Module 1: Distinguishing Technical Terms Used in Research

What is RESEARCH?
- Research is like a detective story for knowledge. It's a systematic process of asking questions, gathering clues
(data), and analyzing them to find answers. It's about exploring a topic in depth and uncovering new information,
not just accepting what's already known. Think of it as a journey of discovery. You start with a question, then you
explore, experiment, and investigate until you find the answers you're looking for.

Importance of Research
- Main purpose of research is to inform action, to prove a theory, and contribute to developing knowledge in a
field or study. Research is required not just for students and academics, but for all professionals and
nonprofessionals alike.

Terms Used in Research (Argumentative Writing)

Issue - an idea about which the opinions of people are different.
Claim - a statement by an author about an issue. A claim has a significant amount of disagreement about it. A claim
needs supporting arguments. A claim is also called a position, stand, or point of view.
Argument - an idea that supports the claim. An argument needs supporting evidences.
Evidence - facts in the real world that can be used to support an argument. Examples of evidences are statistics,
data from studies, historical events, habitual practices, and other facts that can support an argument.

Terms Related to Argumentative Essay

- Research is collecting data and information, learning and finding new things. It is also an advanced knowledge
which follows a systematic process of collecting and analyzing information in order to understand more the
phenomena under study.
Examples of Research: Action research, thesis, dissertation, and case study.

Research Terms and Definitions

Abstract: Imagine you're at a library, and you want to know if a book is interesting without reading the whole
thing. The abstract is like a short summary of the book that tells you the main points and what the book is about.
It's a quick way to get a sense of the research without reading the whole paper.
Assignment: In research, we often want to compare different things, like different treatments for a disease.
"Assignment" means how we decide which people get which treatment. "Random assignment" means we use
chance to decide who gets each treatment, making sure everyone has an equal chance. This helps us be sure that
any differences we see between groups are due to the treatments, not just random differences between people.
Background of the Study: Think of this like a history lesson before you start a new chapter in a book. The
"background of the study" tells you what other researchers have already found out about the topic you're studying.
It helps you understand what's already known and what new questions you can explore. It also helps you see how
your research fits into the bigger picture.
Cause and Effect: Imagine you drop a glass and it breaks. Dropping the glass is the cause, and the glass breaking is
the effect. In research, we look for this kind of relationship between things. We want to know if one thing (the
cause) makes something else happen (the effect).
Conclusion: Think of the conclusion as the ending of a story. After you've read all about the research, the
conclusion sums up the most important findings and explains why they matter. It doesn't just repeat what you've
already read; it tells you what the research means and why it's important.
Data: Data is like all the information you collect for your research. It could be numbers from experiments,
observations you make, or even notes you take in a notebook. It's all the raw information that helps you learn
about your topic.
Experiment: An experiment is like a test. It's a way to find out if something is true or not. You set up a situation
and see what happens. For example, you might want to see if a new medicine works. You'd give the medicine to
some people and not to others, then see if the people who got the medicine get better.
Findings: These are the results of your experiment or research. It's what you discover when you analyze all the
data you collected. The findings tell you what happened in your experiment, but they don't necessarily explain why
it happened.
Hypothesis: A hypothesis is like a prediction or guess about what you think will happen in your experiment. It's a
specific statement about what you expect to find. For example, you might hypothesize that "people who take the
new medicine will get better faster than people who don't."
Manuscript: Imagine you've written a story and you want to share it with the world. The manuscript is the
finished version of your story, ready to be sent to a publisher or editor. It's like the first draft of a book, but it's
already been carefully checked and polished.
Methodology: This is the "how" of research. It's the plan that researchers follow to gather information and answer
their questions. It's like a recipe for doing research. For example, a researcher might use a survey (questionnaire)
to gather information from people, or they might conduct an experiment to test a hypothesis. The methodology
section of a research paper tells you exactly how the research was done, so you can understand if the results are
reliable and trustworthy.
Questionnaire: Think of this as a set of questions designed to gather information from people. It's like a written
interview. You might answer questions about your hobbies, your opinions, or your experiences. Researchers use
questionnaires to collect data from lots of people, which helps them understand patterns and trends.
Recommendation: Imagine you've done a research project about how to improve the school cafeteria. Your
recommendations are the suggestions you have for making the cafeteria better based on what you found in your
research. It's like giving advice based on what you learned.
Reference: Think of this like a list of books you used when writing a report. The references page lists all the
sources you used for your research, like books, articles, websites, and interviews. It's important because it allows
readers to find the original sources and learn more about the topic.
Relationship: In research, we often look for relationships between things. For example, we might want to see if
there's a relationship between how much time students study and their grades. If we find a relationship, it means
that when one thing changes, the other thing changes too. It doesn't necessarily mean that one thing causes the
other, but it does suggest that they are connected in some way.
Research: Imagine you're trying to solve a mystery. Research is like gathering clues and evidence to figure out
what happened. It's about asking questions, looking for information, and trying to understand something better.
Research Questions: These are the specific questions you want to answer in your research project. They're like
the questions you ask in a mystery to help you find the solution. For example, "What is the best way to reduce
bullying in schools?" is a research question.
Research Problem: This is the problem or issue that your research project is trying to address. It's like the
mystery you're trying to solve. For example, "Bullying is a serious problem in schools, and we need to find ways to
reduce it" is a research problem.
Researcher: Imagine you're a detective trying to solve a case. A researcher is like a detective who uses their skills
and knowledge to investigate and find answers to questions. They use different methods to gather information and
analyze it.
Scope and Limitations: Think of these as the boundaries of your research project. The scope is what you're
focusing on, like the specific area you're investigating. Limitations are the things that might limit your research,
like not having enough resources or time. It's like saying, "I can only investigate these specific clues, and I can't go
beyond that."
Title: The title is like the headline of a news story. It tells you what the research is about in a few words. It should
be clear, concise, and accurate.
Validity: Imagine you're using a scale to measure your weight. Validity means the scale is actually measuring your
weight accurately. In research, it means that the methods used are measuring what they're supposed to measure. If
research has high validity, it means the results are reliable and trustworthy.
 Module 2: Technical and Operational Definitions
What is Technical Definition?
- Technical definition is having special and usually practical knowledge especially of a mechanical or scientific
subject. Technical definition mostly refers to the aspect of explaining or describing any technical terms or
terminologies. Examples include the terms and definitions of the words in dictionary.

