might not
shall not
should not
will not
'll not
would not
'd not
must not
ought not to
used not to
need not
dare not
can't
couldn't
mightn't
shan't
shouldn't
won't
wouldn't
mustn't
oughtn't to
needn't
daren't
Ability
Past
Permission
Possibility
Future
Advise
Future
Willingness
Obligation
Advise
Past routines
Necessity
Challenge
* Modal auxiliaries have no infinitives or past participles.
* Modal auxiliaries are not inflected in 3rd person singular.
Ex.: I may play – He may play
Conquest ESL
Student’s Handout
About Conditionals
First Conditional
Read the dialog again to see how the vocabulary words are used.
Ella: Welcome to our house!
Dale: Welcome!
Devan: It looks great!
Ella: Yeah, it’s a little messy. We got so focused on our jobs with you guys that we
kind of lost our houses and were forced to live together.
Dale: Now I have to move in with my partner. It’s OK. You get work done.
Ella: It was worth it though! The confession...
Dale: It felt so good.
Ella: It feels great.
Dale: It felt really good.
Devan: Did it? Because I was wondering about that, actually. You know how me and Jason
got together…
Ella: Yeah.
Devan: ...and it wasn’t entirely honest on my part. You know, I lied to him about us
being together before his coma. But I want to confess and tell him the truth, but I’m
worried about how he’s going to react. But the guilt’s weighing on me and I was
wondering, are you glad? Do you feel a lot better now that you confessed? Do you think
that confessing is a good thing to do?
Ella: Actually, it feels great. That nagging feeling is gone. It’s just overwhelming
how great it is to confess the truth.
Dale:
You know, when we do undercover work we have to hide it and then when you
release that confession and you tell everybody who you really are and what’s really
happening, it feels good because then it goes back to the true you. But, you know, we
do this all the time, so…
Devan: Do you think it’s going to ruin me and Jason’s relationship if I tell him the
truth, or do you think it’ll make it strong since it won’t be based on lies anymore?
Ella: It could. It could go either way. If he really loves you, it could go perfectly,
he’ll be understanding. If he doesn’t, you’ll be better off.
Dale: It’s up to you. Because sometimes you keep those secrets. You shouldn’t always
release everything you have to release. It’s up to you, though. Whatever makes you
happy.
Devan: I think that coming clean would make me happy because I think it’s the right
thing to do
Devan asks Dale and Ella what they think will happen if she confesses
the truth to Jason. Ella says, ―If he really loves you, he’ll be
understanding. If he doesn’t, you’ll be better off.‖ This is an example
of the first conditional.
The first conditional is used to discuss the future consequences of
something that happens in the present. It is formed with two clauses,
one with If + simple present verb (―If he loves you) and the second with
simple future verb (he will be understanding). Here’s another example:
―If Devan is honest, Jason probably will forgive her.‖
Conquest ESL
Student’s Handout
Regular Verbs
Infinitive
To Agree
To Answer
To Arrive
To Ask
To Believe
To Borrow
To Brush
To Call
To Carry
To Change
To Clean
To Close
To Comb
To Cook
To Cross
To Cry
To Dance
To Die
To End
To Enjoy
To Explain
To fail
To Finish
To happen
To hate
To Hope
To Hurry
To Invite
To Knock
To Laugh
To Lie
To Lift
To Like
To Listen
To Live
To Look
To Love
To Marry
To Miss
To Need
To Open
To Park
To Pass
To Pay
To Plan
To Play
To Practice
To Prefer
To Prepare
To Pull
To Push
To Rain
To Receive
To Remember
Present
Agree (s)
Answer (s)
Arrive (s)
Ask (s)
Believe (s)
Borrow (s)
Brush (es)
Call (s)
Carry (es)
Change (es)
Clean (s)
Close (s)
Comb (s)
Cook (s)
Cross (es)
Cry (ies)
Dance (s)
Die (s)
End (s)
Enjoy (s)
Explain (s)
Fail (s)
Finish (es)
Happen (es)
Hate (s)
Hope (s)
Hurry (ies)
Invite (s)
Knock (s)
Laugh (s)
Lie (s)
Lift (s)
Like (s)
Listen (s)
Live (s)
Look (s)
Love (s)
Marry (ies)
Miss (es)
Need (s)
Open (s)
Park (s)
Pass (es)
Pay (s)
Plan (s)
Play (s)
Practice (s)
Prefer (s)
Prepare (s)
Pull (s)
Push (es)
Rain (s)
Receive (s)
Remember (s)
Past
Agreed
Answered
Arrived
Asked
Believed
Borrowed
Brushed
Called
Carried
Changed
Cleaned
Closed
Combed
Cooked
Crossed
Cried
Danced
Died
Ended
Enjoyed
Explained
Failed
Finished
Happened
Hated
Hoped
Hurried
Invited
Knocked
Laughed
Lied
Lifted
Liked
Listened
Lived
Looked
Loved
Married
Missed
Needed
Opened
Parked
Passed
Paid
Planned
Played
Practiced
Prefered
Prepared
Pulled
Pushed
Rained
Received
Remembered
Participle
Agreed
Answered
Arrived
Asked
Believed
Borrowed
Brushed
Called
Carried
Changed
Cleaned
Closed
Combed
Cooked
Crossed
Cried
Danced
Died
Ended
Enjoyed
Explained
Failed
Finished
Happened
Hated
Hoped
Hurried
Invited
Knocked
Laughed
Lied
Lifted
Liked
Listened
Lived
Looked
Loved
Married
Missed
Needed
Opened
Parked
Passed
Paid
Planned
Played
Practiced
Prefered
Prepared
Pulled
Pushed
Rained
Received
Remembered
Gerund
Agreeing
Answering
Arriving
Asking
Believing
Borrowing
Brushing
Calling
Carrying
Changing
Cleaning
Closing
Combing
Cooking
Crossing
Crying
Dancing
Dying
Ending
Enjoying
Explaining
Failing
Finishing
Happening
Hating
Hoping
Hurrying
Inviting
Knocking
Laughing
Lying
Lifting
Liking
Listing
Living
Looking
Loving
Marrying
Missing
Needing
Opening
Parking
Passing
Paying
Planning
Playing
Practicing
Preferring
Preparing
Pulling
Pushing
Raining
Receiving
Remembering
Spanish
Estar de acuerdo
Responder
Llegar
Preguntar
Creer
Pedir prestado
Cepillar
Llamar
Cargar
Cambiar
Limpiar
Cerrar
Peinar
Cocinar
Cruzar
Llorar
Bailar
Morir
Finalizar
Disfrutar
Explicar
Fallar
Finalizar
Suceder
Odiar
Esperar
Correr
Invitar
Tocar
Tocar
Mentir
Levantar
Gustar
Escuchar
Vivir
Mirar
Amar, gustar
Casarce
Extrañar
Necesitar
Abrir
Estacionar
Pasar
Pagar
Planificar
Jugar
Practicar
Preferir
Preparar
Halar
Empujar
Llover
Recibir
Recordar
Conquest ESL
Student’s Handout
To Rest
To Show
To Smoke
To Solve
To Stay
To Stop
To Study
To Suppose
To Talk
To Telephone
To Thank
To Travel
To Try
To Turn on
