ENGLISH MODULE

1.FUTURE TENSE
NB:- we can use different verb forms for different future actions.
1.Present simple: is used to express events that are timetables, programmes etc. For example: for public transport,
cinema, class schedule etc e.g. a). We have English class on 4th period.
b). The bus leaves Finfinne at 12 o'clock and arrives Nekemte at 6 o'clock.
* We can use the present simple for people if their plans are fixed like a timetable.
e.g. a). Beka start his new job on Monday. b). What time do you finish work tomorrow?

2.Present continuous : is used to express fixed future plan or what you have already arranged. e.g. a). What are you
doing on Friday evening? I am going to watch film.
b). He is playing football on Sunday afternoon.
3. (I'm) going to: used to express future intention.
e.g. 'I am going to do something' = I have already decided to do it, I intend to do it.
Are you going to watch film?
4. (I was) going to : used to express unfulfilled intention.
e.g. I thought it was going to rain but then the sun came out.
We were going to travel by train but then we decided to go by car instead.
5. Will/Shall: We use when we decide to do something at the time of speaking.
e.g. Oh, I've left the door open. I will go and shut it.
NB. Do not use Will to talk about what you have already decided or arranged to do.
e.g.' I am going on holiday next Sunday.' not ' I will go on holiday next Sunday.'
We often use will in these situations:
A. Offering to do something e.g. That bag looks heavy. I will help you with it.
not 'I help...'
B. Agreeing to do something e.g. A. Can you give me the book I lent you yesterday?
B. Of course. I will give you this afternoon. not 'I give...'
C. Promising to do something e.g. I will not tell anyone what happened.
D. Asking somebody to do something e.g. Will you shut the door, please?
I shall.../ We shall...Normally we use shall only with I and we
e.g. I shall be tired this evening. or I will be tired this evening.
NB: Do not use shall with he/she/it/you/they
e.g.' She will be here tomorrow'. not She shall be here tomorrow.
* We use 'Will' for future happening and situations (predicting the future)
Sometimes there is not much difference between 'will' and 'going to'
e.g. I think the weather will be nice later. or I think the weather is going to be nice later.
6. Will be doing: used to express an expected future event.
e.g. I will be doing something.
* we use will be doing in different way: to talk about complete actions in the future. It is similar to present
continuous for the future.
e.g. I will be seeing Beka this evening.
7. Will have done: to express something that will be completed by a point of time in the future.
e.g. We are late. The game will already have started by the time we get to the stadium.
8. When I do/ When I have done
e.g. A: What time you will phone me tomorrow?
B: I will phone you when I get home. This sentence has two parts:
the main part: 'I will phone you' the when part: 'when I get home from work'
The time in the sentence is future (tomorrow) but we use a present tense (get) in the when part of the sentence.
NB: We do not use will in the when part of the sentence:
e.g. We will go out when it stops raining. not 'when it will stop'
The present perfect (have done) after when/after/until/as soon as/:
e.g. Can I borrow that book when you have finished it?
I will come as soon as I have finished. or I will come as soon as I finish.
You will feel better after you have had something to eat. or
You will feel better after you have something to eat.
Exercise 1
Put the verbs into the more suitable form, present continuous or present simple.
1. I am ____(go) to the watch football this evening. A. going B. will go C. go
2. _____ the (film) begin at 3:30 or 4:30? A. Does B. will C. do
3. We_______(have) a party next Saturday. A. are having B. will have C. have
4. I am not ________(go) out this evening. I am ______ (stay) at home.
A. going... staying B. will go...will stay C. have gone... have stayed
5. The art exhibition ________ (open) on 5 January and _______ (finish) on 5 February.
A. opens... finishes B. will open... will finish C. going to open.... going to finish
PRESENT SIMPLE
* We use the present simple to talk about things in general. We use it to say that something happens all the time or
repeatedly, that something is true in general. It is not important whether the action is happening at the time of
speaking.
e.g. a).Nurses look after patients in hospitals. b). I usually go away at weekends.
* We use the present simple when we say how often we do things.
e.g. a). I get up at 2 o'clock every morning. b). Chaltu doesn't drink coffee very often.
* I promise/I apologise etc : sometimes we do things by saying something. e.g. when you promise to do something,
you can say 'I promise...'; when you suggest something, you can say 'I suggest...' we use the present simple
(promise/suggest etc) in sentences,
e.g. a). I promise I will not be late. b). What do you suggest I do? Example
a) Nurses look after patients in hospitals.
b) I usually go away at weekends.
PRESENT CONTINUOUS
* We use the present continuous when we talk about things happening in a period around now (e.g. today/this
week/this evening etc.)
e.g. a). You are working hard today. b). Is Beka studying this week?
* We use the present continuous when we talk about changes happening around now.
e.g. a). The population of the world is rising very fast. b). Is your English getting better?
