Grammar 3

Module XXII

Update Mar. 23, 2016

Edited by: Lic. Beatriz Rondón
Creativity Academic Team, admin@cerpa.edu.pa
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Content
Unit 1. The Adjectives .......................................................................................................................... 4
1.1. Concepts..................................................................................................................................... 4
1.2. Positions ..................................................................................................................................... 7
1.3 Types......................................................................................................................................... 10
Unit 2. Adjectives Degrees (Part A) .................................................................................................. 13
Specific Objectives (Learning Results)............................................................................................... 13
2.1. Positive ..................................................................................................................................... 13
2.2. Comparative................................................................................................................................ 14
2.3. Figures to explain ......................................................................................................................... 16
Unit 3. Degree of Adjective (Part B).................................................................................................. 18
3.1. Superlative ................................................................................................................................ 18
3.2. Pre -modifiers ................................................................................................................................ 20
3.3. Figures to Explain ......................................................................................................................... 21
Unit 4. Othe r Considerations .............................................................................................................. 24
4.1. Capitalizi ng Proper Adjectives ................................................................................................ 24
4.2. Collective Adjectives ............................................................................................................... 25
4.3. Other Considerations................................................................................................................ 26
Participant Commitments ................................................................................................................... 28
Practices, Tasks and Final Project ...................................................................................................... 29
Final Project: Grammar 3……………………………………………………………………………30
Final Project Specifications ................................................................................................................ 32
Construction of Conceptual Maps ..................................................................................................... 33
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General Objecti ve of the Subject

(Objetivo General de la Materia)

That the Participant be able to master the use of adjectives.

(Que el Participante sea capaz de dominar el uso de los adjetivos.)

Suggested Bibliography
(Bibliografía de Consulta)

 www. webster.commnet.edu/grammar/adjectives.htm
 www.readbygrade3.com/adjadv.html
 www.uottawa.ca/academic/arts/writcent/hypergrammar/adjectve.html
 wps.ablongman.com/long_faigley_penguinhb_1/0%2C7325%2C506294v%2C00.html
 www.lynchburg.edu/writcntr/guide/grammar/comma.htm
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Unit 1. The Adjectives

(Los Adjetivos)

Specific Objectives (Learning Results)

Objetivo s Específicos (Resultados de Aprendizaje)

 That the Participant masters the concept of the adjective.

(Que el Participante domine el concepto de adjetivo).
 That the Participant masters the types of adjectives.
(Que el Participante domine los tipos de adjetivos.)
 That the Participant masters the position of adjectives.
(Que el Participante domine la posición de los adjetivos.)

1.1. Concepts
(Conceptos)

Adjectives are words that describe or modify nouns or things in the sentence.

 the intelligent professor

 the gloomy lieutenant
 a sad boy
 a four-year -old child

 the happiest, richest man

An adjective modifies a noun or a pronoun by describing, identifying, or quantifying

words. An adjective usually precedes the noun or the pronoun which it modifies.
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In the following examples, the highlighted words are

adjectives:

The truck-shaped balloon floated over the treetops.

Mr. Morrison papered her kitchen walls with

pink wall paper.

The small boat foundered on the wine dark sea.

The coal mines are dark and dank.

An adjective can be modified by an adverb, or by a phrase or clause functioning as an

adverb. In the sentence

My husband knits intricately patterned mittens.

For example, the adverb ``intricately'' modifies the adjective ``patterned.''

Some nouns, many pronouns, and many participle phrases can also act as adjectives. In
the sentence

Eleanor listened to the muffled sounds of the radio hidden under her pillow.
For example, both highlighted adjectives are past participles. Grammarians also
consider articles (``the,'' ``a,'' ``an'') to be adjectives.
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List of Adjectives

 alto/a  loco/a
tall crazy

 amable  malo/a
kind bad

 antipático/a  moreno/a
unpleasant brunette

bajo/a  pequeño/a
 short (in height) small

 bonito/a  perezoso/a
pretty lazy

 bueno/a  pobre
good poor

 casado/a  rico/a
married rich

corto/a  rubio/a
 short (in length) blonde
delgado/a simpático/a
 thin, slender  nice, likeable

 feo/a  soltero/a single (not

ugly
married)
 fiel loyal, honest, tonto/a
 silly, foolish
faithful
 gordo/a  trabajador/a
fat hardworking

 grande  viejo/a
large old

 guapo/a handsome, good-  rojo/a

red
looking
 inteligente
intelligent

 joven
young

 largo/a
long

listo/a
 smart, clever
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1.2. Positions
(Posiciones)

