COLEGIO DE SAN ANTONIO DE PADUA

De La Salle Supervised School

Ramon M. Durano Foundation Compound
Guinsay, Danao City, 6004
First Semester
S.Y. 2021-2022

Module One
Compiled by:
Angelie P. Luardo

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 Table of Contents

Module Page No. Date

Module 1:Nouns 1

LESSONS
Lesson One: Kinds of Nouns 2
Lesson Two: Number and Rules in Forming Plural Nouns 7
Lesson Three: Uses of Nouns 10

ACTIVITIES

Lesson One Learning Activities

1. Common vs. Proper Nouns
Activity 1……………………………………………… 13
Activity 2……………………………………………… 14
2. Mass vs. Count Nouns
Activity 1……………………………………………… 14
Activity 2……………………………………………… 15
Activity 3……………………………………………… 16
3. Abstract vs. Concrete Nouns
Activity 1……………………………………………… 16
Activity 2……………………………………………… 16
4. Compound vs. Collective Nouns
Activity 1……………………………………………… 17
Activity 2……………………………………………… 17

Lesson Two Learning Activities

Activity 1……………………………………………… 18
Activity 2……………………………………………… 19

Lesson Three Learning Activities

Activity 1……………………………………………… 19
Activity 2……………………………………………… 20

SELF-ASSESSMENT ………………………………………………… 21

REFLECTION ………………………………………………………… 23

PRELIM EXAMINATION

Appendix …………..…………………………………………………… 23

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 MODULE 1
Nouns

A noun is the name of any person, place, action, quality, feeling, idea, or thing. It is where we start our
language journey as we learn to name the things in our world.
You probably had no problems with person or place, but you may have had to think twice about action.
The students that you teach will probably have the same reaction. We have all been taught that verbs are the words
that deal with action, but there are names of actions as well. You may do something, like murder someone, but
the name of that action is a noun, murder:
He was found guilty of her murder.
It is a murder most foul.
She cried blue murder.

Similarly, you may see someone walking, and you might think that you will take up the activity, thinking,
Walking is good for my health. The name of that activity or action is walking, and in this sentence it is a noun.
You may be one who prefers to use a computer rather than pen and paper to communicate messages, for
you may consider, “My writing is terrible.” Here, writing is a noun.
Over time, you will see that a person ages, but in the process, you may come to the conclusion that ageing
is a natural process of life. Here again, ageing is a noun. If you establish that the word is naming someone or
something, then you can identify it as a noun.
Nouns naming qualities, feelings or ideas may cause children some problems as well, and you can explain
these nouns to them in similar terms: if it is the name of something, it is a noun. One way to help children is to
show them that if they can put a/an or the, or more usually, something like my or blue in front of it, the fact that
it is a noun becomes clear. (My is useful as it simplifies the explanation as in “My belief is solid.” Rather than
going through all the possessive pronouns, give the example of my. I use blue only because it is my favourite
colour, but any adjective will do for the demonstration.)
We may also take qualities, for example. If you are an honest person, the name of the quality that you
possess is honesty; if you are not an honest person, the name of that quality is dishonesty. Then you will use a
sentence like “Your honesty ought to be rewarded” to establish the word’s function as a noun.

Topics:
Lesson One: Kinds of Nouns
Lesson Two: Number and Rules in Forming Plural Nouns
Lesson Three: Uses of Nouns

KWHL Chart

Directions: Fill in the first two columns before proceeding to the learning content. This will
serve as your guide on what to learn for the entire module. After answering the
learning activities, go back here to fill in the third and last column.

What I want to What I WANT to What I LEARNED HOW can I learn

KNOW find out more

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 LESSON ONE
Kinds of Nouns

OBJECTIVES:
At the end of this lesson, the students are expected to:
a. familiarize the kinds of nouns;
b. identify common nouns and proper nouns;
c. differentiate countable from uncountable nouns; and
d. recognize and correct wrongly used collective nouns in a sentence.

LEARNING CONTENT:

Kinds of Nouns:
1. Common vs. Proper Noun
2. Mass vs. Count Noun
3. Abstract vs. Concrete Noun
4. Compound vs. Collective Nouns

1. Proper Noun vs. Common Noun

A proper noun is the name given to something to make it more specific (e.g. Allan, New York, Nokia). Proper
nouns are written with capital letters in a sentence. On the other hand, a common noun names general items (e.g.,
boy, dog, city, day). Common noun is written in capital letter only when it start a sentence.

Look at the table and notice the big difference between PROPER and COMMON.

PROPER NOUNS COMMON NOUNS

Max’s restaurant
University of the Philippines university
Bong Go senator
Nike shoes
Rolex watch
Bird Box movie
SM Mall of Asia mall
England country
Mobile Legend multi-player online game

Examples of Proper Nouns in Sentences

Below are some examples of proper nouns (shaded) and common nouns (bold) in the same sentence.

