LESSON 6 - Figures of Speech

         

          We use figures of speech in "figurative language" to add color and interest, and to awaken the imagination. Figurative language is everywhere, from classical works like Shakespeare or the Bible, to everyday speech, pop music and television commercials. It makes the reader or listener use their imagination and understand much more than the plain words.

        Figurative language is the opposite of literal language. Literal language means exactly what it says. Figurative language means something different to (and usually more than) what it says on the surface:

• He ran fast. (literal)
• He ran like the wind. (figurative)

          In the above example "like the wind" is a figure of speech (in this case, a simile). It is important to recognize the difference between literal and figurative language. There are many figures of speech that are commonly used and which you can learn by heart. At other times, writers and speakers may invent their own figures of speech. If you do not recognize them as figures of speech and think that they are literal, you will find it difficult to understand the language.

Examples of Figures of Speech

Here are some examples of figures of speech in the categories which most commonly employ words in their non-literal meaning:

Metaphor
 

A metaphor asserts that one thing is something that it literally is not. For example:

    This bedroom is a prison.

    He listened with a stone face.
    We don't need dinosaurs in this company.

Simile

A simile likens one thing to another (usually achieved by the use of the word like or as). For example:

    He eats like a gannet.
    This sandwich tastes like sawdust between two doormats.
    She sings like an angel.
    

Personification

Personification is when non-human objects are given human traits. For example:

    The tide waits for no man.
    My car tends to give up on long hills.
    Summer's healing rays


Hyperbole

Hyperbole is an exaggeration or extravagant statement used for effect. For example:

    I have a million problems.
    We won a tonne of cash.
    I'll die if I don't finish this crossword.


Onomatopoeia

This figure of speech makes sounds of words express their meaning. For example:

    The bell clangs solemnly.

    The waves splash on the shore.

    The bird’s chirp filled the empty night air.

Irony

This figure of speech expresses words with opposite meanings. For example:

    I'm so glad, you lost the game.

    I'm sorry, but  you won the first prize.
    The student who didn't study passed the test.

Apostrophe

The figure of speech is used to address a dead or inanimate object as though they can hear, or the absent as though they are rpesent. For example:

    O, Silver Moon brighten up my life!

    Long live, Philippines! You are our pride.

    Twinkle, twinkle little star, how I wonder what you are?

Exercise1

Directions: Answer these questions to test your knowledge of the important terms, concepts, and skills in this lesson.


1.   A figure of speech is
    A)    a familiar expression or saying.
    B)    a nonliteral way of saying something.
    C)    what the author literally means.
    D)    something only writers use.

2.    Figures of speech mean exactly what the words say.
    A)    True
    B)    False

3.    A figure of speech has to be interpreted by the reader or listener.
    A)    True
    B)    False

4.    Two figures of speech that involve comparisons are
    A)    simile and metonymy.
    B)    metonymy and metaphor.
    C)    personification and hyperbole.
    D)    simile and metaphor.

5.    The figure of speech in which the author makes an obvious exaggeration for emphasis or to create some other specific effect is
    A)    simile.
    B)    metaphor.
    C)    hyperbole.
    D)    metonymy.

6.    The words like and as typically appear in a
    A)    simile.
    B)    metaphor.
    C)    personification.
    D)    metonymy.

7.    Another name for figure of speech is figurative language.
    A)    True
    B)    False

8.    When words are literal, they mean exactly what they say.
    A)    True
    B)    False

9. What is the figure of speech in which nonhuman or nonliving things are spoken about as if they were human?
    A)    metaphor
    B)    hyperbole
    C)    personification
    D)    metonymy



10. In irony, words mean the opposite of what they appear to be saying or an occurrence is contrary to what is expected or intended.
    A)    True
    B)    False

Exercise2

Directions: Write on the blank before each number the figure of speech given by each of the following sentences:

____________________1. Her eyes sparkle like the radiant sun.

____________________2. He is busy as a bee.

____________________3. Mario is a revolving gun in the office,.

____________________4. The deafening silence pierce my ears.

____________________5. O wisdom, please do not fail me!

____________________6. The faucet drips slowly.

____________________7. I am so sorry with the victory.

____________________8. The darkness eats his beautiful figure.

____________________9. The food tastes a like bagdul of salt.

____________________10. Believe me, Rudolph is a walking dictionary.

    

Exercise 3

Directions: Choose the correct figure of speech of the italicize words.