Adjectives nearly always appear immediately before the noun or noun phrase that they
modify. Sometimes they appear in a string of adjectives, and when they do, they appear
in a set order according to category. When indefinite pronouns — such as something,
someone, anybody — are modified by an adjective, the adjective comes after the
pronoun, sample :

Anyone capable of doing something horrible to someone nice should be punished.

Something wicked this way comes.

And there are certain adjectives that, in combination with certain words, are always
"postpositive" (coming after the thing they modify): The president elect, heir apparent
to the Glitzy fortune, lives in New York proper.

The Order of Adjectives in a Series

It would take a linguistic philosopher to explain why we say "little brown house" and
not "brown little house" or why we say "red Italian sports car" and not "Italian red
sports car." The order in which adjectives in a series sort themselves out is perplexing
for people learning English as a second language. Most other languages dictate a similar
order, but not necessarily the same order. It takes a lot of practice with a language
before this order becomes instinctive, because the order often seems quite arbitrary (if
not downright capricious). There is, however, a pattern. You will find many exceptions
to the pattern in the table below, but it is definitely important to learn the pattern of
adjective order if it is not part of what you naturally bring to the language.

Adjectives are used in this order:

Adjectives/ Noun adjective/ Noun/ subsequent adjective clause.

When we need to use a verb instead of a noun adjective, we use a participle.

Adjectives are the same for all nouns. They do not change for plurals.
Example: Three tired tigers tried to tie a triangular tie.
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Watch how was built up this adjective set.

That car.
That sport car.
That Italian sport car.
That small, aerodynamic, new red Italian sports car.
That sexy, small, aerodynamic, new red Italian sport car.
Those two sexy, small, aerodynamic, new red Italian sports cars.
Those two sexy, small, aerodynamic, new red Italian sports cars, which are so
expensive.

The categories in the following table can be described as follows:

I. Determiners — articles and other limiters.

II. Numbers — adjectives denoting numbers.
III. Observation — post determiners and limiter adjectives (e.g., a real hero, a perfect
idiot) and adjectives subject to subjective measure (e.g., beautiful, interesting)
IV. Size and Shape — adjectives subject to objective measure (e.g., wealthy, large,
round)
V. Age — adjectives denoting age (e.g., young, old, new, ancient)
VI. Color — adjectives denoting color (e.g., red, black, pale)
VII. Origin — denominal adjectives denoting source of noun (e.g., French,
American, Canadian)
VIII. Material — denominal adjectives denoting what something is made of (e.g.,
woolen, metallic, wooden)
IX. Qualifier — final limiter, often regarded as part of the noun (e.g., rocking chair,
hunting cabin, passenger car, book cover)

THE ROYAL ORDER OF ADJECTIVES

Determiner Observation Physical Description Origin Material Qualifier Noun
Size Shape Age Color
a beautiful old Italian touring car
an expensive antique silver mirror
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four long- roses

gorgeous red silk
stemme
d
her short black hair
our big old English sheepdog
those square wooden hat boxes
that dilapidated little hunting cabin
several enormous young American basketball players
some delicious Thai food

It would be folly, of course, to run more than two or three (at the most) adjectives together.
Furthermore, when adjectives belong to the same class, they become what we call
coordinated adjectives, and you will want to put a comma between them: the inexpensive,
comfortable shoes. The rule for inserting the comma works this way: if you could have
inserted a conjunction — and or but — between the two adjectives, use a comma. We
could say these are "inexpensive but comfortable shoes," so we would use a comma
between them (when the "but" isn't there). When you have three coordinated adjectives,
separate them all with commas, but don't insert a comma between the last adjective
and the noun (in spite of the temptation to do so because you often pause there): A
popular, respected, and good looking student

Rearrange the Following Adjectives and Commas.

a. gorgeous dress old-fashioned a.

b. puppy Labrador a cute little.
c. Armenian weightlifters powerful several.
d. vehicles dented rusty, dirty,.
e. old my granddaddy dear.
f. comforting warm, touch.
g. companion sincere, faithful.
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Now build up your own Adjective Set, do not repeat any Example given.

a. The student.

b. That house.

c. This university.