1) Those idiots have been annoying Jason. (Jason is a proper noun. It’s the name of a specific boy. The
word idiots is a common noun.)
2) I would like to visit an old castle. Can we visit Warwick Castle? (Warwick Castle is a proper noun. It’s
the name of a specific castle. The word castle is a common noun.)
3) Walt Disney got the inspiration for Micky Mouse from a tame mouse at his desk at Laugh-O-Gram
Studio in Kansas City.
4) The Phantom of the Opera is a one of a kind play that I have ever seen in Broadway.
5) All water tastes the same. There’s a reason why Evian is “naïve” backwards.

Writing Proper Nouns Correctly

1) Don’t capitalize a word just because it’s an important word in your sentence. A proper noun is
written with a capital letter because it is a name or a title. Do not give a word a capital letter just because
it’s an important word in your sentence.

Example: As a valued Client, you have been selected for a special Gift. √ (The words client and gift are common
nouns and should not have capital letter.)

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 2) Use capital letters for just the principal words in a title. It is a common convention when writing a
name or a title to use capital letters only for the principal words. This is called title case. All words are
principal words except articles (i.e., a, an, the), conjunctions (e.g., and, but, or) and prepositions (e.g.,
on, in, with).
Here are some examples:
 Tower of London
 Snow White and the Seven Dwarfs
 Catcher in the Rye
 The Last of the Mohicans (A non-principal word gets a capital letter it starts the title.)
 Leonardo da Vinci/ Ludwig van Beethoven (Title case is often used with foreign names but not always,
e.g., Dick Van Dyke. It depends how the individuals wrote it themselves.)

3) Do not write the seasons (e.g., summer) and the points of the compass (e.g., north) with uppercase
letters. The names of the seasons and the points of the compass are not proper nouns. They are written
with lowercase letters.

Example:
In the autumn, some geese fly south for the winter.

4) Write the Sun and the Moon with capital letters. The Earth’s moon is called the Moon and our sun is
called the Sun. When referring to the Earth’s moon and our sun specifically, use capital letters.

Example:
A solar eclipse occurs when the Moon fully or partially blocks the Sun. √ (More often than not, Moon and
Sun (i.e., with capital letters) are preceded by the.)

5) Write terms like Director and Finance Department with capital letters if they refer to specific
people or departments. Treat job titles and office names (e.g., Director and Finance Department) as
proper nouns when they refer to specific people or offices, otherwise use lowercase letters. More often
than not, such terms will refer to specific people or offices when preceded by the.

Examples:
The Prime Minister has nicer legs than every other prime minister. √
You work in Human Resources Section? I don’t’ know we had a human –resources office. √

2. Mass vs. Count Noun

Mass Noun
Mass nouns are uncountable by a number or cannot be counted individually. Mass nouns are quantified by a word
that signifies amount.

Examples:
Materials, food, metals and natural gas qualities: bread, cotton, wood, lightness, adolescence
Names of liquids, gases and substances made of many small particles: cappuccino, oil, smoke, oxygen,
rice, sugar, salt, cement, gravel
Names of languages: English, Spanish, French, Latin, Sanskrit, Chinese, Filipino
Most gerunds: looking, listening, swimming, running, anticipating

Remember that a number cannot be used to quantify a mass noun. Incorrect: four woods, one rice, three courages
To measure or classify mass nouns, use “of” after a measurement: a foot of wood, a pound of rice, an ounce of
courage, a bar of chocolate, a piece of music, a bag of money.

Tests for Mass Nouns:

 Mass nouns are quantified by an amount rather than a number.
 They have only one form (singular). To make them plural, we use expression of quality.

little little love

much much money
a lot of a lot of food
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 enough enough medicine
a great deal of a great deal of knowledge

 They cannot have “a,” “an,” or “one” before them as modifiers.

 They can use “much” as a modifier.
Count Nouns
Count nouns are nouns that can be quantified or counted with number.

Examples:
Names of persons, animals, plants, insects and their parts: a boy, a kitten, a rose, an ear, three boys, seven
kittens, twelve roses, two ears
Objects with a definite shape: a building, a balloon, a house, an octopus, four buildings, six balloons, four
houses, two octopi
Units of measurement and words of classification: a gram, a pound, a piece, a lump, an item, a bit, a
family, a state, a language, a phrase, a word
Some abstract words: a hindrance, a scheme, an idea, a plan, a taboo, a rest

Test for Count Nouns:

 Count nouns can be quantified by a number.
 They have singular and plural forms.
 They can use “a,” “an,” or “one” as a modifier.
 They can use “many” as a modifier.

3. Abstract vs. Concrete Noun

Concrete Noun
A concrete noun is a noun that can be identified through one of the five senses (taste, touch, sight, hearing, or
smell). Consider the examples below:
Would someone answer the phone?
In the sentence above, the noun phone is a concrete noun: you can touch it, see it, hear it and even smell it or taste
it.
Example:
What is that noise?
Even though noise can’t be touched—and the noise may even be coming from several places—you can hear the
noise, so it’s a concrete noun.

Example:
After his retirement, Mr. Bond pursued his dream of photographing rainbows.
Rainbows is a concrete noun: they can be seen. Mr. Bond is also a concrete, but dream and retirement are not.
These nouns are consider abstract nouns.