Exercise 2
Put the verbs into the correct form
1. Abdi _______(not drink) tea very often. A. do not drink B. doesn't drink
2. The sun _____ (rise) in the east. A. rising B. rises
3. The world _______ (change). Things never stay the same. A. changes B. is changing
4. Bontu is still ill but she _____(get) better slowly. A. gets B. getting
5. The economic situation is already very bad and it _____ (increase) worse.
A. increases B. is increasing
PAST SIMPLE
* Very often the past simple ends in -ed(regular verbs)
a). The police stopped me on my way home last night.
b). We invited them to our party but they decided not to come.
But many verbs are irregular. The past simple does not end in -ed.
e.g. write------wrote, see------saw, cut-------cut, go-----went
* In questions and negatives we use did/didn't + infinitive (enjoy/see/go etc.)
e.g. a). Did you go out last night? b). Yes I went to the cinema but I didn't enjoy it.
* The past of be (am/is/are) ---- (was/were).
I/he/she/it-- was/wasn't was --- I/he/she/it?
we/you/they/ --- were/weren't were--- we/you/they?
e.g. a). I was angry because they were late. b). They weren't able to come because they were so busy. c). was the
weather good when you were on holiday?
Exercise 3
Complete the sentences. Put the verbs into the correct form, positive or negative.
1. It was warm, so I _____ off my coat. (take)
2. The film wasn't very good. I _______ it very much. (enjoy)
3. I was very tired, so I ______ to bed early. (go)
4. The window was open and a bird _____ into the room. (fly)
PRESENT PERFECT
The present perfect is have/has + past participle.
A. When we use the present perfect there is always a connection with now. The action in the past has a result now.
e.g. a). Where is your key? I don't know. I have lost it. (I haven't got it now)
b). Is Beka here? No, he has gone out. (he is out now)
B. We often use the present perfect to give new information or announce a recent happening.
e.g. a). Ow! I have cut my finger. b). There has been an accident.
C. You can use the present perfect with just, already, and yet
Just = 'a short time ago' e.g. Hello. Have just arrived?
we use already to say that something happened sooner than expected
e.g. a). What time is Tola leaving? 'He has already gone.
Yet = 'until now' and shows that the speaker is expecting something to happen. Use yet only in questions and
negative sentences.
e.g. a). Has it stopped raining yet? b) I've written the letter but I've not posted it yet.
NB: The difference between gone (to) and been (to):
 e.g. a). Abdi is away on holiday. He has gone to Finfinne.(he is there now/on his way there)
b). Abdi is back home from hoiday now. He has been to Finfinne. (he has now come back from Finfinne)
* When we talk about a period of time that continues from the past until now, we use the present perfect (have been/
have travelled etc). Here, Beka and Abdi are talking about the places Abdi has visited in her life (which is a period
that continues until now).
e.g. a). Have you ever eaten ice-cream? (in your life)
b). We have never had a car. c). Have you ever been to Finfinne?
* We use the present perfect with today/this morning/ this evening etc. when the periods are not finished at the time
of speaking.
e.g. a). I have drunk four cups of coffee today. ( perhaps I will drink more before today is finished)
b). Have you had a holiday this year (yet)? c). I haven't seen Tola this morning. Have you?
PRESENT PERFECT CONTINUOUS
I/we/they/you have + been + --ing
he/she/it has + been+ --ing
We use the present perfect continuous for an activity that has recently stopped or just stopped.
e.g. a).I have been talking to father about the problem.
b). What have you been doing? c). He has been working very hard. (he is tired now)
Exercise 4
Read the situation and write sentences with just, already or yet.
1. After lunch you go to see a friend at his house. He says 'would you like something to eat?
You say: No, thank you __________ .( have lunch)
2. You are eating in a restaurant. The waiter thinks you have finished and starts to take your plate away. You say:
Wait a minute! _________________. (not finish)
3. Chaltu went to the bank, but a few minute ago she returned. Somebody asks 'Is Chaltu still at the bank? You say:
No, __________________________. (come back )
4. You are going to a restaurant this evening. You phone to reserve a table. Later your friend says 'Shall I phone to
reserve a table?' You say: No, __________________ it.(do)
PAST PERFECT
The past perfect simple is had + past participle (gone/seen/finished/done etc)
I/we/they/you/ (= I'd/you'd) gone/seen/fished etc
He/she/it had (= he'd/she'd)
Sometimes we talk about something that happened in the past: e.g. Sara arrived at the party.
This is the starting point of the story. Then, if we want to talk about things that happened before this time, we use
the past perfect (had...):
e.g. When Sara arrived at the party, Paul had already gone home.
Kajela didn't want to come to the cinema with us because he had already seen the film.
When we got home last night, we found that somebody had broken into the flat.
* Had done (past perfect) is the past of have done (present perfect).
Present perfect Past perfect
Who is that woman? I've never seen her I didn't know who she was. I had never seen
before. her before.
We aren't hungry. We have just had lunch. We weren't hungry. We had just had lunch.