1.    What figure of speech is bores me to tears?

    A)    hyperbole
    B)    simile
    C)    metaphor
    D)    personification

2.    What figure of speech is the book dropped from his hands like lead?
    A)    simile
    B)    metaphor
    C)    hyperbole
    D)    personification
3.    What figure of speech is The field sits breathless?
    A)    simile
    B)    metaphor
    C)    personification
    D)    hyperbole

4.    What figure of speech is But Nature is patient?
    A)    personification
    B)    metaphor
    C)    simile
    D)    hyperbole

5.    What figure of speech is . . . his body is the ready servant of his will?
    A)    metaphor
    B)    simile
    C)    personification
    D)    hyperbole

6.    What figure of speech is Her eyebrows looked like caterpillars?
    A)    personification
    B)    simile
    C)    hyperbole
    D)    metaphor

7.    What figure of speech is the world was a veritable candy store?
    A)    metaphor
    B)    simile
    C)    personification
    D)    hyperbole

8.   What figure of speech is life became one long party?
    A)    hyperbole
    B)    simile
    C)    metaphor
    D)    personification


9. What figure of speech is Rosie was lonelier than anyone had ever been before, except for Typhoid Mary?
    A)    simile
    B)    metaphor
    C)    personification
    D)    hyperbole

10. What figure of speech is Pain and pleasure would be at this elbow telling him to do this and avoid that . . .?
    A)    hyperbole
    B)    simile
    C)    metaphor
    D)    personification

Reference

 English, Communication Arts I (Conversational Approach) pp. 83-85

 http://www.englishclub.com/vocabulary/figures.htm 

 http://www.grammar-monster.com/glossary/figure_of_speech.htm

 http://www.englishlanguageterminology.org/apostrophe.htm

 http://highered.mcgraw-hill.com/sites/0073513474/student_view0/bonus_chapter_/figures_of_speech_quiz_1.html 

 http://highered.mcgraw-hill.com/sites/0073513474/student_view0/bonus_chapter_1/figures_of_speech_quiz_2.html

LESSON 5 - Idioms

          An idiom is a combination of words that has a meaning that is different from the meanings of the individual words themselves. It can have a literal meaning in one situation and a different idiomatic meaning in another situation. It is a phrase which does not always follow the normal rules of meaning and grammar.




Exercise 1.1 


Directions: Choose the correct lexicalized meaning of the expression from the four options:


1. To end in smoke

     a. Smoking too many cigarettes
     b. Face failure
     c. House burnt down
     d. Religious ceremony

2. To get into hot water

     a. Bathe in the winter months
     b. To get rich
     c. To get healthy
     d. To get into trouble

3. To make ends meet

     a. A short story
     b. To skip classes
     c. To earn enough to live
     d. To be an expert

4. Bolt from the blue

     a. Sudden shock
     b. To loose a tight game
     c. To get punched
     d. To ask for help

5. To burn the candle at both ends

     a. To argue endlessly
     b. to work long hours
     c. Long power cut
     d. to have a good time

6. to bury the hatchet

     a. to end enmity
     b. to hide stolen treasure
     c. To kill someone
     d. To over exert

7. To spill the beans

     a. To eat clumsy
     b. To reveal a secret
     c. To get exhausted
     d. To fight

8. To lead someone up the garden path

     a. To give directions
     b. To mislead someone
     c. To show beautiful place
     d. To exaggerate

9. to weather a storm

     a. to criticize someone
     b. To be introvert
     c. To survive a crisis
     d. To guess correctly

10. To bite one'slip

     a. To be unsure
     b. To not react despite being angry
     c. to feel sorry at someone's plight
     d. To laugh at someone's misfortune





Exercise 1.2 


Directions: Choose an idiom to replace the expression in parenthesis.