Abstract Noun
An abstract noun is a noun that cannot be perceived using one of the five senses (i.e., taste, touch, sight, hearing,
smelling). This can be concepts, qualities, emotions, conditions and attitude which have no material existence.
Consider the examples below:
We can’t imagine the courage it took to do that.
Courage is an abstract noun because it cannot be seen, heard, tasted, touched, or smelled. Other examples:
Higher education is strongly recommended.
Early palaeontologists assumed that the small brains of some dinosaurs indicated stupidity of the species.

CONCRETE NOUNS ABSTRACT NOUNS

doctor courage
hotel humility
Mindanao health
desktop love
furniture strength
toy happiness

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 table sorrow
cookware romance
television faith
author kindness

4. Compound vs. Collective Nouns

Compound Noun
A compound noun is a noun that is made with two or more words. A compound noun is usually [noun + noun] or
[adjective + noun], but there are other combinations. It is important to understand and recognize compound nouns.
Each compound noun acts as a single unit and can be modifies by adjectives and other nouns.
There are three forms for compound nouns:
1. Closed Form: These compound nouns simply push two words together to form a single word, with no
additional punctuation or spaces. Examples include softball, redhead, makeup and keyboard.
2. Hyphenated Form: These compound nouns connect two or more words with one or more hyphens
between them. Examples include six-pack, five-year-old and son-in-law.
3. Open Form: these compound nouns that function as one unique word, but are still written as two or
more separate words, with space between each component. Examples include post office, middle class
and attorney general.

Types of Compound Nouns

Here is a quick, at-a-glance guide to the types of compound nouns:

noun + noun bus stop Is this the bus stop for the number 12 bus?
fire-fly In the tropics you can see fire-flies at
night.
football Shall we play football today?
adjective + noun full moon I always feel crazy at full moon.
blackboard Clean the blackboard please.
software I can’t install this software on my PC.
verb(-ing) + noun breakfast We always eat breakfast at 8am.
washing Put the clothes in the red washing
machine machine.
swimming What a beautiful swimming pool!
pool
noun + verb(-ing) sunrise I like to get up at sunrise.
haircut You need a haircut.
train- His hobby is train-spotting.
spotting
verb + preposition check-out Please remember that check-up is at 12
noon.
noun + prepositional mother-in- My mother-in-law lives with us.
phrase law
preposition + noun underworld Do you think the police accept money
from the underworld?
noun + adjective truckful We need 10 truckfuls of brick.

Plural and Possessive Rules for Compound Nouns

To no surprise, there are no hard and fast rules concerning the plural form of compound words, especially since
some hyphens are omitted over time.
 In hyphenated words, usually the “s” goes at the end of the noun, as in daughters-in-law or mayors-elect.
 Sometimes the “s” is at the end, as in go-betweens and higher-ups.
 In the open form, the “s” is often added to the noun, as in bills od fare, assistant secretaries of state,
notaries public and full moons.
To make compound words possessive, you usually add apostrophe + s to the end of the word, as in mother-in-
law’s car or five-year-od’s birthday.

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If the compound word is plural, it can get a little strange with two “s” sounds close together, as in fathers-in-
law’s attire. If you can, it would be better to reword the sentences so the plural compound word does not need to
be possessive: the attire of the fathers-in-law.

Collective Noun
Collective nouns refer to the words used to name a group of objects. Examples are the following: class, bouquet,
flock, bunch, empire, squadron and troop.

Some Commonly Used Collective Nouns

family committee team herd
group jury club gaggle
brood crew litter platoon
bunch flock pack squad
troop armada cast colony

A group of stars- A group of carabaos- A group of furniture- A group of players-

constellation herd suite team
A group of fish- A group of heavenly A group of bananas- A group of cows-
school bodies- galaxy hand cattle
A group of seamen- A group of A group of A group of flowers-
navy battleships- fleet wolves/dog- pack bouquet
A group of friends- A group of puppies- A group of laborers- A group of office
gang litter union employees- staff
A group of dancers- A group of geese- A group of ants- A group of
troupe gaggle colony lawmakers- senate
A group of judges- A group of horses- A group of birds- A group of cattle-
jury stud flock herd
A group of musician- A group of lions- A group of singers- A group of bees-
orchestra pride choir swarm
A group of hounds- A group of grapes- A group of teachers- A group of locusts-
pack bunch faculty plague
A group of chickens- A group of monkeys- A group of eggs- A group of directors-
brood troop clutch board
A group of books-
library

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 LESSON TWO
Number and Rules in Forming Plural Nouns

OBJECTIVES:
At the end of the lesson, the students are expected to:
a. familiarize the numbers and rules in forming plural nouns;
b. change singular noun to its plural form;
c. correct the words that did not follow the numbers and rules in forming plural nouns.

LEARNING CONTENT:

Singular and Plural Nouns

A noun can either be singular and plural. When a noun is singular, it refers to one person, place or thing. When it
is plural, it refers to more than one person, place or thing.

Some rules to follow in forming the plural of nouns.