PAST PERFECT CONTINUOUS ( I had been doing)

You can say that something had been happening for a period of time before something else happened:
e.g. a). Our game of tennis was interrupted. We had been playing for about half an hour when it started to rain very
heavily.
b).Bona gave up smoking two years ago. He had been smoking for 5 years.
HAVE and HAVE GOT
Have and have got (= possess, own etc)
*We often use have got rather than have. e.g. We have got a new car. or We have a new car.
* we use have got or have for illnesses, pains etc.
e.g. I have got a headache or I have a headache.
In questions and negative sentences there are three possible forms:
Have you got any money? I haven't got any money.
Do you have any money? I don't have any money.
Have you any money? (less usual) I haven't any money. (less usual)
Has she got a car? She hasn't got a car.
Has she a car? (less usual) She hasn't a car.

BN: When have means 'posses'; you cannot use continuous forms ( is having/ are having/ etc)
e.g. I have / I have got a headache. ( not 'I am having a headache')
For the past we use had ( usually without 'got')
e.g. Biftu had long hair when she was a child. ( not 'Biftu had got long hair)
In the past question and negative sentences we normally use did/didn't:
e.g. a).Did they have a car when they were living in Finfinne?
b).I didn't have a watch, so I didn't know the time.
* Have breakfast / have a bath / have a good time etc.
'Have got' is not possible in these expressions.
e.g. I usually have a sandwich for my lunch. (have = 'eat' not 'have got')
but I have got some sandwiches. Would you like one?
In these expressions, have is like other verbs. You can use continuous forms ( is having/ are having etc.) where
suitable.
e.g. a).I had a postcard from Bona this morning . He is on holiday. He says he is having a wonderful time. (not 'he
has a wonderful time')
b). The phone rang while we were having dinner. (not 'while we had dinner)
Passive voice
Active voice: When a sentence begins with the doer of the action.
We use an active verb to say what the subject does.
e.g. a). My grandfather built this house in 2005.
b).Outdoor pollution causes disease and illness.
Passive voice: when a sentence begins with the object of the action.
We use passive verb to say what happens to the subject.
e.g. a).This house was built in 2005.
b). Disease and illness is caused by outdoor pollution.
Voice is the characteristic of a verb that tells us whether the subject of the verb is performing the action of the verb
( active voice) or whether the subject of the verb is acted up on( passive voice), the passive form is identified by
some form of the verb be and past participle.
For this, the verb caused is a transitive verb: the verb tells us what the subject did. In another way, the verb tells us
not what disease and illness did but what something else (outdoor pollution) did on it.
Form = Be + past participle
Some examples of active and passive voice in different tenses
Active Passive
a. simple present am/is/are + past participle
b. simple past was/were + past participle
c. future tense will be + past participle
d. past perfect had + been + past participle
e. present continuous am/is/are + being + past participle
f. present perfect has/have + been + past participle
Expressing purpose with 'to, so as to, in order to, for, so that
We can talk about why something is done by using several different expressions:
to is the most common. It is used as part of the infinitive of a verb.
'To groups are: to, in order to, so as to
*These clauses particularly answer the questions 'what for' and 'for what purpose'
Purpose can be expressed: by:
A. The 'to' alone: it is the simplest and most common.
e.g. a).You use a knife to cut things. b). Most people work to earn money.
Note: the ideas after 'to' are the answers for the ideas before it.
B. in order to/ so as to are more formal than 'to' 'in order to' is the more generally useful although 'so as to' is also
used. Because 'in order to' can imply either that the subject wants to perform the action or that he/she wants it to
happen, and 'so as to' implies only that the subject wants the action to happen.
e.g. a).The government took these measures in order to reduce crime.
b). He came to Finfinne so as to know about Oromo culture.
c). The UN was established so as to maintain international peace and security.
C. In order that and so that
So that is more common than in order that.
In order that/so that} + modal verbs
When the verb in the main clause is in the present, present perfect or future, so that and
in order that are followed by may, can, will, etc.
e.g. a).I arrived early so that I may get a good view of the procession.
b). She is learning English in order that she can study in Canada.
c). The UN was established so that international peace and security could be maintained.
* We can also use so that/ in order that when one person does something so that another person does something
else.
e.g. a). I gave her my address so that she could contact me.
D. for : can be used before a noun, not before a verb.
e.g. The General Assembly is a forum for discussion.
I wish
Language we use to express our wishes.
a). To express your wishes for the present and future:
e.g. I wish I were good at maths. ( but I am not good at maths.)
I wish I could be a doctor. (I'm going to do something else as this is not possible.)
I wish my school were nearer my house. (My school is a long way from my house.)
b). To express a wish about something that you want to stop or change in some way:
e.g. I wish you would stop watching TV and come out.
I wish you wouldn't have your hair cut so short.
c). To express your wishes and regrets about the past:
e.g. I wish I had studied harder for the test. (But I didn't study hard.)
I wish our teacher hadn't given us so much homework. (but he gave us a lot of homework.)
When we express a wish, we are talking about an unreal or even impossible situation. For this reason, the tense of
the verb changes, but that does not mean the time has changed. It means that the verb is expressing something
unreal.
Note: We usually say I wish I were... but we can also say I wish I was... (This is the case in some conditional
sentences. e.g. If I were you I wouldn't do that.
*Note: In all of the sentences above we can substitute 'If only... and the meaning remains the same. e.g. If only I
studied harder for the test.
Key answers: Exercise 1: 1--5 A, Exercise 2: 1--5 B, Exercise 3: 1 took, 2 didn't enjoy,
3 went, 4 flew
Exercise 4: 1. have just had lunch 2. I haven't finished yet 3. she has just come back
4. I have already done
ADJECTIVES
Adjectives ending -ing and -ed (boring/bored)
situation: Beka has been doing the same job for a very long time. Every day he does exactly the same thing again
and again. He doesn't enjoy it any more and would like to do something differently.
e.g. Beka's job is boring. or Beka is bored with his job.
Somebody is bored if something (or somebody else) is boring. or if something is boring, it makes you bored.
My job is boring.
'' " " interesting. I'm bored with my job.
'' " " depressing. I'm not interested in my job any more.
The -ing adjectives tells you about the job. My job makes me depressed.
Adjectives with the suffixes -ful and -less
-ful and -less are often used with the same words to form opposites. However, this is not always the case.
e.g. 'awful' but not 'awless'
Look the following:
beautiful but not beautiless
dreadful but not dreadless
forgetful but not forgetless
wonderful but not wonderless
spiteful but not spiteless

