Grammar P1
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1 noun,
pronoun, singular,
plural, verb, base form,
past tense,
present
tense, action verb,
saying verb,
linking verb,
sentence |
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2. a) singular
(e.g.,
teacher,
cat,
child,
deer) b)
plural
(e.g.,teachers,
cats, children, deer) |
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3. proper nouns
(e.g., Singapore, Paul) |
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4. Make
uncountable nouns countable by expanding them into noun phrases (e.g., oil → three bottles of oil) |
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5. determiner
+
head noun (e.g.,
tables →
the
tables) determiner2
+
adjective
+
head noun (e.g.,
tables →
the sturdy
tables) |
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6. Personal
pronouns as subject:
I,
you,
he,
she,
it,
we,
they (e.g.,
I live in
Hougang./
You live in Bedok.) |
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7. Interrogative
pronouns:
who, what, which,
whose (e.g.,
Who is that
girl?/ Whose
is this?) |
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8. articles
- -a/an:
indefinite (e.g., a book, an apple) -the:
definite (e.g., the
principal of my school, Mr Lim) |
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9. Quantifiers
(indicate or highlight quantity of
nouns) -
definite - a)
cardinal
(e.g., one,
two) - b)
ordinal
(e.g., first,
second, last) - c) the use of ‘the’ (e.g. the Earth,
the Sun, the sky, the universe, the tallest boy in class) - indefinite a) for
countable nouns (e.g., few students, many teachers,
another child, every girl in the class) b) for
uncountable nouns (e.g. a little hair, much salt, some sugar, less money) |
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10. Possessive
determiners
(indicate ownership) - my,
your,
his,
her,
its, our,
their (e.g.,
This
is
her book.) |
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11. Use adjectives
occurring in different positions ◦attributive
adjectives: before noun (e.g.,
a yellow duckling) |
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12. predicative
adjectives:
after verb (e.g.,
The
duckling
is
yellow.) |
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13. Use
different types of adjectives: opinion (e.g., ugly), size (e.g., small), age
(e.g., old), temperature (e.g., cold), shape (e.g., round), colour (e.g.,
blue), origin (e.g., Chinese) and material (e.g., plastic) |
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14. Use
different types of verbs ◦
main verbs (e.g.,
go) Identify verbs
according to meaning ◦
action verbs (e.g.,
play,
run, jump) ◦
saying verbs (e.g., speak,
grumble, hint) ◦
linking verbs (e.g.,
be, seem,
have, own) |
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15. Use
different forms of verbs ◦
base form (e.g.,
laugh, wash,
eat,
bite) ◦
present tense -s
form
(e.g., laughs, washes,
eats, bites) ◦
past tense
form (e.g., laughed, washed,
ate,
bit) ◦
-ing participle form (e.g., laughing,
washing, eating, biting) |
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16. Use verbs
with different transitivity ◦
transitive verbs: take an object (e.g.,
She bought a pen.) ◦
intransitive verbs: take no object (e.g.,
The dog barked.) ◦
linking verbs:
-
take a subject complement
(e.g., She is a
teacher.) -
take an adverbial (e.g., She is
in school.) |
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17. Form
different verb phrases ◦
with two verbs (e.g., is smiling, will
go, have written) |
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18. Use
different types of adverbs ◦ adverbs
that tell us about
verbs -
place (e.g., there,
here), manner (e.g.,
quickly), -
time (e.g.,
soon,
recently), - frequency
(e.g., often), -
duration
(e.g., briefly), -
negation
(e.g., not) ◦
adverbs that tell us about
adjectives -
degree (e.g., so happy, extremely
hot, badly damaged, slightly salty,
fairly
spicy), -
negation (e.g., not happy) |
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19. Use
prepositions to convey a variety of
meanings ◦
space (e.g., in school, at
the gate, sitting on the
chair, running towards
her) ◦
time (e.g., on Monday,
at seven o'clock, during the holidays) |
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20. Use a
variety of conjunctions in sentences to express different relationships
between similar groups of words (e.g., word and word, phrase and phrase,
clause and clause) ◦
between words or phrases: conjoining
similar words or phrases (e.g.,
and,
or,
but) |
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21. Sentence Types • Construct a
variety of
sentences ◦
simple sentences (made
up of a main
clause) - subject
+ verb (e.g.,
Liling sings.) - subject
+ verb + object (e.g., Liling sings
lullabies.) - subject
+ verb + adverbial a) with
adverb (e.g., Liling
sings
beautifully.) b) With
preposition phrase (e.g., Liling sings in
the hall.) c) With
noun phrase (e.g., Liling sang last
night.) d) “There”
+ verb + subject (Existential
sentence, e.g., There is a butterfly.
There are butterflies.) |
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22. Construct
different forms of sentences ◦
declaratives - subject
+ verb (e.g., Liling
runs.) - subject
+ verb + complement (e.g., Liling
is very
happy.) - subject
+ verb + object (e.g., Liling
cuts a
cake.) - subject
+ verb + object + complement
(e.g., Liling made her mother happy.) |
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23. Use
sentences to convey different meanings ◦
statements to provide information |
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24. Subject-Verb
Agreement • Use
appropriate subject-verb
agreement ◦ noun
phrases - countable a) singular,
e.g., The baby is cute. A bunch of keys was
found. b) plural,
e.g., The babies are cute. Three baskets
of grapes were on the
table. |
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25. Oracy and
Interaction • Form
questions and answers by varying the structure of sentences - answers - “yes/
no” + expected answers (e.g., Did he
walk? Yes, he
did.) - Answers
to questions which use question
words (e.g., Who is going? Weiqiang is
going.) |
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26. Use
punctuation appropriately ◦
capital letter - for
beginning the first word of a
sentence - for
the pronoun “I” (e.g.,
I believe I can do better than
that.) - for
proper nouns ◦
full
stop -
for indicating the end of a sentence ◦
apostrophe - for
indicating
possession a)
for people and things (e.g., the cook’s
pie,
James’s toy/ James’ toy, the
cooks’ pies, the children’s toys, for
goodness’ sake) |
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27. Recognise
and use the predominant language features to achieve the intended purposes of
the various
texts ◦ texts
that recount what happened (e.g.,
personal recounts, factual
recounts) - nouns
and noun
phrases a)
premodifiers (e.g., quantifiers, adjectives,
nouns) for vivid or detailed and
factual descriptions - Verbs
and verb
phrases a)
verb forms in the past tense (e.g.,
simple past, past progressive, past perfect) to
show that the actions have already
happened b) mental
verbs to convey thoughts and express
opinions and reactions, c)
linking verbs to show relationships between
ideas and sensing verbs to describe the use
of the five senses |