1. Most nouns, numbers (whether spelled out or in figures) and acronyms form their plural by adding s.
Examples:
Filipinos the three Rs
cultures in fours an fives
domains the early 1980s
ancestors JPIAs
2. Nouns ending in s, x, ch, sh and z form their plural by adding es.
Examples:
torches brushes losses boxes
churches lashes masses taxes
crushes bushes glasses buzzes
3. Some nouns ending in y form their plural by changing y to i and adding es.
Examples:
baby - babies opportunity - opportunities
lady - ladies century - centuries
army - armies city - cities
4. Nouns ending in y preceded by a vowel form their plural by adding s.
Examples:
day - days decoy - decoys
bay - bays key - keys
5. a. Nouns ending in o form their plural by adding s if they pertain to music.
Examples:
alto - altos trio - trios
banjo - banjos solo - solos
piano - pianos soprano - sopranos

b. Nouns ending in o preceded by a vowel form their plural by adding s.

Examples: bamboo - bamboos
rodeo - rodeos

c. Nouns ending in o preceded by a consonant form their plural by adding es.

Examples: potato - potatoes
tomato - tomatoes
echo - echoes
hero - heroes
mosquito - mosquitoes

d. Nouns ending in o preceded by a consonant form their plural by adding s or es.

Examples:
banjo - banjos or banjoes
cargo - cargos or cargoes

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 grotto - grottos or rottoes
zero - zeros or zeroes

6. a. Some nouns that end in f or fe form their plural by changing f to v and adding es.
Examples:
life - lives calf - calves
thief - thieves knife - knives
leaf - leaves wife - wives
loaf - loaves shelf - shelves
b. Some nouns ending in f or fe form their plural by adding s.
Examples:
roof - roofs staff - staffs
proof - proofs chief - chiefs
safe - safes handkerchief - handkerchiefs
belief - beliefs
c. Some nouns ending in f or fe form their plural by adding s or changing f or fe to ves.
Examples:
wharf - wharfs or wharves
scarf - scarfs or scarves
7. Some nouns form their plural by changing the spelling within the words.
Examples:
ox - oxen woman - women
tooth - teeth man - men
child - children mouse - mice
foot - feet goose - geese

8. a. Most compound nouns form their plural by pluralizing the principal word.
Examples: horseman - horsemen
brother-in-law - brothers-in-law
maid-of-honor - maids-of-honor
jobseeker - jobseekers
taskmaster - taskmasters

b. Compound nouns formed by two nouns of equal importance form their plural by making both words
plural.
Examples:
woman doctor - women doctors
head of department - heads of departments
c. Compound nouns ending in ful form their plural by adding s to the end of the word.
Examples: cupful - cupfuls
roomful - roomfuls
plateful - platefuls
spoonful - spoonfuls
basketful - basketfuls

9. Some nouns have the same form for both singular and plural.
Examples:
one Chinese - two Chinese
one cattle - five cattle
one sheep - a head of sheep
one salmon - many salmon; kilos of
one cod - many cod; a shipment of
one swine - many swine
one deer - a herd of deer; five deer
equipment - a truckload of equipment; many types of equipment
furniture - lots of furniture; many furniture pieces
information - much information, bits of information; lots of information
10. Some nouns are singular in meaning but plural in form.
Examples : mathematics ethics

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 economics news
politics
11. Some nouns are plural in form and in meaning.
Examples:
goods wages riches
thanks clothes glasses: pair of glasses (spectacles)
tidings pliers; pair of pliers tongs; pair of tongs
refreshments remains scissors; pair of scissors
means trousers; pair of trousers machineries
12. Signs and words and letters used as nouns are made plural by adding 's.
Examples:
m - m's X - X's
ABC - ABC's why - why's
MA - M.A.'s
13. a. Proper nouns form their plural by adding s or es.
Examples:
Garcia - Garcias
Ramos - Ramoses
Tuesday - Tuesdays
Saturday - Saturdays
Jones - Joneses
14. Some foreign words retain their original plural form. Others have both the foreign plural and the plural
ending in s or es.
Examples: stimulus - stimuli/stimuluses
gladiolus - gladioli
cactus - cacti/cactuses
syllabus - syllabi/syllabuses
datum - data
stratum - strata
addendum - addenda
agendum - agenda
criterion - criteria
analysis - analyses
axis - axes
thesis - theses
crisis - crises
oasis - oases
diagnosis - diagnoses
medium - media/mediums
index - indices/indexes
15. a. Count nouns can also be pluralized by adding determiners of number.
Examples: some flowers
many years
lots of money
lots of gifts
b. Mass nouns can also be pluralized by adding expressions of quantity or units of measurement.
Examples:
some water sacks of rice
a dash of butter one pint of paint
a pinch of salt two kilos of meat
a little sugar spools of thread
C. Abstract nouns can also be pluralized by adding some determiners of number.
Examples:
lots of industry
lots of goodwill
lots of courage
little wisdom
much power

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 LESSON THREE
Uses/Functions of Nouns

OBJECTIVES:
At the end of the lesson, the students are expected to:
a. identify the different functions/uses of nouns; and
b. identify the functions/uses of nouns as used in sentences.

LEARNING CONTENT:

Being able to use proper grammar is an important part of communicating clearly and effectively with your
audience. Every word in a sentence has a specific function and if you can recognize those functions, you will
write and speak like a professional.

The eight function of nouns:

1. Noun Functions as Subject

The subject of the English sentence tells “who” or “what” about the verb in the sentence.