Careful Careless
Colourful Colourless
Hopeful Hopeless
Powerful Powerless
Useful Useless

Reported Speech
When we use reported speech, the main verb of the sentence is usually past.
e.g. Abdi said that he was feeling ill.
I told her that I didn't have any money.
*. The present form in direct speech changes to the past form in reported speech.
Direct speech Reported speech
am/is -------------------------- was
are---------------------------------- were
do/does ---------------------------- did
have/has ------------------------------ had
will ----------------------------------- would
can ------------------------------------- could
e.g. Direct speech: Debela: My parents are very well.
Reported speech: Boru: Debela said that his parents were very well.
Direct speech: Tola: Beka has given up his job.
Reported speech: Abdi: Tola said that Beka had given up hi job.

* When we report we change pronoun

Direct speech Reported speech
I he/she
We they
my his/her
Our their
e.g. Direct speech: We have finished our homework.
Reported speech: They had fished their homework.
* When we report make time change
Direct speech Reported speech
now then
tomorrow the next day/ the following day
today that day
next week the next week
last week the week before
e.g. Direct speech: Our assignment will be submitted tomorrow.
Reported speech: Their assignment would be submitted the next day.

Conditional Clauses
A conditional sentence containing two clause: 1. The If clause and 2. The main clause. The if
clause is a dependent clause while the main clause is an independent clause. There are three
types of conditional sentences.
e.g. a. If she comes, she will call me.
b. If I were you, I would work in the field.
c. If you had invited me, I would have come to your party.
 Types of condition Verb forms in the if clause Verb forms in the main clause
Type one: Simple present tense(s+v1) Simple future (s+will+v1)
Probable e.g. If you go to Gambella, You will see Baro river.
condition
Type two: Simple past tense (s+v2) Past conditional (s +would +v1)
Improbable e.g. If I lived near my school, I would be in time for class.
condition
Type three: Past perfect (s +had +v3) Perfect condition (S+ would + Have +
Impossible e.g. If I had known the V3)
condition answer, I would have told you.

Exercise: complete the following sentences with the correct form of the verbs in the brackets.
1. If you want to get the job, you _____________ for it. (apply)
2. If Tola studies hard, he __________________his examination. (pass)
3. If he were here right now, he ______________ us. (help)
4. If I had known it was going to rain, I______________ my umbrella (take)
5. If he ____________ the examinations, he would have got the job. (pass)
Note: when a conditional sentence begins with the main clause, we do not use
comma.
e. g. He will help us if he comes.
Zero conditional: used to express habitual/automatic or something which is always true.
Form: If clause + present simple and main clause +present simple
e.g. If you press this switch, the computer comes on.

Relative clauses: a relative clause is a clause used to identify which person or thing we
are talking about. Relative clause is introduced by relative pronouns like: who, whose,
whom, which, when where, that.
e.g. The girl who got the gold medals was only 18.
My brother, who studies a medicine, lives in Finfinne.
There two types of relative clause: 1. Defining and 2. Non-defining
1. Defining relative clause: exactly identifies or defines which thing the speaker is
talking about.
e.g. I know a shop which sells a good coffee.

2. Non-defining relative clause: adds an extra/additional information to a noun or thing

refers to instead of defining or identifying it.

e.g. My father, who lives Jimma, is coming tomorrow.

Exercise: Complete the gaps with ‘’who, whom, whose, which’’.

1. The African Ostrich, ______ is the largest of all living birds, can’t fly at all.
2. That is the man _________ was talking about.
3. Sara, _______ you met yesterday, works in university.
4. That is the girl ________ took my bicycle.
5. Take anything ______ you like.
Modal auxiliaries: can, could, had better, may, might, must, ought to, shall, should, will
and would.
They express speaker’s attitudes or moods.
1. Modals expressing ability: can/could/be able to
e. g. I can run fast
can /am, is ,are able to for present ability.
With can/be able to we describe natural or learned ability.
Could/was, were able to
e. g. My grandfather could/was able to speak five languages.
2. Modals expressing permission: can, could, may, might
e.g. Might I borrow you umbrella, please?
3. Modals expressing deduction: must/have to
e.g. You must submit your assignment on time.
 1. COORDINATING CONJUNCTION

 Coordinating conjunction is linking word that joins two independent clauses.

 The most common coordinating conjunctions are for, and, nor, but, or, yet, and so (FAN BOYS).
 Coordinating conjunctions connect words, phrases, and clauses.