1.3 Types
(Tipos)

Adjectives Types

These are types of adjective: possessive, demonstrative, interrogative, and indefinite. A

possessive adjective (``my,'' ``your,'' ``his,'' ``her,'' ``its,'' ``our,'' ``their'') is similar or
identical to a possessive pronoun; however, it is used as an adjective and modifies a
noun or a noun phrase, as in the following sentence:

I can't complete my assignment because I don't have the textbook.

In this sentence, the possessive adjective ``my'' modifies ``assignment'' and the noun
phrase ``my assignment'' functions as an object. Note that the possessive pronoun form
``mine'' is not used to modify a noun or noun phrase.

The demonstrative adjectives ``this,'' ``these,'' ``that,'' ``those,'' and ``what'' are identical
to the demonstrative pronouns, but are used as adjectives to modify nouns or noun
phrases.

An interrogative adjective (``which'' or ``what'') is like an interrogative pronoun,

except that it modifies a noun or noun phrase rather than standing on its own.

An indefinite adjective is similar to an indefinite pronoun, except that it modifies a

noun, pronoun, or noun phrase, as in the following sentences:

Many people believe that corporations are under-taxed.

The Advertising Meeting

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On Thursday morning the meeting on marketing strategy was convened in the conference
room. After everyone was seated, Mr. Morgan made a few opening remarks. He said
he was confident the KL -55 would play an important role in the company’s future.
Next he introduced Ed Collins from the advertising agency and explained that Ed
would be handing the Kkl-55 account. Then he turned the meeting over to Martin
Nichols.

Martin started with a slide presentation. He pointed out the copier’s unique features and
described how successful it had been in Japan.

Roger spoke next. He emphasized that the KL-55 should give superior Products a major
competitive advantage.

Nelson: The major competitor will, of course, be MAXO’S

Mini Max.

Collins: That’s right. The Mini Max is well-known and well-

established. And it has a 36 % market share right now.

Nelson: But I understand they’ve been having quality control problems. Based

on its track record in Japan, the KL-55 should prove much more reliable.

The meeting went on for another hour or so. As it ended, Ed Collins said he would
begin work immediately on a proposal for an advertising campaign. He promised to
have a draft ready within two weeks.

The Interview

Michael Patterson, the writer from Circuits magazine came to interview Roger Nelson
on Thursday afternoon. Nelson showed him the KL-55 and gave him a demonstration.
Then Patterson turned on a cassette recorder and began the interview.

Patterson: From what I’ve seen, the 55 is more advanced than the competing models.

Is there any indication at present that other companies are planning to bring out a model

similar to this one?

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Nelson: No. Our competitors seem to be more interested in expanding the

capabilities of their larger models. That’s why we’re so excited about the

KL-55.

Patterson: I’ve heard how reliable the 55 has proven to be in Japan. But is the situation

there comparable to that in an American officer?

Nelson: Yes. As a matter of fact, our studies show that, if anything, the demands

on copiers are heavier in a Japanese office.

Patterson asked several more questions and then Nelson showed him some sample
advertisements for the KL-55. When they finally finished the interview, Nelson asked
Patterson to call him if he had any more questions. Patterson thanked him for his
time. As he was leaving, he promised to send Nelson a copy of the article when it
was finished.

Look for all Adjectives you can, underline and write what kind of adjective it is.

Answer these Questions

a. Where does Michael Patterson work?

b. Is the KL-55 more or less advanced than the competing models?
c. Where are the demands on copiers heavier, in an American office or in a
Japanese office?
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Unit 2. Adjectives Degrees (Part A)

(Grados del Adjetivo parte A)

Specific Objectives (Learning Results)

Objetivo s Específicos (Resultados de Aprendizaje)

 That the Participant masters the positive degree of adjectives.