Examples:
 Richard kicked the ball over the backyard fence.
 The car rammed the shop window with great force.
 The thief robbed the jewellery store in the shadow of darkness.
 The fence stopped the vicious dog roaming the neighbourhood.

 In the first sentence, we ask: “Who kicked the ball over the fence?” The answer is: “Richard kicked the
ball over the fence.”
 In the second sentence, we ask: “What rammed the shop window?” The answer is: “The car rammed the
shop window.”
 In the third sentence, we ask: “Who robbed the jewellery store?” The answer is: “The thief robbed the
jewellery store.”
 In the fourth, we ask: “What stopped the vicious dog roaming the neighbourhood?” The answer is: “The
fence stopped the vicious dog roaming the neighbourhood.”

2. Noun Functions as Direct Object

The direct object in an English sentence answers “whom” or “what” after the action verb in the sentence.

Examples:
 Jonathan renovated the house at the end of the street.
 Jonathan married Emma after a long courtship.
 Rachel washed the dishes before she went to work.
 Robert helped his wife clean the house before the visitors arrived.

 In the first sentence, we ask: “Jonathan renovated what or what did Jonathan renovate?” The answer is:
“Jonathan renovated the house at the end of the street.”
 In the second sentence, we ask: “Jonathan married whom or whom did Jonathan marry?” The answer is:
Jonathan married Emma after a long courtship.”
 In the third sentence, we ask: “Rachel washed what or what did Rachel wash?” The answer is: “Rachel
washed the dishes before she went to work.”
 In the fourth sentence, we ask: “Robert helped whom or whom did Robert help?” The answer is: “Robert
helped his wife before the visitors arrived.”

3. Noun Functions as Indirect Object

The indirect object in the English sentence tells “to whom” or “for whom” the action is done in the
sentence.

Examples:
 David taught the students public speaking in their second year homiletics class.

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  Emma brought Jonathan the screwdriver so he could fix the cupboard door.
 David loaned Rebekah the car so that she could travel interstate.
 Rachel brought her sister lunch because she was hungry.

 In the first sentence, we identify the indirect object by asking: “David taught public speaking to whom or
to whom did David teach public speaking?” The answer is: “David taught the student public speaking.”
 In the second sentence, we identify the indirect object by asking: “Emma brought the screwdriver for
whom or for whom did Emma bring the screwdriver?” The answer is: “Emma brought the screwdriver for
Jonathan so that he could fix the cupboard door.”
 In the third sentence, we identify the indirect object by asking: “David loaned the car to whom or to who
did David loan the car?” The answer is: “David loaned the car to Rebekah so that she could travel
interstate.”
 In the fourth sentence, we identify the indirect object by asking: “Rachel brought lunch for whom or for
whom did Rachel bring lunch?” The answer is: “Rachel brought lunch for her sister because she was
hungry.”

4. Noun Functions as Predicate Nominative (also Subject Complement or Predicate Noun)

A noun that follows a linking verb in an English sentence may function as a predicate nominative. A
predicate nominative will always rename the subject of the sentence.

Examples:
 David is the lecturer at the local college.
 Brad was the coach of the school football team before his accident.
 Johnston is the brains behind the growing organization.
 Jenny is the captain of the women’s football team.

Remember, the predicate nominative follows the linking verb and renames the subject.
 In the first sentence, the lecturer renames he subject (David=Lecturer).
 In the second sentence, coach renames the subject (Brad=Coach).
 In the third sentence, brains renames the subject (Johnston=Brains).
 In the fourth sentence, captain renames the subject (Jenny=Captain).

5. Noun Functions as Object of the Preposition

The object of the preposition in an English sentence is the last word in a prepositional phrase.

Examples:
 The bus stopped at the lights.
 The boys played football in the backyard.
 The carpenter build the fence around the garden.
 Dad drove the car into the garage.

To identify the object of the preposition, you simply need to identify the prepositional phrase.
 In the first sentence, the prepositional phrase is: “at the lights.” The object of the preposition is the last
word in the preposition phrase, which is: “lights.”
 In the second sentence, the prepositional phrase is: “in the backyard.” The object of the preposition is the
last word in the prepositional phrase, which is: “backyard.”
 In the third sentence, the prepositional phrase is: “around the garden.” The object of the preposition is the
last word in the prepositional phrase, which is: “garden.”
 In the fourth sentence, the prepositional phrase: “into the garage.” The object of the preposition is the last
word in the prepositional phrase, which is: “garage.”

6. Noun Functions as an Appositive

In an English sentence, an appositive explains or enhances a noun or pronoun that comes just before it or
a noun or pronoun that is near to it. A noun or pronoun in apposition to another noun or pronoun can
replace the noun or pronoun.

Examples:
 My friend, David, delivered the good news to the directors of the company.
 Robyn, my sister, moved away from the family home to take up a new position in the company.
 My country, Philippines, is a wonderful place with many places to holiday.

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  Steven, the minister, led the funeral service with sensitivity and certainty.