For example:
I drank tea and water. (Words)
I will go home or stay here. (Phrases)
She studied hard, but she failed the examination. (Clauses)

For - this shows a result- cause relationship between two independent clauses. It shows logical consequence;
it has the same meaning as because, the reason why

And - It shows equality between the two ideas. It shows addition; it has the same meaning as in addition,
along with
Nor - shows equality of two negative ideas. It shows an addition of a negative point
(Note: you must reverse the normal subject- verb positions in the second clause when using nor).
But - It shows opposition or contrast between two ideas. It has the same meaning as however, except, etc.
Or - shows alternative or choice
Yet - shows opposition; also shows emphasis (a stronger but)
So - shows cause and effect relationship. It has the same meaning as therefore, as a result.

Example:
 Harriet earned an A in the class, for she studied carefully.
 The driver couldn’t control the speed of the car, for he was totally drunk

 Azeb studied hard, so she scored a good grade.

 He knew it would not cost him, so he did it.

 We went to the movies, and we ate popcorn.

 Yesterday, I saw movie, and I visited my friends.
 He did not study for the exam, nor did he pass.
 The patient didn’t his dinner, nor did he eat his lunch.
 Collecting glass figurines is a delightful hobby, but it can be expensive.
She studied hard, but she failed the examination.
Fred wanted to go skiing, or he wanted to go snowboarding.
You must be early, or you will miss the bus.
He knew the cost, yet he did it anyway.
Haile is running very fast; he seems to win the race.
Harriet earned an A in the class, for she studied carefully.
We went to the movies, and we ate popcorn.
He did not study for the exam, nor did he pass.
Collecting glass figurines is a delightful hobby, but it can be expensive.
Fred wanted to go skiing, or he wanted to go snowboarding.
He knew the cost, yet he did it anyway.
He knew it would not cost him, so he did it.
Exercise 1
Combine the following pairs of sentences by using coordinating conjunctions. Remember to punctuate properly.
1. The president failed to explain the cause of the crisis.
He did not offer any solutions.
2. Alemu went home quickly.
He wants to tell his father about the accident.
3. Enrollment in the university has been dropping in recent years.
Its facilities have been lacking proper maintenance.
4. She was tired.
She couldn’t get up in the morning.
5. The dog ate the food very fast.
It was very hungry
6. The boy sang very well at the Ethiopian Idols.
The judges didn’t allow him to pass to the next stage.
7. She didn’t bring her exercise book.
She didn’t bring her pen.
8. The farmer worked all day and night.
He harvested a lot of crops.
EXERCISE 2
INSTRUCTIONS: In the space provided, write an appropriate coordinating conjunction. Be sure to punctuate
properly.
Example: Employees should be pleasant to customers, so they should do whatever is needed to help.

1. Everyone wants a tax cut, __________ no one wants to give up any government services.
 2. The runner admitted taking steroids, __________ he was forced to give up his medals.
3. You must read the paper every day, _________ you don’t know what is going on in the world.
4. Members of the churches met for dinner, ________ they held an interfaith service.
5. Employers do not want the theft, ___________do they want the expense and bad publicity of having
an employee arrested.
6. You should return the paper on time, __________ you will lose a letter grade for lateness.

1. CORRELATIVE CONJUNCTIONS
Correlative conjunctions are pairs of conjunctions that work together to coordinate two items.
Correlative conjunctions Meaning
Either……..or one of the two
Neither ……nor none of the two
Both………and Both
Whether…….or Dilemma
Not only…..but also Both

Look at the following examples on how correlative conjunctions are used’

Either/or
 Either go to bed early this evening or stop complaining about being tired in class.
Both words make up the correlative conjunction.
Alone EITHER is an indefinite pronoun and OR is a coordinating conjunction.

Neither/nor
 Neither the contestant nor his sponsor was willing to attend the lecture.
Both words make up the correlative conjunction.

Alone NEITHER is an adjective and NOR is a coordinating conjunction.

Not Only/but also

 The newspaper reported that not only the hurricane but also the ensuing floods caused
millions of dollars worth of damage.

Whether/or
 Does anyone know whether the president or the vice president was responsible for providing
the announcement to the press?

Remember that when either and neither are used without or and/or nor they act as adjectives or pronouns.
 Either movie seems to be a good choice. (adjective)
  Either seems like a good choice to me. (pronoun)
 Neither book was good. (adjective)
 Neither was good. (pronoun)
They always travel in pairs, joining various sentence elements that should be treated as grammatically equal.
Examples:
 She led the team not only in statistics but also by virtue of her enthusiasm.
 Ato Belay said, "Neither a borrower nor a lender be."
 Whether you win this race or lose it doesn't matter as long as you do your best.