(Que el Participante domine el grado positive de los adjetivos.)
 That the Participant masters the comparative of adjectives.
(Que el Participante domine el comparativo de los adjetivos.)
 That the Participant masters the superlative of adjectives.
(Que el Participante domine el superlativo de los adjetivos.)

2.1. Positive
(Positivo)

Adjectives have three degrees of comparison: positive, comparative, and superlative.

In other words positive is the first adjective degree. Positive degree names a quality
of one person or thing: Ex. This ink is black.

Describe a Different Class, it can be something funny, sad, silly or shameful

happened to you or anybody, orally and written.
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Make a Brief List of Positive Adjectives.

2.2. Comparative
(Comparativo)

Adjectives of one syllable and some two syllable adjectives -- add -er to comparative.

Positive Comparative
big bigger
tall taller
small smaller

Many adjectives of two syllables and all of three or more syllables -- add more and most.

Positive Comparative
honest more honest

We use the comparative for comparing two things and the superlative for comparing
three or more things. Notice that the word than frequently accompanies the
comparative and the word the precedes the superlative. The inflected suffixes -er and -
est suffice to form most comparatives and superlatives, although we need -ier and -iest
when a two-syllable adjective end s in y (happier and happiest); otherwise we use more
and most when an adjective has more than one syllable.
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Positive Comparative

rich

richer

lovely

lovelier

intelligent more intelligent

Be careful, also, not to use more along with a comparative adjective formed with -er
nor to use most along with a superlative adjective formed with -est (e.g., do not write
that something is more heavier or most heaviest).

The as — as construction is used to create a comparison expressing equality:

 He is as foolish as he is large.
 She is as bright as her mother.
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2.3. Figures to explain

(Figuras para explicar)

Irregular Adjectives

Some adjectives are irregular and do not follow the standard rules:

Positive Comparative
good better
bad worse
little less
many money more money

The pairs good/well, bad/badly, and real/really are tricky because the form that you
choose depends on whether you need an adjective or an adverb. Use these guidelines to
figure out when to use each of these words.

1. Determine whether the word is filling an adjective slot or an adverb slot.

Ellen, who is usually a good driver, recently had an accident and was hurt badly.

An adjective is needed in the first slot, to modify the noun driver. An adverb is needed
in the second slot, to modify the verb hurt.

2. Use an adjective form (good, bad, real) to modify a noun or complement a linking
verb (a form of be, seem, feel, smell, look, taste, or sound). Use an adverb (well,
badly, really) to modify a non-linking verb, an adjective, or an adverb.

Revised: Ellen, who is usually a good driver, recently had an accident

and was hurt badly.

3. To choose between less and fewer, determine whether the word described is
uncountable or countable. A good test for this is whether the word is plural. Use less
to describe an uncountable noun; use fewer to describe a countable noun.

Less money is being allocated to work -study positions this year. As a result, we will
have fewer student workers and less help with answering the phones.
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Money is uncountable; student workers are countable (note that workers are plural);
help is uncountable.

Revised: Less money is being allocated to work-study positions this year. As a

result, we will have fewer student workers and less help with answering the phones.
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Unit 3. Degree of Adjective (Part B)

(Grados del Adjetivo parte B)

Specific Objectives (Learning Results)

Objetivo s Específicos (Resultados de Aprendizaje)

 That the Participant masters the superlative degree of adjectives.

(Que el Participante domine el grado superlativo de los adjetivos.)
 That the Participant masters the pre-modifiers.
(Que el Participante domine los pre-modificadores.)
 That the Participant practices with figures.
(Que el Participante practique con figures.)

3.1. Superlative
(Superlativos)

She sent away for some Brochures.

This is Janet’s first trip to California, and she’s very excited about it. She wanted to find
out a little about the state before she got there, so she sent away for some
brochures.
She learned a lot about California from the brochures. For one thing, it’s very big. It’s
bigger than Germany, and more people live there than in any other state. There are
many cities in California. The largest city is Los Angeles, with a population of almost
three million. The second largest is San Francisco. The state is over 700 miles long
form north to south, and lies between the Rocky Mountains to the East and the Pacific
Ocean to the west. According to many people, California has the best climate in the
United States, especially the southern part of the state. The dry, sunny climate of
California is ideal for agriculture. Some of the finest wines in the world come from
the Napa Valley the northern part of the state. California is one of the most beautiful
and interesting states in the United States.