1. When we arrive at the scene of the car accident, he driver was (near death)

     a. Hanging out his shingle
     b. Drawing blood
     c. At death's door
     d. Going under the knife

2. After walking home in the rain I (became sick with) a cold.

     a. Broke out in 
     b. Came down with
     c. Took a turn for the worse with
     d. Blacked out with

3. My father is (healthy again) after his recent illness.

     a. Back on his feet
     b. Under the weather
     c. Breathing his last.
     d. Having a physical

4. Our secretary has been working too hard and is (getting into poor condition).

     a. Over the worst
     b. Getting a splitting headache
     c. Back on her feet
     d. Becoming run down

5. Although the man was very sick, I think that he will (recover).

     a. Run a temperature
     b. Throw up
     c. Pull through
     d. Flare up

6. I went to the doctor last week and (got a medical check up).

     a. Run a temperature 
     b. Had a physical
     c. Felt on top of the world
     d. went under the knife

7. After eating the sea food at the food court the man began to (vomit)

     a. Throw up
     b. Pull through
     c. Flare up
     d. Break out
8. The man was forced to (go to a psychiatrist) after he killed the two women.

     a. Go to a head shrinker
     b. Go under the knife
       c. Breath his last
     d. Pull through

9. The trainer was quickly able to (restore to consciousness) the boxer who had fainted and fallen to the floor.

     a. Throw up
     b. Pull through
     c. Bring to
     d. Black out

10. Last night my grandmother (became sicker)

     a. Went under the knife
     b. Felt on top of the world
     c. Breathed her last
     d. Took a turn for the worse.





Exercise 1.3


Directions: Fill in the blanks with the correct idioms:


                              put on                      zip up
                              take off                    unzip 
                              button up                 fold (up) 
                              unbotton                  put down  
                              put in                       pick up                                                                    take out                   put away    


1. Stop writing for a minute. ________ your pencil and look at me.

2. I think Jane is hiding something. She had something in her hand then she ________ it her pocket. Now her hand is empty.

3. Oops! I accidentally dropped my pencil. There it is. Can you ________ it ________ and give it to me?

4. I slept too long this morning. I did not have time to ________ my make up.

5. If you think it is too hot, why don't you ________ your the sweaters?

6. Oh no! lost a button. Now I cannot ________ my coat all the way.

7. If you have finished with the sewing machine, you should ________ it ________.

8. It is cold outside. make sure you ________ your parka.

9. Can you help me ________ Theses blankets so I can put them back in the closet?

10. I want to take off my coat, but the zipper is stuck. Maybe you can hlp me ________ it.

Reference

 English, Communication Arts I (Conversational Approach) pp. 47-82

 http://www.idiomconnection.com/whatis.html

LESSON 4 - Vocabulary Word Building, Word Within Word, Word Shapes, Homonyms, Palindromes, Word Associations.

          Vocabulary has always been a problem of English language learners. To really understand English words, students have to be furnished with the meaning of words, what other words they are used with, which situations they are used in and what the social consequences of their use can be. If the situation is clear, the meaning and the use of the vocabulary item also become clear.



Word building

         
         This activity builds upon a common base of letters to create new words. Each answer to the clues below ends in the letters-art.

                                                                                    Answer

1. A portion of the whole                                                   part
2. A navigator's map                                                         chart
3. To make a beginning                                                     start
4. Clever, intelligent                                                         smart
5. Seat of the emotions; part of the body                            heart
6. To leave; go away                                                        depart
7. A two-wheeled horse drawn vehicle                                 cart
8. To pass on information; communicate knowledge              impart
9. A fruit-filled pastry                                                        tart
10. To frustrate; oppose and defeat a plan                           thwart



exercise A - The "ANT" family

          This activity also builds upon a common base of letters to create new words. Each answer to the clues below ends in the letters -ant. How many can you get?



                                                                Answer

1. Lives in the jungle?             ___________________
2. Is far away?                       ___________________
3. Is extraordinary large?         ___________________
4. Works for a master?            ___________________
5. Is good-natured?                ___________________
6. Is unchanging?                   ___________________
7. Is luxurious?                      ___________________
8. Is one who takes part?        ___________________
9. Is a very small child?          ___________________
10. Is sleeping?                     ___________________
11. Is very bright?                  ___________________
12. Is empty?                        ___________________
13. Is immediate?                  ___________________
14. Is plentiful?                     ___________________






Four letters in Common (Word Within word)

          
          How many words can you make from the word MAINE.