 In the first sentence, David is an apposition to my friend. David explains my friend and David can take
the place of my friend. David delivered the good news to the directors of the company.
 In the second sentence, my sister is in apposition to Robyn. My sister explains Robyn and can take the
place of Robyn. My sister moved away from the family home to take up a new position in the company.
 In the third sentence, Philippines is in apposition to my country. Philippines explains my country and can
take the place of my country. Philippines is a wonderful place with many places with holiday.
 In the fourth sentence, the minister is in apposition to Steven. The minister explains Steven and can take
the place of Steven. The minister led the funeral service with sensitivity and certainty.
An appositive is a word or group of words that identifies or renames the noun or pronoun that it follows. It is set
off by commas unless closely tied to the word that it identifies or renames. (“Closely tied” means that it is needed
to identify the word.)

Examples:
 My son Carl is a medical technician. (no comma)
 Badger, our dog with a missing leg, has a love for cats. ( comma needed)
 My confidant, God, never lets me down. (comma needed)

7. Noun Functions as Objective Complement

In an English sentence, the objective complement follows a direct object and renames the direct object.

Examples:
 Rachel named her dog boodee.
 Americans elected Trump president in 2016.
 We consider Peter a friend of the family.
 Mary appointed Reuben CEO of the company.

Remember the objective complement follows a direct object and names or renames the direct object.
 In the first sentence, the objective complement “boodee” names the direct object “dog.”
 In the second sentence, the objective complement “president” renames the direct object “Trump.”
 In the third sentence, the objective complement “a friend” renames the direct object “Peter.”
 In the fourth sentence, the objective complement “CEO” renames the direct object “Reuben.”

8. Noun Functions as Noun of Direct Address

In an English sentence, the noun of direct address is used to address someone or something.

Examples:
 Class, it is time to break for music practice.
 People, listen to your leader.
 I’m sure you didn’t mean to crash the car, Jonathan.
 Please, doctor, give me some pain medication.

Remember a noun of direct address is normally someone or something which is directly spoken to and is usually
set off by a comma or commas.
 In the first sentence, the noun of direct address is “class.”
 In the second sentence the noun of direct address is “people.”
 In the third sentence, the noun of direct address is “Jonathan.”
 In the fourth sentence, the noun of direct address is “doctor.”

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 LEARNING ACTIVITIES

LESSON ONE: Kinds of Nouns

A. Common vs. Proper Noun

Activity 1. Identification

A. Classify the following nouns in the table below, write the words in the left column if they are common nouns
and write the words in the right side if they are proper nouns. If the word is a proper noun, remember to write it
using upper case in the first letter. (1 point each)

california superhero kitchen k-mart

park avenue toyota animal boy
train europe disneyland pig
sun batman car secretary
john egypt november pen
jupiter planet atlantic ocean airline

Common Noun Proper Noun

B. Underline the proper noun and double underline the common noun. (1 point each)

1. Mr. Brown walked his dog down the street.

2. Before crossing Main Street, look both ways.
3. Justine is looks younger than his older brother.
4. Ms. Santiago teaches students how to read.
5. My dad took us to the zoo and to the restaurant.
6. After dinner, we will go the Centennial Park for a walk.
7. I like the food as Maroni’s.
8. The team will play in the Grand Stadium.
9. The train will stop at Union Station.
10. Mr. McGregor visits his mother every week.
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Activity 2. Identifying Common and Proper Nouns

A. Underline the common nouns and circle the proper nouns. (1 point each)

1. Lorraine and Katarina wanted to go to Sandra’s birthday party.

2. Luna picked out a chocolate cake with icing from Lake’s Bakery.
3. The girls danced to Sally’s CD and munched on Tonitos Chips.
4. When the doorbell rang, it was Maestro Magnificent, a magician.
5. Katarina and her mother went to Walmart and bought a present for Sandra.
6. The purple and vermillion shirt and the Crayo-Craft Kit were gifts from Lorraine.
7. Peter’s Pizza Palace delivered seven large pizza and two bottles of Coca-Cola.
8. Sandra and her friends played Twister until they all fell down laughing.
9. Fantine, Sandra’s older sister, cut a large piece of cake for their father.
10. Maestro Magnificent tripped over the presents and fell into the swimming pool.

B. Circle the proper nouns in the story. (1 point each)

Jim Hawkins lived with his mother at the Admiral Benbow Inn on the coast of England. One
evening, an old sailor named Billy Bones arrived at the inn. Billy Bones handed Jim Hawkins a weathered
map to Treasure Island.
Jim decided to get a ship and a crew, and go search for Treasure Island. The crew’s cook was a
large man with one leg named Long John Silver. Silver was a charismatic sailor and everyone liked him.
The ship sailed out of the port, and travelled for many days. Soon Treasure Island appeared on
the horizon. Everything seemed to be going well, until suddenly a mutiny occurred aboard the ship. The
mutiny was led by none other than Long John Silver. It turned out that the crew members were actually
pirates.
The pirates took Jim to Treasure Island, Jim managed to escape. As he ran through the jungle, he
met a man named Ben Gunn, who had been stranded on Treasure Island for many years.
Meanwhile Silver and his crew arrived at the location of the treasure, but the treasure was missing. Ben
Gunn had moved the treasure far away from the pirates and he showed it to Jim.
Together they loaded the treasure onto the ship and sailed away, leaving the pirates stranded of
Treasure Island.