Florida is large.
California is larger than Florida.
Alaska is the largest state in the United States.
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Established Five Comparisons with the Province of Panama.

a.
b.
c.
d.
e.

World's Largest Pancake Breakfast A

Local Legacy
When you think of pancakes you might think of the kind served
in America, hot with melted butter and maple syrup. But in reality,
people around the world love pancakes. As a result, there are lots
of different kinds. In America, pancakes are made with buttermilk
and served for breakfast. In Russia, pancakes are called blinis, and
are made from buckwheat flour and often served with caviar and
sour cream. The Chinese use wheat flour and hot water to make
pancakes in dozens of ways. In France, pancakes come in the form
of a lacy crepe. In India,
there's the Gujarati pancake. Crispy and wafer-thin, it comes stuffed with spicy
potatoes and yogurt. Did you know there were so many ways to make and serve
pancakes?

In 1986, an event that bills itself as the World's Largest Pancake Breakfast was revived
for the 350th anniversary of Springfield, Massachusetts. The breakfast has been held
every year since then. Hundreds of volunteers help with the event. In 1999, more than
71,233 servings of pancakes were served to more than 40,000 people. If you stacked
up all those pancakes, they'd be more than 2 miles high!
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3.2 Pre -modifiers

(Pre-modificador)

Both adverbs and adjectives in their comparative and superlative forms can be
accompanied by pre-modifiers, single words and phrases that intensify the degree.

We were a lot more careful this time.

He works a lot less carefully than the other jeweler in town.
We like his work so much better.
You'll get your watch back all the faster.

The same process can be used to downplay the degree:

The weather this week has been somewhat better.

He approaches his schoolwork a little less industriously than his brother

does.

And sometimes a set phrase, usually an informal noun phrase, is used for this purpose:

He arrived a whole lot sooner than we expected.

That's a heck of a lot better.

If the intensifier very accompanies the superlative, a determiner is also required:

She is wearing her very finest outfit for the interview.

They're doing the very best they can.

Occasionally, the comparative or superlative form appears with a determiner and the thing
being modified is understood:

Of all the wines produced in Connecticut, I like this one the most.
The quicker you finish this project, the better.
Of the two brothers, he is by far the faster.
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3.3. Figures to Explain

(Figuras para Explicar)

Avoiding Common Errors

Bad or Badly?

When you want to describe how you feel, you should use an adjective (Why? Feel is a
sense (linking verb). So you'd say, "I feel bad." Saying you feel badly would be like
saying you play football badly. It would mean that you are unable to feel, as though your
hands were partially numb.

Good or Well?

Good is an adjective, so you do not do good or live good, but you do well and live well.
Remember, though, that an adjective follows sense-verbs and be-verbs, so you also feel
good, look good, smell good, are good, have been good, etc. Confusion can occur because
well can function either as an adverb or an adjective. When well is used as an adjective, it
means "not sick" or "in good health." For this specific sense of well, it's acceptable to say
you feel well or are well -- for example, after recovering from an illness. When not used
in this health-related sense, however, well functions as an adverb; for example, "I did well
on my exam."

Sure or Surely?

Sure is an adjective, and surely is an adverb. Sure is also used in the idiomatic expression
sure to be. Surely can be used as a sentence-adverb. Here are some examples that show
different uses of sure and surely. Light blue arrows indicate adjectives and green arrows
indicate adverbs.

Here sure is an adjective

that modifies the pronoun I.

Here surely is an adverb

that modifies the adjective
ready.
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Here sure to be is an
idiomatic phrase that
functions as an
adjective that modifies
the pronoun she.

Real or Really?

Real is an adjective, and really is an adverb. Here are some examples that demonstrate
the difference between real and really. Light blue arrows indicate adjectives and green
arrows indicate adverbs.

Here really is an adverb that modifies

the adverb well.

Here real is an adjective that

modifies the noun problems.

Near or Nearly?