                                                              Answer

1. Nickname for Mother          ___________________
2. principal; chief                  ___________________
3. Belonging to me                ___________________
4. male person                     ___________________
5. cruel; average; signify       ___________________
6. grown-up boys                  ___________________
7. myself (object)                 ___________________
8. indefinite article               ___________________
9. purpose; objective             ___________________
10. preposition                     ___________________





Word Shapes

          Each word in the pyramid is formed by adding a letter to the word above it, and rearranging the letters if necessary. In the twin pyramids, the words opposite each other are formed from the same letters. In the bottom half of the diamond, each word is formed by subtracting a letter from the word above it (and rearranging the letters if necessary). 


          Simple pyramid                                    twin pyramid

                        ___                                                  ___                                              ___
                     ___ ___                                           ___ ___                                       ___ ___
                  ___ ___ ___                                    ___ ___ ___                                ___ ___ ___
               ___ ___ ___ ___                             ___ ___ ___ ___                         ___ ___ ___ ___
            ___ ___ ___ ___ ___                      ___ ___ ___ ___ ___                  ___ ___ ___ ___ ___
         ___ ___ ___ ___ ___ ___               ___ ___ ___ ___ ___ ___           ___ ___ ___ ___ ___ ___  
      ___ ___ ___ ___ ___ ___ ___        ___ ___ ___ ___ ___ ___ ___     ___ ___ ___ ___ ___ ___ ___



  1. Article                           1. 1st person                 1. Roman numeral for 1
  2. Bear; by                        2. 3rd person (thing)       2. Note of scale                                                                                           between la and do
  3. Rested on chair              3. Rest on chair              3. Contraction of it is
  4. Heavenly body               4. Bonds; unites             4. Place; location
  5. Paper or plastic tube       5. Inflatable coverings     5. Attempts
     for drinking                        for wheels                                                     6. One who doesn't            6. Withstand; exert         6. Female relative
      conserve                           oneself again                                               7. Pullover; article of          7. Fights or defends        7. Women having the
      clothing                            himself against               same parents



Homonyms

Directions: Fill in the blanks in each sentence with two or three words that have the same sound but different spelling and different meanings. The number of the blanks equals the number of the letters in the missing word.



1. Our team _ _ _   _ _ _ game lost three games.
2. They agreed _ _ play _ _ _ more games next week, _ _ _.
3. The _ _ _ _ golfers watched _ _ _ the ball when they heard someone shout "_ _ _ _!"
4. The four of us were so hungry that we _ _ _   _ _ _ _ _ hamburgers.
5. Each player _ _ _ _ _ the ball _ _ _ _ _ _ _ the hoop at least once.
6. As we approached the coast we could _ _ _ the _ _ _.
7. Anna had _ _ many things to _ _ _ any seeds in the garden.
8. At the airport the guide said, "Come this _ _ _ so they can _ _ _ _ _ _ your luggage."
9. We had to _ _ _ _ in line until they determined the _ _ _ _ _ _ of our bags.
10. we _ _ _ _ the boat to the dock so it wouldn't go out when the _ _ _ _ came in.



Palindrome

          A palindrome may be defined as a word, phrase, sentence, verse, or (sometimes) number that reads the same backwards as forwards.


      Some examples are:

                 POP, SEES, EVE,DID, ROTATOR
                 MADAM, STEPS ON NO PETS
                 WAS IT A CAR OR A CAT I SAW?



Directions: Such pairs of words provide the solutions to the following puzzles:


1. I'm on the high point. Reverse me and I'm something to cook in.

Answer: ______________________________________________ 
2. I'm uncooked. Reverse me and I'm armed conflict.