These pairs of conjunctions require equal (parallel) structures after each one.
Examples:
 Either do your work or prepare for a trip to the office.
 Not only he is handsome but also he is brilliant.
 Neither the basketball team nor the football team is doing well.
 Both the cross country team and the swimming team are doing well.
 Whether you stay or you go is your decision.
Exercise 1: Fill in the blanks with the correct correlative conjunctions.
1. _______ go to bed early this evening ______ stop complaining about being tired in class.
2. ______the contestant ______ his sponsor was willing to attend the lecture.
3. The newspaper reported that ______ the hurricane ______ the ensuing floods caused millions of dollars worth of
damage.
4. Does anyone know ______the president ______ the vice president was responsible for providing the
announcement to the press?
5. ______my sister ______ my brother work with computers.
6. For lunch, you may have ______ chicken ______ fish.
7. The ESL teachers are ______ intelligent ______ sociable
8. The students didn’t know ______ to enroll in a history class ______ to enroll in an art class.
Exercise 2: The following sentences are incorrect, because they contain correlative conjunctions but do
not use parallel construction. Rewrite the sentences correctly, using parallel construction.
Examples:
a) He owns both a typewriter and he has a word processor.
Corrected: He owns both a typewriter and a word processor.
b) I prefer either to read or going hiking.
Corrected: I prefer either to read or to go hiking.
1. The train preceded neither quickly nor was it smooth.
2. They will leave either today or they will go tomorrow.
3. The child hates both getting up in the morning and to go to bed at night.
4. She is neither kind nor has patience.
5. He is not only talented, but also he has charm.
6. The street is lined with both oak trees and there are palm trees.
7. The lecture was not only very long but also it was very boring.
8. You should either eat less, or should exercise more.
9. I am not only proud to be here, but also feel happy to meet you.
10. The town is both historical and it is charming.
2. ADVERB CONJUNCTIONS
Adverb Conjunction is an adverb used to relate and connect main clauses in a sentence.
Common conjunctive adverbs are:
also still consequently however indeed
hence then furthermore moreover likewise
thus instead nevertheless therefore otherwise

Example:
- I ordered the concert tickets by mail; therefore, I didn’t have to stand in line.
- Our muscles were tired and sore; nevertheless, we kept on jogging.
 Conjunctive adverbs, unlike coordinating and subordinating conjunctions, are the only ones that can be
moved from the beginning of a clause to another position in the clause without changing the clause’s
meaning.
 In other words, they occupy different positions within the main clause in which they stand.
Example:
- The band struck up a familiar tune; indeed, they were playing our song.
- The band struck up a familiar tune; they were, indeed, playing our song.
Note:
 Most adverb conjunctions are preceded by a semi colon and followed by a comma.
 There are some exceptions; however, adverbs conjunctions like still and also are, for example, not preceded
by a semicolon.
Example:
● Sorry I’m late. My alarm didn’t go off. Also, I had trouble starting the car.
● He has treated you badly. Still, he is your brother.
 Some other adverb conjunctions like otherwise and then are preceded by a semi colon but not followed by
a comma.
Example
● John must be sick; otherwise he would be here.
● She made coffee; then she cooked breakfast.

MAIN CLAUSE +; + conjunctive adverb +, + MAIN CLAUSE

Read these examples below:

Review the following chart on how some common Conjunctive Adverbs are used in the examples
given.
 Conjunctive
Function Example
adverb
also, furthermore, Alicia was late for class and stuck in traffic; furthermore,
Addition
moreover, besides her shoe heel had broken and she had forgotten her lunch.

Recycling aluminum cans is beneficial to the environment;

Comparison similarly, likewise similarly, reusing plastic bags and switching off lights
reduces waste.
instead, however, Most people do not walk to work; instead, they drive or take
Contrast
conversely the train.
namely, certainly, The Siberian tiger is a rare creature; indeed, there are fewer
Emphasis
indeed than five hundred left in the wild.
accordingly,
Cause and I missed my train this morning; consequently, I was late for
consequently,
Effect my meeting.
hence, thus
Tolosa crossed the barrier, jumped over the wall, and pushed
finally, next,
Time through the hole in the fence; finally, he made it to the
subsequently, then
station.

Exercise 1: Paying attention to the meanings of the sentences, and fill in the blanks with the correct adverbial
conjunctions choosing from the pairs given in brackets. For example:
a) Will you come with me? _________ I shall have to go alone. (Also, Otherwise)
Will you come with me? Otherwise I shall have to go alone.
b) She is kind. _______ she is rather forgetful. (However, Consequently)
She is kind; however, she is rather forgetful.
1. The work was new to me ____________ it did not seem difficult. (Consequently, Nevertheless)
2. Continue along Queen Street ____________turn left. (Then, Therefore)
3. It was very misty __________ we could not get a clear view of the mountain.(Hence, However)
4. We had walked several miles ____________ we did not feel tired. (Accordingly, Still)
5. She is a talented actress ____________ she is very beautiful. (Moreover, Thus)
6. The child was sleepy ______________ we went home early. (Otherwise, Therefore)
7. The food was delicious _____________ the service was excellent. (Likewise, Nevertheless)
8. We looked everywhere _____________ we could not find the keys. (However, Thus)
9. He is old _____________ his mind is still active. (Nonetheless, Therefore)
Exercise 2:
In the space provided, use the appropriate conjunctive adverbs. Be sure to punctuate it properly.
however therefore consequently especially in addition
1. Sunshine Construction Company is building a plant in Nazareth .....................….it is planning to build another in
Bahir Dar within three years.
2. Most of our customers like our new products...................................Tana Wholesale Trade Corporation has shown
a great interest in three of our products.
3. A computer manufacturing plant is opening in Cairo......................... there will be one hundred new jobs available
in September.
4. Bahir Dar is growing fast …………………...Debremarkos is slowly growing town.
5. Everyone liked the hotel ……………………no one was able to pay the required price.
6. Ato Bekele must be in Addis Abeba on June13…………………he cannot attend the monthly status meeting
here on that day.
Exercise 3: Combine the following pairs of sentences by using the appropriate conjunctive adverb.
1. A. He won the lottery.
B. His father gave him a lot of money.
___________________________________________________________
2. A. He worked hard.
B. He became rich.
___________________________________________________________
3. A. Abebe’s parents are wealthy.
B. They are not happy.
__________________________________________________________
4. A. We need Ato Bekele at the next monthly meeting.
B. We have changed the date of the meeting.
__________________________________________________________
5. A. Nekemte is growing fast.
B. Gimbi is growing slowly.
___________________________________________________________
Exercise 4: Combine sentences in the following passages to coordinate related ideas in the ways that seem most
effective to you. You will have to supply coordinating conjunctions or conjunctive adverbs and the appropriate
punctuation.
1. Many chronic people who spell wrongly do not have the time to master spelling rules. They may not have the
motivation. They may rely on dictionaries to catch misspellings. Most dictionaries list words under their correct
spellings. One kind of dictionary is designed for chronic people who spell wrongly. It lists each word under its
common misspellings. It then provides the correct spelling. It also provides the definition.