B. Mass vs. Count Noun

Activity 1. Rectify Me!

A. Direction: Find and correct ten mistakes below (use a, an, the, or delete a word). Put a check next to the
sentences with no mistake. (1 point each)

1. They have new car.

2. Did she order coffee at the restaurant?
3. I bought milk at the supermarket.
4. Do you still use phone that you bought?
5. Oh, no! My cup just fell on floor!
6. That was easy question.
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 7. I need time to finish my work.
8. I was born on the first day of June.
9. They give us an information about the college.
10. Did you have good time on your holiday?
11. Is there a sugar in my tea?
12. Canada is a big country.
13. I will meet him in an hour.
14. Where can I buy furniture?
15. She always carries umbrella with her.

Activity 2. Identification

A. For each sentence, fill in a count noun from the arrow below. (1 point each)

furniture water oil

picture ball candy
luggage information book
shoe

1. She put the in her mouth.

2. I asked him to hand me the .
3. The girl lost her .
4. We had to hang a on the wall.
5. He dropped his .

For each sentence, fill in a non-count noun from the arrow.

1. The airline lost all of their .
2. We played in the for hours.
3. The car needed more .
4. She asked for more .
5. The house had a lot of .

B. Tell whether the underlined noun is countable or uncountable. (1 point each)

1. Would you like some milk with your cereal?
2. You will need eggs and sugar for this recipe.
3. Devon asked for more time to finish his test.
4. Do you have information to write your report?
5. Matt should listen to his coach: he gives good advice.
6. The teacher wanted his students to put more effort into their assignments.
7. Listening to good music makes your worries go away.
8. With enough determination, any task is achievable.
9. These books will help you in your research.
10. Lara’s mom told her to add more flour to the dough before baking the cookies.

C. Fill the gaps with a/ an/ some/ any/ is/ are/ much/ many. (1 point each)

Lisa: I’m hungry, there any crisps?

Tom: No, there any but there Ham sandwich.
Lisa: Great, I’ll have the ham sandwich and then orange. Is there ice cream left?
Tom: No, there any ice cream. I’ll go to the supermarket. How tomatoes are there?
Lisa: there only one. We should buy more tomatoes. Oh! How butter is there?
Tom: There isn’t . And we need sugar, too.

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D. Write C for countable noun and M for mass or uncountable noun.
1. Oil 14. Carrots
2. Sugar 15. Chocolate
3. Chicken 16. Prawns
4. Peas 17. Lemons
5. Flour 18. Cucumbers
6. Cheese 19. Fish
7. Vinegar 20. Onions
8. Pepper 21. Lettuce
9. Pasta 22. Pears
10. Honey 23. Croissants
11. Tea 24. Cup of tea
12. Eggs 25. Bottle of tea
13. Toast 26. Can of coke

C. Abstract vs. Concrete Noun

Activity 1. Concrete or Abstract?

Directions: Read the sentences below. For each underlined word, determine if it is a concrete or an abstract noun.
Write your answer on the blanks provided. (1 point each)

1. My grandfather likes to reminisce about his childhood.

2. My mom and my sister are heading to the dentist to the dentist for a cleaning.
3. Sissy gave her uncle a new coffee mug for his birthday.
4. If you always tell the truth, you will be trusted by others.
5. There are kittens in the pet store and they are cute.
6. Last October, we went pumpkin picking at the farm.
7. Dad fell asleep on the couch last night after work.
8. We sat and brainstormed ideas for the next talent show.
9. Kyle choose blue and orange streamers to hang on the wall.
10. The whole class wished me luck as I began the tournament.

Activity 2. Matching Type

Directions: Below are examples of an abstract noun. Match the words in Column A with its opposites in Column
B. Write the letter of your answer on the blanks before the number. (1 point each)

Column A Column B
1. beauty
A. adulthood
2. anger B. assurance
3. fear C. calmness
4. faith D. caring
5. wisdom E. disappointment
6. childhood F. disbelief
7. generosity G. disinterest
8. curiosity H. guilt
9. innocence I. ignorance
10. freedom J. ugliness
K. selfishness
L. subjugation 16
M. youth
 D. Compound vs. Collective Noun

Activity 1. Identification

A. Directions: The sentences below contain one compound word. Locate the compound word in each of the
sentences and underline it. Identify the underlined compound word as to how it is formed. Write your
answers on the blanks provided. (1 point each answer)

Example:
I think there will be a full moon tonight. Open Form

1. Will we have applesauce with our lunch today?

2. This morning, I saw a rainbow arching over the school.
3. My friend’s house is in the cul-de-sac.
4. Can I ride the merry-go-round?
5. The president is often called the commander-in-chief.
6. My aunt is my mother’s sister-in-law.
7. My father sells real estate.
8. Why do politicians always talk nicely about the middle class?
9. The couch potato was too lazy to get up and answer the door.
10. I need to mail a letter at the post office.