Answer: ______________________________________________

3. I'm a portion of the whole. Reverse me and I'm something to catch (ensnare) something in.

Answer: ______________________________________________

4. I perceive with the eyes. Reverse me and I existed.

Answer: ______________________________________________

5. I'm a heavy weight. Reverse me and I'm a negative.

Answer: ______________________________________________

6. I'm a wild animal. Reverse me and I move like water.

Answer: ______________________________________________

7. I'm a number. Reverse me and I'm an open-meshed fabric used for catching fish.

Answer: ______________________________________________

8. I'm an obstruction used to hold back water. Reverse me and I'm crazy.

Answer: ______________________________________________

9. I was victorious. Reverse me and I'm the present time.

Answer: ______________________________________________

10. I dug materials out of the ground. Reverse me and I'm a coarse cloth that jeans are made of.

Answer: ______________________________________________



Word Associations

         There are many words in the English language which mean the same things or different for you. This depends on the actual word and the experiences you have been through and your imagination. 



What is the first thing that comes into your mind when you hear...?



> The word "Friday" (I got: Fun, Nightlife, Friends, Partying)
> The word "Africa" (I got: Tarzan, Poverty, Heat, Safari, Pyramids, Colours, Tribal dancing)
> The word "Hippie" (I got: Peace, song, Long hair, Dirty, Hash, Flowers, Herbs)
> The word "Beauty" (I got: Scenery, Ladies, Flowers, Faces)
> The word "Hero" (I got: Spider-Man, Rambo, Lady Di, Manny Pacquiao, Ninoy Aquino)
> Money
> Politicians
> Holidays
> School
> Friend

Reference

 English, Communication Arts I (Conversational Approach) pp. 31-45

LESSON 3 - Self - analysis (Are you a Good Socializer?) The Importance of Listening

          In this lesson, you should talk without hesitation and embarrassment. Talking in the English language should be done with confidence and humor.



Answer these questions in any sheet of paper:


1. When you are introduced to a stranger, do you normally become tense?
2. Do you try to be center of attention of group?
3. do you consider yourself a successful person, socially speaking?
4. Do you find it difficult to demonstrate in public some of your personal skills (such as telling jokes, dancing, singing...?)
5. Do you have problems when speaking in public?
6. Are you happy/satisfies with your own image?
7. Would you eat alone in a crowded restaurant?
8. Do you feel quiet skilled at socializing?
9. Do you accept praise gracefully and naturally?
10. During meeting/encounters with strangers, do you listen more than speak?
11. Do you show your feelings to friends you don't know very well yet?
12. Do you go red when someone shouts after you in public?
13. Do you feel inferior when introduced to an important person?
14. Do you often think that your contributions to a debate can be relevant?
15. when you are going to be presented in public, do you sweat, shake a bit, and feel insecure...?
16. Would you able to imitate a person?





Calculate your score:

* If you said YES to questions 1, 5, 10, 12, 13, and 15, give yourself a point to each YES.
* If you said NO to questions 2, 3, 4, 6, 7, 8, 9, 11, and 16, give yourself a point for each NO.
* If you scared less than 6, your ability to make friends is acceptable.
* Between 6 and 10, you have/had difficulty relating to other people socially.
* More than 10 point, new situations and getting to know new people is hard for you.




                                                                                                                                                                                                                                                                                                 Gerard Counihan

                                                                      ProfesorSs[at]blabla.es

Reference

 English, Communication Arts I (Conversational Approach) pp. 21-30

LESSON 2 - Greetings and Introducing (Continuation) Sentence Fragment, Run-on and Complete Sentence.

Sentence Fragments

         A sentence fragment occurs when a sentence is missing either a subject (usually a noun) or a predicate (the sentence's action).

Example:  Shows no improvement in any of the vital signs.

The sentence above is a fragment, since there is no subject (Who shows no improvement?).  Fragments can be corrected by identifying the missing element and including it.               

Example:  The patient shows no improvement in any of the vital signs.

Here is an example of a fragment with a missing predicate, or action:

Example:  The doctors, who were using peer-reviewed research articles that contributed to the body of knowledge in their fields, which was obstetrics.               

Notice here that although the sentence is quite long, it still contains no action (What are the doctors doing?).  Once identified, the sentence can be corrected easily.