To Turn off
To Turn up
To Turn down
To Underline
To Visit
To Wait
To Walk
To Want
To Wash
To Work
To Wish
Rest (s)
Show (s)
Smoke (s)
Solve (s)
Stay (s)
Stop (s)
Study (ies)
Suppose (s)
Talk (s)
Telephone (s)
Thank (s)
Travel (s)
Try (ies)
Turn (s) on
Turn (s) off
Turn (s) up
Turn (s) down
Underline (s)
Visit (s)
Wait (s)
Walk (s)
Want (s)
Wash (es)
Work (s)
Wish (es)
Rested
Showed
Smoked
Solved
Stayed
Stopped
Studied
Supposed
Talked
Telephoned
Thanked
Traveled
Tried
Turned on
Turned off
Turned up
Turned down
Underlined
Visited
Waited
Walked
Wanted
Washed
Worked
Wished
Rested
Showed
Smoked
Solved
Stayed
Stopped
Studied
Supposed
Talked
Telephoned
Tanked
Traveled
Tried
Turned on
Turned off
Turned up
Turned down
Underlined
Visited
Waited
Walked
Wanted
Washed
Worked
Wished
Resting
Showing
Smoking
Solving
Staying
Stopping
Studying
Supposing
Talking
Telephoning
Thanking
Traveling
Trying
Turning on
Turning off
Turning up
Turning down
Underlining
Visiting
Waiting
Walking
Wanting
Washing
Working
Wishing
Descansar
Mostrar
Fumar
Resolver
Quedarse
Detenerse
Estudiar
Suponer
Conversar
Telefonear
Agradecer
Viajar
Tratar de
Encender
Apagar
Subir
Bajar
Subrayar
Visitar
Esperar
Caminar
Desear
Lavar
Trabajar
Desear
Conquest ESL
Student’s Handout
Irregular Verbs
Infinitive
To Abide
To Arise
To Awake
To Be
To Bear
To Beat
To Become
To Begin
To Bite
To be born
To Break
To Bring
To Build
To Buy
To Catch
To Choose
To Come
To Come Back
To Come in
To Cost
To Cut
To Dare
To Deal
To Dig
To Do
To Draw
To Dream
To Drink
To Drive
To Dwell
To Eat
To Fall
To Feed
To Feel
To Fight
To Find
To Flee
To Fling
To Fly
To Forbid
To Foretell
To Forget
To Forgive
To Forsake
To Freeze
To Get
To Get out
To Get up
To Give
To Go
To Go into
To Grind
To Grow
Present
Abide (s)
Arise (s)
Awake
Am, Are, Is
Bear (s)
Beat (s)
Become (s)
Begin (s)
Bite (s)
Born (s)
Break (s)
Bring (s)
Build (s)
Buy (s)
Catch (es)
Choose (s)
Come (s)
Come (s) back
Come (s) in
Cost (s)
Cut (s)
Dare (s)
Deal (s)
Dig (s)
Do (es)
Draw (s)
Dream (s)
Drink (s)
Drive (s)
Dwell (s)
Eat (s)
Fall (s)
Feed (s)
Feel (s)
Fight (s)
Find (s)
Flee (s)
Fling (s)
Fly (ies)
Forbid (s)
Foretell (s)
Forget (s)
Forgive (s)
Forsake (s)
Freeze (s)
Get (s)
Get (s) out
Get (s) up
Give (s)
Go (es)
Go (es) into
Grind (s)
Grow (s)
Past
Abode
Arose
Awoke
Was, Were
Bore
Beat
Became
Began
Bit
Was- Were Born
Broke
Brought
Built
Bought
Caught
Chose
Came
Came back
Came in
Cost
Cut
Durst
Dealt
Dug
Did
Drew
Dreamt
Drank
Drove
Dwelt
Ate
Fell
Fed
Felt
Fought
Found
Fled
Flung
Flew
Forbade
Foretold
Forgot
Forgave
Forsook
Froze
Got
Got out
Got up
Gave
Went
Went into
Ground
Grew
Participle
Abode
Arisen
Awoke
Been
Borne
Beat- Beaten
Become
Begun
Bitten
Broken
Brought
Built
Bought
Caught
Chosen
Came
Came back
Came in
Cost
Cut
Dared
Dealt
Dug
Done
Drawn
Dreamt
Drunk
Driven
Dwelt
Eaten
Fallen
Fed
Felt
Fought
Found
Fled
Flung
Flown
Forbidden
Foretold
Forgotten
Forgiven
Forsaken
Frozen
Got(ten)
Got(ten) out
Got(ten) up
Given
Gone
Gone into
Ground
Grown
Gerund
Abiding
Arising
Awaking