B. Directions: The sentences below are definitions of some compound words. Make a compound word by
identifying the correct word from the box that will match with each bold word after the sentence.
Write your answer on the blanks provided. (1 point each item)

washer break walk fish

house moon time board
head brain overs beat
frog power burns bag
lid stool work

Example:
Intense and overwhelming sorrow, grief heart beat

1. The time in the morning when the light appears day

2. A machine for dishwashing dishes dish
3. An edible or poisonous fungus toad
4. Schoolwork done out of lessons especially at home home
5. A holiday or trip taken by newly wedded couple honey
6. The power exerted by a horse in a pulling horse
7. A fish having a gelatinous umbrella-shaped body with trailing tentacles jelly
8. Food remaining from a precious meal left
9. A tall structure topped by a powerful light light
10. Facial hair that has grown down on the side of a man’s face side
11. A paved walkway side
12. The fold skin over the eye eye
13. An intellectual egg
14. The time at which one goes to bed bed
15. A panel for the display of advertisement in public places bill

Activity 2. Identifying Error

Directions: There is one grammatical error in every line in the passage below. A circle is placed around each
error. Correct the error in each line and write the correction of the word on the box provided. (1 point each item)

The children raced down the bunch of stairs. They were eager to see the troupe of 1.
monkeys at the zoo. The standard four pupils were heading out on their field trip. 2.
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A line of maxis waited for them to board. Each group of students lined up quietly 3.
and waited excitedly. At the zoo, a litter of lions roared loudly at the sight of the 4.
students. Everyone laughed when a pack of geese chased after Timmy and Betty.
5.
They had jumped over a stack of bushes to get away from the geese and landed in
6.
a pond with a horde of trout.
7.

8.

LESSON TWO: Number and Rules in Forming Plural Nouns

Activity 1. Crossword Puzzle

Directions: In this singular and plural activity, complete a crossword by changing the singular nouns into plural
nouns. Number 1 down was already done for you. (1 point each item)

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Activity 2. Identifying Error

Directions: Some of the words below are wrong. Tick the check box if it’s correct and mark X the wrong box if
it is wrong. Correct the word that did not follow the numbers and rules in forming plural nouns and
write it on the blanks provided. (1 point each answer)

Correct Wrong
1. sheeps 1.
2. scissor 2.
3. children 3.
4. persons 4.
5. tomatos 5.
6. jeans 6.
7. wives 7.
8. women 8.
9. fishes 9.
10. pyjama 10.

LESSON THREE: Uses of Functions of Nouns

Activity 1. Structured-Response Variety

Directions: Read and analyze the sentences below. Please choose the correct function for the underlined noun
in each sentence and write the letter of your choice in the space provided. (1 point each item)

1. This world is a mighty big place.

A. subject B. direct object C. indirect object D. object of preposition

2. Please hand me that pitcher.

A. subject B. direct object C. indirect object D. object of preposition

3. Mom made my sister a beautiful quilt.

A. subject B. direct object C. indirect object D. object of preposition

4. Mandy entered her huge pumpkin in the fair.

A. subject B. direct object C. indirect object D. object of preposition

5. I nervously handed my grades to my father.

A. subject B. direct object C. indirect object D. object of preposition

6. I can’t find my shoes.

A. subject B. direct object C. indirect object D. object of preposition

7. History is my favourite subject.

A. subject B. direct object C. indirect object D. object of preposition

8. Three students were chosen to go to the spelling bee finals.

A. subject B. direct object C. indirect object D. object of preposition

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 9. Can we go to the concert tonight?
A. subject B. direct object C. indirect object D. object of preposition
10. Give your brother his bat.
A. subject B. direct object C. indirect object D. object of preposition

11. Where did you put that book?

A. subject B. direct object C. indirect object D. object of preposition

12. Could you please make Grandma a cup of tea?

A. subject B. direct object C. indirect object D. object of preposition

13. Give the cat her dinner please.

A. subject B. direct object C. indirect object D. object of preposition

14. We were swimming at the lake yesterday.

A. subject B. direct object C. indirect object D. object of preposition

15. He hit that ball right out of the park.

A. subject B. direct object C. indirect object D. object of preposition

Activity 2. Identification

Directions: Inside the box are the functions of nouns. Identify the function of the underline noun (or pronoun,
or adjective) and write your answer in each blank provided. (1 point each)

subject direct object objective complement object of preposition

appositive indirect object subjective complement

1. The jury found the defendant guilty.

jury -
defendant -
guilty -

2. What is Joe doing in his birthday?

What -
Joe -
birthday -

3. On the day after tomorrow, we will hand Jerry, the winner, the keys to his new car.
day -
tomorrow -
we -
Jerry -
winner -
keys -
car -

4. The screen on my monitor seems dull.

screen -
monitor -
dull -

5. The committee elected MacKenzie its new CEO.

committee -
MacKenzie -
CEO -

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6. Smith is a good friend to Jones.
Smith -
friend -
Jones -
7. In the driveway sat two old cars.
driveway -
cars -

8. My cousin Jerry prides himself on his collection of ancient marbles.

cousin -
Jerry -
himself -
collection -
marbles -

9. Bertrand may be nice, but he also my enemy.

Bertrand -
nice -
he -
enemy -

10. The Great Gatsby is my favourite novel by Fitzgerald.

The Great Gatsby -
novel -
Fitzgerald -

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