Example:  The doctors, who were using peer-reviewed research articles that contributed to the  body of knowledge in their field, improved their knowledge of obstetrics.

Run-On Sentences

       A run-on sentence occurs when two or more independent clauses (also known as complete sentences) are connected improperly.

Example:  I love to write papers I would write one every day if I had the time.    

There are two complete sentences in the above example:

Sentence 1:  I love to write papers.

Sentence 2:  I would write one every day if I had the time.

You can correct a run-on sentence by connecting its parts correctly.  There are several easy ways to connect independent clauses.

Correcting Run-On Sentences

1. Use a period.  The easiest way to fix a run-on is to split the sentence into smaller sentences using a period.

Example:  I love to write papers.  I would write one every day if I had the time.

2. Use a semicolon.  Inserting a semicolon between independent clauses creates a grammatically correct sentence.

Example:  I love to write papers; I would write one every day if I had the time.

3. Use a comma and a coordinating conjunction.  A comma, paired with a coordinating conjunction (such as and, but, or or), will correct a run-on sentence.

Example: I love to write papers, and I would write one every day if I had the time.

4. Use a subordinating conjunction.  A subordinating conjunction (such as because, unless, and although) can connect two independent clauses in a different way.

Example:  Because I love to write papers, I would write one every day if I had the time.

Complete Sentence

   Recognize a complete sentence when you see one.

A complete sentence has three characteristics:

• First, it begins with a capital letter.
• In addition, it includes an end mark—either a period [ . ], question mark [ ? ], or exclamation point [ ! ].
• Most importantly, the complete sentence must contain at least one main clause. A main clause contains an independent subject and verb and expresses a complete thought.

Check out these examples:

The banana rotting at the bottom of Jimmy's book bag has soaked his biology notes with ooze.

Did you notice the cricket swimming in your cup of tea?

I cannot believe that you tried one of those disgusting chocolate-broccoli muffins!

If a main clause exists in the sentence, you can attach whatever other sentence elements you need. Look at the additions to the main clause below. All of the additions keep the original main clause complete.

A bumblebee flew into Peter's open mouth.

Buzzing around the picnic table, a bumblebee flew into Peter's open mouth.

A bumblebee flew into Peter's open mouth, stinging the poor boy's tongue, which swelled up as big and as blue as an eggplant.

Because it smelled the peach-flavored bubble gum, a bumblebee flew into Peter's open mouth.

A bumblebee flew into Peter's open mouth and tickled the poor boy's tonsils.

Taking a wrong turn, a bumblebee flew into Peter's open mouth, but it buzzed back out before Peter swallowed.

 Exercise 1 - Identifying Subjects and Predicates

Identify the complete sentence and write beside it the subject and predicate.

1. Nick Joaquin wrote many great short stories during his lifetime.
2. The Filipino writer remains very popular today.
3. He created memorable characters in stories about women.
4. Many students like to write short stories like Nick Joaquin.
5. Young boys and girls are interested not only in writing but also in acting.
6. These ambitious young people spend their summer in writing and acting      workshops.
7. Their parents support their children in their interests.
8. The teachers guide these children in their activities, too.
9. We really appreciate children who are ambitious.
10. The country needs children like them.

 Exercise 2 - What's What?

Five sentences (S), five fragments (F), and five run-on sentences (ROS) are found in these fifteen groups of words. Write the appropriate code letter(s) on the line next to the group of words.

1. ____ Have you already visited that famous London museum?
2. ____ At the beginning of the movie.
3. ____ Let's open the presents, we want to see what you have been given.
4. ____ Last year we photographed some of the events.
5. ____ Again after all of the applause.
6. ____ Before they started their photography business.
7. ____ Please handle these expensive vases with care.
8. ____ The men fixing the heater need more time, they can bill us more if they need to do so.
9. ____ During the celebration held at the plaza.
10. ____ Bring the empty cartons back from the factory they can be used again.
11. ____ While you dial Molly's number, the rest of us can continue to set the table.
12. ____ There are too many people in this elevator, who can take another one so this one is not so crowded?
13. ____ Several telephone operators tried to assist me finally I gave up.
14. ____ Leaving through the back door in the middle of the night last August.
15. ____ We would really like to accept your invitation.