Being
Bearing
Beating
Becoming
Beginning
Biting
Breaking
Bringing
Building
Buying
Catching
Choosing
Coming
Coming back
Coming in
Costing
Cutting
Daring
Dealing
Digging
Doing
Drawing
Dreaming
Drinking
Driving
Dwelling
Eating
Falling
Feeding
Feeling
Fighting
Finding
Fleeing
Flinging
Flying
Forbidding
Foretelling
Forgetting
Forgiving
Forsaking
Freezing
Getting
Getting out
Getting up
Giving
Going
Going into
Grinding
Growing
Spanish
Habitar
Levantarse
Despertarse
Ser, estar
LLevar
Derrotar
Hacerse
Comenzar
Morder
Nacer
Romper
Traer
Construir
Comprar
Atrapar
Escoger
Venir
Regresar
Entrar
Costar
Cortar
Atreverse
Tratar - Pactar
Cavar
Hacer
Dibujar
Soñar
Beber
Conducir
Habitar, morar
Comer
Caer
Alimentar
Sentir
Pelear
Hallar
Huir
Lanzar
Volar
Prohibir
Predecir
Olvidar
Perdonar
Abandonar
Helar
Obtener
Sacar
Levantar
Dar
Ir
Entrar
Moler
Crecer
Conquest ESL
Student’s Handout
To Hang
To Have
To Hear
To Hide
To Hit
To Hold
To Hurt
To Keep
To Knell
To Knit
To Know
To Lead
To Lean
To Leap
To Learn
To Leave
To Lend
To Let
To Lie
To Light
To Load
To Lose
To Make
To Mean
To Meet
To Mislead
To Mow
To Overtake
To Overhear
To Pay
To Put
To Read
To Rid
To Ride
To Ring
To Rise
To Run
To Saw
To Say
To See
To Seek
To Sell
To Send
To Set
To Shake
To Shed
To Shine
To Shoot
To Show
To Shred
To Shrink
To Shut
To Sing
To Sink
To Sit
To Slay
Hang (s)
Has
Hear (s)
Hide (s)
Hit (s)
Hold (s)
Hurt (s)
Keep (s)
Kneel (s)
Knit (s)
Know (s)
Lead (s)
Lean (s)
Leap (s)
Learn (s)
Leave (s)
Lend (s)
Let (s)
Lie (s)
Light (s)
Load (s)
Lose (s)
Make (s)
Mean (s)
Meet (s)
Mislead (s)
Mow (s)
Overtake (s)
Overhear (s)
Pay (s)
Put (s)
Read (s)
Rid (s)
Ride (s)
Ring (s)
Rise (s)
Run (s)
Saw (s)
Say (s)
See (s)
Seek (s)
Sell (s)
Send (s)
Set (s)
Shake (s)
Shed (s)
Shine (s)
Shoot (s)
Show (s)
Shred (s)
Shrink (s)
Shut (s)
Sing (s)
Sink (s)
Sit (s)
Slay (s)
Hung
Had
Heard
Hid
Hit
Held
Hurt
Kept
Knelt
Knit
Knew
Led
Leant
Leapt
Learnt
Left
Lent
Let
Lay
Lit
Loaded
Lost
Made
Meant
Met
Misled
Mowed
Overtook
Overheard
Paid
Put
Read
Rid
Rode
Rang
Rose
Ran
Sawed
Said
Saw
Sought
Sold
Sold
Set
Shook
Shed
Shone
Shot
Showed
Shred
Shrank
Shut
Sang
Sank
Sat
Slew
Hung
Had
Heard
Hidden
Hit
Held
Hurt
Kept
Knelt
Knit
Known
Led
Leant
Leapt
Learnt
Left
Lent
Let
Lain
Lit
Laden
Lost
Made
Meant
Met
Misled
Mown
Overtaken
Overheard
Paid
Put
Read
Rid
Ridden
Rung
Risen
Run
Sawn
Said
Seen
Sought
Sold
Sold
Set
Shaken
Shed
Shone
Shot
Shown
Shred
Shrank
Shut
Sung
Sank
Sat
Slain
Hanging
Having
Hearing
Hiding
Hitting
Holding
Hurting
Keeping
Kneeling
Knitting
Knowing
Leading
Leaning
Leaping
Learning
Leaving
Lending
Letting
Lying
Lighting
Loading
Losing
Making
Meaning
Meeting
Misleading
Mowing
Overtaking
Overhearing
Paying
Putting
Reading
Riding
Riding
Ringing
Rising
Running
Sawing
Saying
Seeing
Seeking
Selling
Sending
Setting
Shaking
Shedding
Shining
Shooting
Showing
Shredding
Shrinking
Shutting
Singing
Sinking
Sitting
Slaying
Colgar
Tener, Haber
Escuchar
Esconder
Golpear
Sostener
Herir
Guardar
Arrodillarse
Tejer
Saber, Conocer
Conducir, Guiar
Apoyarse