Near can function as a verb, adverb, adjective, or preposition. Nearly is used as an adverb
to mean "in a close manner" or "almost but not quite." Here are some examples that
demonstrate the differences between various uses of near and nearly. Light blue arrows
indicate adjectives and green arrows indicate adverbs. Subjects and verbs are marked in
purple.

Here neared is a verb in the

past tense.
Here nearly is an adverb that
modifies the verb finished.
Here near is an adjective that
modifies the noun future.
Here near is an adverb of
place that modifies the verb
crept.
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Here nearly is an
adverb that
modifies the verb
related.
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Unit 4. Othe r Considerations

(Otras Consideraciones)

Specific Objectives (Learning Results)

Objetivo s Específicos (Resultados de Aprendizaje)

 That the Participant capitalizes adjectives.

(Que el Participante escriba la mayúscula de los adjetivos.)
 That the Participant masters the use of collective adjectives.
(Que el Participante domine el uso de adjetivos colectivos.)
 That the Participant take into account other considerations.
(Que el Participante tome en cuenta otras consideraciones.)

4.1. Capitalizi ng Proper Adjectives

(Adjetivos Propios en Mayúscula)

When an adjective owes its origins to a proper noun, it should probably be capitalized.
Thus we write about Christian music, French fries, the English Parliament, the Ming
Dynasty, a Fau lknerian style, Jeffersonian democracy. Some periods of time have taken
on the status of proper adjectives: the Nixon era, a Renaissance/Romantic/Victorian poet
(but a contemporary novelist and medieval writer). Directional and seasonal adjectives
are not capitalized unless they're part of a title:

We took the northwest route during the spring thaw. We stayed there until the town's
annual Fall Festival of Small Appliances.

Furthermore, capitalized this:

The first word in a sentence. The personal pronoun I.
Personal names and titles. Nationalities and languages.
Geographical names. Religions.
Days, months and holidays. Names of companies and organizations.
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Practice capitalizing these Words.

today is wednesday. where is the report.
he asked me where i live. do you know who I am?
gone with the wine. this is catholic church.
golden bridge. that’s german book.

4.2. Collective Adjectives

(Adjetivos Colectivos)

When the definite article, the, is combined with an adjective describing a class or group
of people, the resulting phrase can act as a noun: the poor, the rich, the oppressed, the
homeless, the lonely, the unlettered, the unwashed, the gathered, and the dear departed.
The difference between a Collective Nou n (which is usually regarded as singular but
which can be plural in certain contexts) and a collective adjective is that the latter is
always plural and requires a plural verb:

 The rural poor have been ignored by the media.

 The rich of Connecticut are responsible.
 The elderly are beginning to demand their rights.
 The young at heart are always a joy to be around.

In English, it is common to describe a group or class of people by omitting the noun and
only using the adjective. The resulting phrase functions like a noun. Look at the
following example:

The poor are being ignored. (Poor people are being ignored.)

What allows us to use an adjective in this manner to take the place of a noun? As we
read or speak the sentence, the noun is understood, even though it is missing. When we
talk about the rich, or the elderly, or the poor, it is understood that we are referring to
people who are riches, people who are old, or people who are young. Therefore, we
understand the noun relationship even though it is missing.
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4.3. Other Considerations

(Otras consideraciones)

Adjective Clauses

If a group of words containing a subject and verb acts as an adjective, it is called an

Adjective Clause. My sister, who is much older than I am, is an engineer. If an
adjective clause is stripped of its subject and verb, the resulting modifier becomes an
Adjective Phrase: He is the man who is keeping my family in the poorhouse.

Before getting into other usage considerations, one general note about the use — or
over-use — of adjectives is: Adjectives are delicate; don't ask them to do more
work than they should. Let your broad-shouldered verbs and nouns do the hard work
of description. Be particularly cautious in your use of adjectives that don't have much to
say in the first place: interesting, beautiful, lovely, and exciting. It is your job as a writer
to create beauty, excitement and interest, and when you simply insist on its presence
without showing it to your reader — well, you're convincing no one.