 

Exercise 3 - Making Sense

All ten groups of words are either fragments or run-on sentences. On a separate sheet of paper, write a logical, grammatically correct version of those words. You can add or delete words, but keep the main idea intact.

Here is an example: ''An unfamiliar car in the driveway.'' This can be changed to ''We noticed an unfamiliar car in the driveway.''

1. Mount Rushmore is fabulous it is located in South Dakota
2. Before the storm started
3. If you think that it is a workable plan
4. Oliver is a great friend he never speaks badly about anybody
5. James Short just arrived he is funny
6. Skateboarding is wonderful exercise my friends and I like to go skateboarding
7. While the repairman fixed the dishwasher
8. This author had written for seven consecutive hours she was exhausted
9. Looking into the car's window
10. The entertainer sang many songs we like all of them

  

Reference

 English, Communication Arts I (Conversational Approach) pp. 11-22

 http://writingcenter.waldenu.edu/728.htm 

 http://www.chompchomp.com/terms/completesentence.htm 

 http://www.education.com/reference/article/sentences-fragments-run-on-sentences/

LESSON 1 - Greeting and Introducing (DIALOG) The Interrogative Forms

 

        An interrogative sentence is a type of sentence which usually asks a question and uses a question mark (?). They may ask for information or for confirmation or denial of a statement. They typically begin with a question word such as what, who, or how, or an auxiliary verb such as do/does, can or would.

For example:

• Do you speak French?
• Will you go to the supermarket for me?
• How can I do that?

Types

There are four types of interrogative sentences.

1. Yes/No Interrogatives
Yes/No questions usually will be answered by yes or no.

For example:

• Will you bring your book?
  * => Answer: Yes or No)
• Did she pass the test?
  * => Answer: Yes or No)

2. Alternative Interrogatives
Alternative interrogatives offer two or more alternative responses:

For example:

• Should I telephone you or send an email?
• Do you want bear, wine, or whisky?

Yes/no interrogatives and alternative interrogatives are introduced by an auxiliary verb.

3. Wh- Interrogatives
Wh- Interrogatives are introduced by a wh- word, and they elicit an open-ended response:

For example:

• What happened?
• Where do you work?
• Who won the Cup Final in 1997?

4. Tag Questions
they are sometimes tagged onto the end of a declarative sentence.

For example:

• David plays the piano, doesn't he?
• We've forgotten the milk, haven't we?
• There's a big match tonight, isn't there?

Notes:
Be careful to distinguish between direct and indirect questions. Direct questions normally use inverted word order (verb before subject) and end with a question mark. Indirect questions normally do not use inverted word order and do not end with a question mark.

For example:

• When was Lester Pearson prime minister?
  => Direct/Interrogative.
• I wonder when Lester Pearson was prime minister.
  => Indirect/Declarative.

Exercise 1 (Question and Answer Type)

Directions: Find the questions.

1. ___________________? I am fine thank you.

2. ___________________? I am leaving for a month.

3. ___________________? I am preparing for an afternoon snack.

4. ___________________? The pink dress is my dress.

5. ___________________? I live in Makati.

6. ___________________? I am studying English because I want to have a  good job.

7. ___________________? I am sixteen years old.

8. ___________________? I am going to the library.

9. ___________________? I am coming home at one o'clock.

10. __________________? I am studying English.

Exercise 2 (Question and Answer Type)

Directions: Find the questions and answer. Complete the following:

      Questions                                                   Answers

__________________________                  I graduated in 2005.

__________________________                  I started working in 2006.

__________________________                  I am an accountant.

How old were you when you started            ___________________________

high school?

Where did you study English?                     ___________________________

Which school did you attend?                     ___________________________

Who do you live with?                               ___________________________

__________________________                  My favorite pastime is reading.

__________________________                  My favorite movie is Spider-Man.

Reference

 English, Communication Arts I (Conversational Approach) pp. 1-20

 http://4conversation.blogspot.com/2010/11/interrogative-sentence.html