2. Henry Hudson was an English explorer. He captained ships for the Dutch East India Company. On a voyage in
1610 he passed by Greenland. He sailed into a great bay in today’s northern Canada. He thought he and his
sailors could winter there. The cold was terrible. Food ran out. The sailors mutinied. The sailors cast Hudson
adrift in a small boat. Eight others were also in the boat. Hudson and his companions perished.

B. SUBORDINATION
Subordination is a way of combining sentences that makes one sentence more important than the other. One
sentence is under the other sentence (sub means under). Sentences that use subordination have a main clause or
independent clause and one or more subordinate clauses or dependent clauses. One or more of the sentences being
combined is reduced from an independent clause to a dependent clause by adding such words as when, although, if
(called subordinating conjunctions) or such words as who, what, that (called relative pronouns).
Subordination is the joining of an independent clause and a dependent clause in the same sentence by using
subordinators.
Subordination uses a subordinating conjunctions and relative pronouns to make the clause dependent on
another. The dependent clause is subordinate to the independent clause.

Examples:
I don't know what you are talking about. .
I read the letter that was on your desk. .
I will call you after I get back from the movie.

The linking devices we use in subordination are:

I. Subordinating Conjunction and
II. Relative Pronoun

I. SUBORDINATING CONJUNCTION
Subordinating conjunctions allow a writer to show which idea is more important (in the main clause) and which is
less important (in the subordinate clause made by the subordinating conjunction).
The subordinate clause supplies a time, reason, and condition, and so on for the main clause.
A Subordinating Conjunction (sometimes called a dependent word or subordinator) comes at the beginning of a
Subordinate (or Dependent) Clause and establishes the relationship between the dependent clause and the rest of the
sentence.
It also turns the clause into something that depends on the rest of the sentence for its meaning.
Example:
 Columbus should be taught in school correctly.
 It is more important to tell the truth than make people feel good about their past.
 These two sentences express a pair of related ideas. One expresses the reason or general principle, and the
other expresses the result or specific instance.
 In this case, it’s clear that the author wants the focus to be on the specific instance, so that’s the main idea
and the general principle or reason is the supporting idea.
 They can be combined with the subordinating conjunctions “because,” “since” or “as.”
Because it is more important to tell the truth than make people feel good about their past, Columbus
should be taught in school correctly.
 Not all the things he did were terrible.
 His most important acts, however, were wrong.
 Here, the two sentences express contrasting ideas, with one clearly indicating what the author
considers to be more important.
 They can be combined with one of the subordinating conjunctions that indicate contrast: “although,”
“though,” “while,” “whereas,” etc.
  As always, the less important idea should be expressed in the clause with the subordinating
conjunction.

E.g. Although not all the things he did were terrible, his most important acts were wrong.
To punctuate sentences correctly, look at the position of the main clause and the subordinate clause. If a subordinate
clause precedes the main clause, use a comma. If the subordinate clause follows the main clause, no punctuation is
required.
Meaning Subordinating Conjunction
cause because, since, as

contrast/concession although, as though, even though, though, even if, whereas, while,

condition even if, if, as if, as long as, provided that, unless, provided

result that, so that, in order that

time after, until, as soon as, before, since, when, while, once, whenever,
after

place where, wherever

comparison as, than, as…..as

Function Subordinating Conj. Example

although, while, though, Sarah completed her report even though she had to stay late to get
Concession
whereas, even though it done.
Until we know what is causing the problem, we will not be able to
Condition if, unless, until
fix it.
Everyone in the conference room stopped talking at once, as
Manner as if, as, though
though they had been stunned into silence.
Rita is in San Jose where she has several important client
Place where, wherever
meetings.
because, since, so that, in order Because the air conditioning was turned up so high, everyone in
Reason
that ,why the office wore sweaters.
after ,before ,since ,when,
Time After the meeting had finished, we all went to lunch.
whenever, while ,until
Exercise 1: Combine the following pairs of sentences by using the appropriate subordinating conjunctions, and
then discuss your answer with your friend.