Saltar
Aprender
Dejar
Prestar
Permitir, conceder
Tenderse
Encender
Cargar
Perder
Hacer
Significar
Encontrarse
Extraviar, engañar
Segar
Acanzar (y pasar)
Oir por casualidad
Pagar
Poner
Leer
Librar
Cabalgar
Sonar
Levantarse
Correr
Aserrar
Decir
Ver
Buscar
Vender
Enviar
Colocar
Sacudir
Arrojar
Brillar
Disparar
Mostrar
Desmenuzar
Escoger
Cerrar
Cantar
Hundir
Sentarse
Asesinar
Conquest ESL
Student’s Handout
To Sleep
To Slide
To Sling
To Slink
To Smell
To Smite
To Spring
To Stand
To Speak
To Speed
To Spell
To Spend
To Spill
To Spit
To Steal
To Stick
To Sting
To Stink
To Strew
To Stride
To Strike
To Strive
To Swear
To Sweat
To Sweep
To Swing
To Take
To Teach
To Tear
To Tell
To Think
To Thrive
To Threw
To Thrust
To Tread
To Understand
To Uphold
To Wake up
To Wear
To Weave
To Weep
To Wet
To Win
To Wind
To Withdraw
To Wring
To Write
Sleep (s)
Slide (s)
Sling (s)
Slink (s)
Smell (s)
Smite (s)
Spring (s)
Stand (s)
Speak (s)
Speed (s)
Spell (s)
Spend (s)
Spill (s)
Spit (s)
Steal (s)
Stick (s)
Sting (s)
Stink (s)
Strew (s)
Stride
Strike (s)
Strive (s)
Swear (s)
Sweat (s)
Sweep (s)
Swing (s)
Take (s)
Teach (s)
Tear (s)
Tell (s)
Think (s)
Thrive (s)
Threw (s)
Thrust (s)
Tread (s)
Understand (s)
Uphold (s)
Wake (s) up
Wear (s)
Weave (s)
Weep (s)
Wet (s)
Win (s)
Wind (s)
Withdraw (s)
Wring (s)
Write (s)
Slept
Slip
Slung
Slunk
Smelt
Smote
Sprang
Stood
Spoke
Sped
Spelt
Spent
Split
Spat
Stole
Stuck
Stung
Stunk
Strewed
Strode
Struck
Strove
Swore
Sweat
Swept
Swang
Took
Taught
Tore
Told
Thought
Throve
Throw
Thrust
Trod
Understood
Upheld
Woke up
Wore
Wove
Wept
Wet
Won
Wound
Withdrawn
Wrung
Wrote
Slept
Slip
Slung
Slunk
Smelt
Smitten
Sprung
Stood
Spoken
Sped
Spelt
Spent
Split
Spit
Stolen
Stuck
Stung
Stunk
Strewn
Stridden
Stricken
Striven
Sworn
Sweat
Swept
Swung
Taken
Taught
Torn
Told
Thought
Thriven
Thrown
Thrust
Trodden
Understood
Upheld
Woken up
Worn
Woven
Wept
Wet
Won
Wound
Withdrawn
Wrung
Written
Sleeping
Sliding
Slinging
Slinking
Smelling
Smiting
Springing
Standing
Speaking
Speeding
Spelling
Spending
Spilling
Spitting
Stealing
Sticking
Stinging
Stinking
Strewing
Striding
Striking
Striving
Swearing
Sweating
Sweeping
Swinging
Taking
Teaching
Tearing
Telling
Thinking
Thriving
Throwing
Thrusting
Trading
Understanding
Upholding
Waking up
Wearing
Weaving
Weeping
Wetting
Winning
Winding
Withdrawing
Wringing
Writing
Dormir
Deslizar
Lanzar
Esquivar
Oler
Golpear
Satar
Pararse
Hablar
Apresurar
Deletrear
Gastar
Volcar
Escupir
Robar
Pegar, adherir
Picar
Heder
Esparcir
Dar trances
Golpear
Esforzarse
Jurar
Sudar
Barrer
Nadar
Tomar
Enseñar
Rasgar
Decir, Contar
Pensar
Prosperar
Tirar, arrojar
Empujar
Pisar
Entender
Sostener
Despertar
Usar
Tejer
Llorar
Mojar
Ganar
Serpentar
Retirar
Torcer
Escribir
Conquest ESL
Student’s Handout
Punctuation Rules
The following sections will help you understand and use different types
of punctuation more effectively in your writing. This chapter begins
with the comma, the punctuation mark which usually causes writers the
most trouble, before turning to other types of punctuation.