Consider the uses of modifiers in this adjectivally rich paragraph from Thomas Wolfe's
Look Homeward, Angel. (Charles Scribner's, 1929, p. 69.) Some people would argue
that words that are part of a name — like "East India Tea House — are not really
adjectival and that possessive nouns — father's, farmer's — are not technically
adjectives, but we've included them in our analysis of Wolfe's text.

He remembered yet the East India Tea House at the Fair, the sandalwood, the turbans,
and the robes, the cool interior and the smell of India tea; and he had felt now the
nostalgic thrill of dew-wet mornings in Spring, the cherry scent, the cool clarion
earth, the wet loaminess of the garden, the pungent breakfast smells and the floating
snow of blossoms. He knew the inchoate sharp excitement of hot dandelions in young
earth; in July, of watermelons bedded in sweet hay, inside a farmer's covered wagon; of
cantaloupe and crated peaches; and the scent of orange rind, bitter-sweet, before a fire
of coals. He knew the good male smell of his father's sitting-room; of the smooth worn
leather sofa, with the gaping horse-hair rent; of the blistered varnished wood upon the
hearth; of the heated calf-skin bindings; of the flat moist plug of apple tobacco,
stuck with a red flag; of wood-smoke and burnt leaves in October; of the brown tired
autumn earth; of honey-suckle at night; of warm nasturtiums, of a clean ruddy farmer
who comes weekly with printed butter, eggs, and milk; of fat limp underdone bacon
and of coffee; of a bakery-oven in the wind; of large deep-hued stringbeans smoking-
 27

hot and seasoned well with salt and butter; of a room of old pine boards in which books
and carpets have been stored, long closed; of Concord grapes in their long white baskets.

An abundance of adjectives like this would be uncommon in contemporary prose.

Whether we have lost something or not is left up to you.
 28

Participant Commitments

Evaluation System:
The evaluation scale will be one (1) to hundred (100.00), and will be independent for each
subject. To evaluate and rate will be guided by the following scheme:

Interval Letter Concept

91 to 100 A Excellent
Meaning: There is an outstanding performance in the domain and application of basic skills of
knowledge, processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.
81.00 to 90.99 B Good
Meaning: There is a good performance in the domain and application of basic skills of
knowledge, processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.
71.00 to 80.99 C Regular
Meaning: There is a regular domain performance and application of basic skills of knowledge,
processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.
70.99 or less F Failure
Meaning: There is insufficient domain performance and application of basic skills of
knowledge, processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.

The final evaluation of each subject is obtained from the weighted average grades in turn
obtained in the activities developed in the subject. Each course will have different
assignments and activities to do, shaped and adapted for each situation and teacher
(facilitator), and monitored by the education authorities of CERPA. Each of these
assignments and activities represent a percentage of the final grade for their respective
subject.
 29

Practices, Tasks and Final Project

1. Practices and Tasks

Practices According to the provisions in Unit 2 and 3 of its Individual Learning
and Tasks Module, develop and present a case study; in which you must apply what
they have studied in units 2 and 3 of the MAI.

2. Conceptual Maps
Conceptu Delivere it following the specifications at the end of the module, of your
al Maps conceptual maps; in both English and Spanish.
For delivery have to attach it upload files section.
3. Final Project
Final Delivered following the specifications at the end of the module, the final
Project project; in both English and Spanish.
4. Final Test
Final Test From this date (5 days before the end of the academic month) final test will
be activated. Therefore you have, starting today 5 days for consideration.
 30

Final Project: Grammar 3

Editor: Marlo Salvatierra
ase@cerpapanama.com
Redactora: Marissa Quiroz

El trabajo final de esta asignatura consistirá en el desarrollo del siguiente caso. Las
indicaciones están al final. Lea el caso detenidamente, una y otra vez.

1. Underline the adjective in the following sentences.

a. Tell me about your boyfriend

b. Well, he is tall, dark, and handsome.

c. Sounds like mine.

d. Indeed what about the car you’re selling…

e. It’s a great car. It’s in excellent condition.

f. What kind of seats does it have?

g. They’re very comfortable seats, soft, and plush, just like a sofa.

h. Uh. I think I’ll sleep on it.