1. Jake is going to Mexico. There are beautiful beaches in Mexico.

2. A snowstorm disrupted traffic all over the east coast. There will be long delivery delays this week.
3. My neighbor had his television volume turned up too high. I banged on his door and asked him to keep the
noise down.
4. Romeo poisons himself. Juliet awakes to find Romeo dead and stabs herself with a dagger.
5. I had to hand the project over to Max. You didn’t respond to any of my e-mails.
6. Another candidate with more qualifications applies in the next forty-eight hours. You should get the position
without any difficulties.
7. The instructor copies his lesson directly from the textbook. The students lose interest and doze off.

II. RELATIVE PRONOUN

Like the other subordinating conjunctions, relative pronouns are used to join subordinate /dependent/ clauses with
the independent sentences. They also introduce relative clauses.
Examples:
1. The boat that was owned by Mr. Mitchell sank in the seaport.
2. This is the purse that I found on the road.
3. The book which I bought yesterday cost me 50 Birr.
4. The girl, whose pen you borrowed, has come to ask for it.
5. The clerk who took my order made a mistake in the bill.
6. Samrawit, whom you met yesterday, is my aunt.
7. The thief that the police were looking for has been caught.

Note: The italicized parts are subordinate clauses. What makes the subordinate clause in relative clauses different
from the other type of subordinate clause is, the subordinate clause in a relative clause is an adjective clause.
In relative clauses, the adjective clauses which are dependent clauses that modify a noun or a pronoun in the main
clause, usually begin with relative pronoun: who, whom, whose, which, or that.
 Who, whose, and whom are used to refer only to people.
 Which is used to refer only to things and animals.
 That is used to refer to anything-people, things, or animals.
 The relative pronoun ‘that’ can be used in place of who, which, or whom, but not in place of whose (In a
Defining Relative clause).

In relative clauses:
1. The adjective clause answer the question which one? Or what kind of?
2. Adjective clauses are always placed after the noun or the pronoun they modify.
3. The relative pronoun that introduces an adjective clause can function as subject, as an object, or as a
possessive marker.

Exercise 1: Join the following sentences using the most appropriate relative pronouns, and then discuss your
answers with your partner(s).
Example: Her father has just come back. He went to London.
Her father, who went to London, has just come back.
1. The woman has been arrested. Her child was accused of theft.
2. The medicine is very expensive. Helen needs the medicine.
3. Rahel went abroad. Daniel wanted to marry Rahel.
4. The man called a police. His car was stolen.
5. Roberto is sure to win an art scholarship. Roberto is talented portrait artist.
6. Professor Wong came in 1960 to study chemistry at Yale University. He was born in San Francisco’s
Chinatown in 1943.

Exercise 2: Complete the following sentences with the correct relative pronoun:
Who, whom, which, whose
1. This is the bank ___________was robbed yesterday.
2. A boy _____________sister is in my class was in the bank at that time.
3. The man _____________ robbed the bank had two pistols.
4. He wore a mask_________ made him look like a Mouse.
5. The people ____________ were in the bank were very frightened.
6. A police officer____________ car was parked at the next corner stopped and arrested them.

Exercise 3: Join the following sentences using the most appropriate relative pronouns. Rewrite the
sentences in the space provided, the sentences as necessary.
who whom which whose
1. The woman has been arrested. Her child was accused of theft.
2. The police were looking for the thief. The thief has been caught.
3. Professor Wong came in 1960 to study chemistry at Yale University.
He was born in San Francisco's Chinatown in 1943
4. Roberto is sure to win an art scholarship. Roberto is a talented portrait artist.
5. The medicine is very expensive. Helen needs the medicine.
6. Rahel went abroad. Daniel wanted to marry Rahel
7. The man called a police. His car was stolen.

Exercise 4:
The following paragraph consists entirely of simple sentences. Use coordination and/or subordination to
combine sentences in the ways you think most effective to emphasize main ideas.
Sir Walter Raleigh personified the Elizabethan Age. That was the period of Elizabeth I’s rule of England. The
period occurred in the last half of the sixteenth century. Raleigh was a courtier and poet. He was also an explorer
and entrepreneur. Supposedly, he gained Queen Elizabeth’s favor. He did this by throwing his cloak beneath her
feet at the right moment. She was just about to step over a puddle. There is no evidence for this story. It does
illustrate Raleigh’s dramatic and dynamic personality. His energy drew others to him. He was one of Elizabeth’s
favorites. She supported him. She also dispensed favors to him. However, he lost his queen’s goodwill. Without her
permission he seduced one of her maids of honor. He eventually married the maid of honor. Elizabeth died. Then
her successor imprisoned Raleigh in the Tower of London. Her successor was James I. The king falsely charged
Raleigh with treason. Raleigh was released after thirteen years. He was arrested again two years later on the old
treason charges. At the age of sixty-six he was beheaded.

1.1. Identifying and Correcting Faulty Sentences

Sentences which have problems are known as faulty sentences. The sources for such errors are resulted from:
1. Fragments
2. Run-On .
3. Dangling modifier .
4. Misplaced modifier .
5. Subject-Verb Agreement errors .
6. Parallelism errors (Faulty Parallelism)
7. Pronoun antecedent agreement errors
Note: The more we correct faulty sentences, the better effective sentences we have. Thus, in order to communicate
effectively, we need to correct any faulty sentences; otherwise, the sentences we made may be vague. In fact, having
well corrected sentences may be a precondition for having well constructed paragraph.