The Comma
Comma usage is in some respects a question of personal writing style:
some writers use commas liberally, while others prefer to use them
sparingly. Most modern North American style guides now recommend using
fewer commas rather than more, so when faced with the option of using a
comma or not, you may find it wise to refrain.
For instance, the use of a comma before the "and" in a series is usually
optional, and many writers choose to eliminate it, provided there is no
danger of misreading:
We bought scarves, mittens and sweaters before leaving for Iceland.
(comma unnecessary before "and")
We ate apples, plums, and strawberry and kiwi compote. (comma
needed before "and" for clarity)
Comma Usage
1. Use a comma before a co-ordinating conjunction that joins
independent clauses (unless the independent clauses are very
short):
I wrapped the fresh fish in three layers of newspaper, but my van
still smelled like trout for the next week. (commas with two
independent clauses)
She invited him to her party and he accepted. (comma unnecessary
with short clauses)
2. Use a comma after an introductory adverb clause and, often, after
an introductory phrase (unless the phrase is very short):
After the hospital had completed its fund-raising campaign, an
anonymous
donor
contributed
an
additional
$10,000.
(after
introductory adverb clause)
From the east wall to the west, her cottage measures twenty feet.
(after introductory prepositional phrase)
In the bottom drawer you will find some pink spandex tights. (no
comma with short, closely related phrase)
3. Use a comma to separate items in a series:
Playing in a band can be exciting, but many people do not realize
the hardships involved: constant rehearsals, playing until 2 a.m.,
Conquest ESL
Student’s Handout
handling drunken audience members, and transporting heavy equipment
to and from gigs. (the comma preceding "and" is optional unless
needed to prevent misreading)
4. Use commas to set off non-restrictive elements and other
parenthetical elements. A non-restrictive modifier is a phrase or
clause that does not restrict or limit the meaning of the word it
is modifying. It is, in a sense, interrupting material that adds
extra information to a sentence. Even though removing the nonrestrictive element would result in some loss of meaning, the
sentence would still make sense without it. You should usually set
off non-restrictive elements with commas:
The people of Haiti, who for decades have lived with grinding
poverty and mind-numbing violence, are unfamiliar with the workings
of a true democracy.
A restrictive modifier is a phrase or clause that limits the
meaning of what it modifies and is essential to the basic idea
expressed in the sentence. You should not set off restrictive
elements with commas:
Those residents of Ottawa who do not hold secure, well-paying jobs
must resent the common portrayal of the city as a land of
opportunity.
Note that you can use two other punctuation marks to set off nonrestrictive
elements
or
other
parenthetical
information:
parentheses and dashes. Enclosing parenthetical information in
parentheses reduces the importance of that information:
Mr. Grundy's
exemplary.
driving
record
(with
one
small
exception)
was
5. Placing parenthetical information between dashes has the opposite
effect: it emphasises the material:
Mr. Grundy's driving record -- with one exception -- was exemplary.
Nevertheless, you should usually set off parenthetical information
with commas.
Superfluous Commas
Equally important in understanding how to use commas effectively is
knowing when not to use them. While this decision is sometimes a matter
of personal taste, there are certain instances when you should
definitely avoid a comma.

Do not use a comma to separate the subject from its predicate:
Conquest ESL
Student’s Handout





[WRONG] Registering for our
will save you thirty percent
[RIGHT] Registering for our
will save you thirty percent
Do not use a comma to separate
complement, or a preposition from
fitness programs before September 15,
of the membership cost.
fitness programs before September 15
of the membership cost.
a verb from its object or its subject
its object:
[WRONG] I hope to mail to you before Christmas, a current snapshot
of my dog Benji.