2. Look for the correct adjective order for the next words.

a. Tie tigers three tired tried to tie a triangular.

b. new her books blue algebra expensive three.
c. reading sensitive, a intelligent.
d. students nursing dedicated.

3. Build up a paragraph describing any meeting you were. Apply all adjective
types.
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4. Mentioned four positive adjectives and make four sentences with them.

5. Established comparisons applying the comparative the topics are public and
private universities education in Panama.

6. Build up superlatives using these topics boyfriend, girlfriend, husband or wife.

7. Answer this question.

How do you know when an adjective is collective?

8. Underline the adjective clause from these sentences.

 The paper, which is very difficult, will make up half of the grade for the
course.
 The librarian who studied history has agreed to help me research the paper.
 The library, which has thousands of books, is a great place to do my research.
 The library has an extensive collection of history books ranging from medieval
history to the present.
 I like to do research, unlike my sister who hates school.
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Final Project Specifications

Quantity Pages The quantity necessary.

Size Page 8.5 x 11 inches.
Kind and Letter Size Times New Roman, 14.
Space within paragraph Simple.
Space between paragraph 2 simple spaces between one paragraph and other
First Sheet Centro de Estudios Regionales de Panamá
(Example) CERPA
Write the career Higher Technician Focused on English Teaching
for Teachers of General Basic Education
Write the group Group X (A, B, C, etc.)
Write the schedule 1:00 – 3:00 p.m.
Write the subject Name of the Subject
Write the title Professional Practice
Write your name and I.D. by Juan de los Palotes – I.D. 0-123-456
Write the name of the Professor: Juan Pablo II
Write the date
professor February 32, 3003
Content The questions of the case and its answers.
Keep a good use of spelling, grammar and
Deliver the document in the syntax.
On the date indicated in the calendar section.
following ways Keep the good use of spelling, grammar and
syntax.
 33

Construction of Conceptual Maps

In addition you have to draw conceptual map which constitute the four units and the
sixteen specific objectives (learning results) of the module. The size of the maps
depends on you; it can be a map of the entire module or four maps with four units.
Conceptual maps must be prepared individually by each student.

To design a conceptual map follows these steps:

 Read the module of the subject.
 Identify the main concepts.
 Write those concepts.
 Order concepts from the general to the specific ones.
 Organize concepts (write each concept in one draw)
Options:
1. Join concepts with lines. Write on each line the relation between them.
Write on each line the relationship between the concepts linking.
Save as a previously created and identified with the module name
course and then download the section folder (file) that says: upload
file.
2. (Recommended) Use the tool https://coggle.it, steps:
a. We entered the https://coggle.it page and checked as users (we
can also use our account Google and other social networks).
b. Once inside the tool, we begin to create a new map from the
button "Create".
c. After this, we will enter an empty desktop in which you must
click to start adding elements of our mental map.
d. From main title we add items by clicking the (+) next to each
item.
e. Blocks concepts can be easily moved from the connecting lines
to organize them as you want.
f. They can be shared by:
i. A URL that provides the application itself when a map is
created.
ii. Download format PDF y PNG.
g. Save as in a folder (file) previously created and identified with
the module name course and then download the section that says:
Upload File.
 34

Aspe cts to take in Consideration:

1. Each conceptual map is different from other ones. They can have very few
similarities generally it must differ from others in concepts, from and draws.
2. The map does not need being necessary symmetrical. It has more concepts to one
side.
3. Map concepts should not have more information than the module.
4. There is no only one form to do conceptual maps. The mistake of a conceptual
map is the incorrect relationship between their concepts.

Evaluation Criteria:
1. Each map starts from a main concept.
2. It has many sub divisions derived from other concepts.
3. It has many relations between concepts.
4. Show each concept only once.
5. Concepts must have sense.
6. Show a clear relation between concepts.
7. Relations must be correct.
8. Make a summary of the content.
9. It makes an easy learning.
10. It is simple.
 35

Examples:

Option Nº 1:

Source: Rosa Ma. Garza, Aprender Cómo Aprender, 2ª Edition, Editorial Trillas, México, 1998.
 36

Option Nº 2: Video Tutorial: https://youtu.be/YC4O4vb7IXo

Video Tutorial: https://youtu.be/YC4O4vb7IX