She travelled around the world with, a small backpack, a bedroll, a
pup tent and a camera.
[RIGHT] I hope to mail to you before Christmas a current snapshot
of my dog Benji.
[RIGHT] She travelled around the world with a small backpack, a
bedroll, a pup tent and a camera.
Do not misuse a comma after a co-ordinating conjunction:
[WRONG] Sleet fell heavily on the tin roof but, the family was used
to the noise and paid it no attention.
[RIGHT] Sleet fell heavily on the tin roof, but the family was used
to the noise and paid it no attention.
Do not use commas to set off words and short phrases (especially
introductory ones) that are not parenthetical or that are very slightly
so:
[WRONG] After dinner, we will play badminton.
[RIGHT] After dinner we will play badminton.
Do not use commas to set off restrictive elements:
[WRONG] The fingers, on his left hand, are bigger than those on his
right.
[RIGHT] The fingers on his left hand are bigger than those on his
right.
Do not use a comma before the first item or after the last item of a
series:
[WRONG] The treasure chest contained, three wigs, some costume
jewellery and five thousand dollars in Monopoly money.
[WRONG] You should practice your punches, kicks and foot sweeps, if
you want to improve in the martial arts.
[RIGHT] The treasure chest contained three wigs, some costume
jewellery and five thousand dollars in Monopoly money.
[RIGHT] You should practice your punches, kicks and foot sweeps if
you want to improve in the martial arts.
The Semicolon
You will usually use the semicolon to link independent clauses not
joined by a co-ordinating conjunction. Semicolons should join only those
independent clauses that are closely related in meaning.
Abdominal exercises help prevent back pain; proper posture is also
important.
The auditors made six recommendations; however, only one has been
adopted so far.
Conquest ESL
Student’s Handout
Do not use a semicolon to link a dependent clause or a phrase to an
independent clause.
[WRONG]
fitness
run.
[RIGHT]
fitness
run.
Although gaining and maintaining a high level of physical
takes a good deal of time; the effort pays off in the long
Although gaining and maintaining a high level of physical
takes a good deal of time, the effort pays off in the long
Generally, you should not place a semicolon before a co-ordinating
conjunction that links two independent clauses. The only exception to
this guideline is if the two independent clauses are very long and
already contain a number of commas.
[WRONG] The economy has
signs of improvement are
[RIGHT] The economy has
signs of improvement are
been sluggish for
finally beginning
been sluggish for
finally beginning
four years now; but some
to show.
four years now, but some
to show.
It may be useful to remember that, for the most part, you should use a
semicolon only where you could also use a period.
There is one exception to this guideline. When punctuating a list or
series of elements in which one or more of the elements contains an
internal comma, you should use semicolons instead of commas to separate
the elements from one another:
Henry's mother believes three things: that every situation, no
matter how grim, will be happily resolved; that no one knows more
about human nature than she; and that Henry, who is thirty-five
years old, will never be able to do his own laundry.
The Colon
Writers often confuse the colon with the semicolon, but their uses are
entirely different.
When to Use a Colon
The colon focuses the reader's attention on what is to follow, and as a
result, you should use it to introduce a list, a summation, or an idea
that somehow completes the introductory idea. You may use the colon in
this way, however, only after an independent clause:
He visited three cities during his stay in the Maritimes: Halifax,
Saint John and Moncton.
Their lobbying efforts were ultimately useless: the bill was
soundly defeated.
My mother gave me one good piece of advice: to avoid wasting time
and energy worrying about things I cannot change.
Conquest ESL
Student’s Handout
When Not to Use a Colon
You should not place a colon between a verb and its object or subject
complement, or between a preposition and its object:
[WRONG] His neighbour lent him: a pup-tent, a wooden canoe, and a
slightly battered Coleman stove. (colon between verb and objects)
[RIGHT] His neighbour lent him a pup-tent, a wooden canoe, and a
slightly battered Coleman stove.
[WRONG] Her three goals are: to improve her public speaking skills,
to increase her self-confidence and to sharpen her sales
techniques. (colon between verb and subject complement)
[RIGHT] Her three goals are to improve her public speaking skills,
to increase her self-confidence and to sharpen her sales
techniques.
[WRONG] We travelled to: London, Wales and Scotland. (colon between
preposition and objects)
[RIGHT] We travelled to London, Wales and Scotland.
End Punctuation
The punctuation marks that signal the end of a sentence are the period,
the question mark and the exclamation mark.
You use the period, by far the most common of the end punctuation marks,
to terminate a sentence that makes a statement. You may also use periods
with imperative sentences that have no sense of urgency or excitement
attached:
Without a doubt, Lady Emily was much happier after her divorce.
Turn right at the stop sign.
Bring me a cup of coffee and a cheese danish.
When you want to express a sense of urgency or very strong emotion, you
may end your imperative sentences and statements with an exclamation
mark:
Look out below!
Leave this house at once!
I hate him!
Exclamation marks are,
sparingly, if at all.
however,
rare
in
formal
writing.
Use
them
You should use the question mark at the end of a direct question:
Who's on first?
Where is my flowered cape?
Be careful not to use a question mark at the end of an indirect
question. Indirect questions are simply statements, and therefore end
with a period:
Conquest ESL
Student’s Handout
I wonder who was chosen as Harvest King in the county fair.
She asked if she could play pinball.
The teacher asked who was chewing gum.
Quotation Marks
The exact rules for quotation marks vary greatly from language to
language and even from country to country within the English-speaking
world. In North American usage, you should place double quotation marks
(") before and after directly quoted material and words of dialogue:
One critic ended his glowing review with this superlative: "It is
simply the best film ever made about potato farming."
May replied, "This is the last cookie."
You also use quotation marks to set off certain titles, usually those of
minor or short works -- essays, short stories, short poems, songs,
articles in periodicals, etc. For titles of longer works and separate
publications, you should use italics (or underlined, if italics are not
available). Use italics for titles of books, magazines, periodicals,
newspapers, films, plays, long poems, long musical works, and television
and radio programs.
Once when I was sick, my father read me a story called "The Happy
Flower," which was later made into a movie entitled Flower Child,
starring Tiny Tim.
Sometimes, you will use quotation marks to set off words specifically
referred to as terms, though some publishers prefer italics:
I know you like the word "unique," but do you really have to use it
ten times in one essay?
"Well" is sometimes a noun, sometimes an adverb, sometimes an
adjective and sometimes a verb.
Quotations Marks with Other Punctuation
One question that frequently arises with quotation marks is where to
place other punctuation marks in relation to them. Again, these rules
vary from region to region, but North American usage is quite simple:
1. Commas and periods always go inside the quotation marks.
I know you are fond of the story "Children of the Corn," but is it
an appropriate subject for your essay?
"At last," said the old woman, "I can say I am truly happy."
2. Semicolons and colons always go outside the quotation marks.
She never liked the poem "Dover Beach"; in fact, it was her least
favourite piece of Victorian literature.
He clearly states his opinion in the article "Of Human Bondage": he
believes that television has enslaved and diminished an entire
generation.
Conquest ESL
Student’s Handout
3. Question marks, exclamation marks, and dashes go inside quotation
marks when they are part of the quotation, and outside when they do
not.
Where is your copy of "The Raven"?
"How cold is it outside?" my mother asked.
Note that in North American usage, you should use single quotation marks
(') only to set off quoted material (or a minor title) inside a
quotation.
"I think she said `I will try,' not `I won't try,'" explained Sandy
The Apostrophe
You should use an apostrophe to form the possessive case of a noun or to
show that you have
)
To form the possessive of a plural noun ending in "s," simply place an
apostrophe after the "s."
He has his three sons' futures in mind.
In many suburbs, the houses' designs are too much alike.
Possessive pronouns -- for example, "hers," "yours," and "theirs" -- do
not take apostrophes. This is the case for the possessive pronoun "its"
as well: when you write "it's" with an apostrophe, you are writing a
contraction for "it is."
The spaceship landed hard, damaging its radar receiver. ("its" is
the possessive pronoun)
It's your mother on the phone. ("it's" is the contraction of "it
is")
Written by Frances Peck
Conquest ESL
Student’s Handout