What is Operational Definition?

- An operational definition specifies how a concept or variable will be measured or manipulated in a study,
providing a clear and objective way to define and measure it, ensuring consistency and replicability.

EXAMPLES OF TECHNICAL AND OPERATIONAL DEFINITIONS

WORD: COMPUTER
(Technical) it is a device or machine used in performing, assessing, evaluation and following commands set by the
users.
(Operational) it is something used in doing homework or browsing the internet.
WORD: OPERATION
(Technical) in a military field, it means a mission with specific goals and objectives.
(Operational) it is the procedure given to be followed.

Module 3: Expanded Definition of Words

An expanded definition is a way of explaining a word or concept in detail so that others can fully understand it.
Instead of giving a short definition, an expanded definition provides more information using sentences or even
paragraphs.

Example:
Word: Photosynthesis
Short Definition: Photosynthesis is the process by which plants make their own food.
Expanded Definition: Photosynthesis is the process in which green plants use sunlight, water, and carbon dioxide
to create their own food. This happens in the leaves, where chlorophyll (the green pigment) absorbs sunlight. The
plant then produces oxygen and glucose (sugar), which gives energy for growth. Without photosynthesis, plants
would not survive, and neither would humans, since we depend on the oxygen and food that plants produce.

2 Types of Expanded Definitions

1. Standard/Formal Sentence Definition
- A standard or formal sentence definition is a clear and precise explanation of a word or concept, similar to a
dictionary definition. It follows a specific structure to make the meaning easy to understand.
It has three parts:
✅ Term – The word or phrase being defined.
✅ Class – The general group or category the term belongs to.
✅ Differentiating Characteristics – The specific features that make it different from other things in the same
category.

Example:
Word: Oxygen
Standard Definition: Oxygen is a colorless, odorless gas that is essential for respiration and combustion.
Breakdown of the Definition:
 Term: Oxygen
 Class: Gas
 Differentiating Characteristics: Colorless, odorless, essential for respiration and combustion.
2. Informal Sentence Definition
- An informal sentence definition explains a word or idea using simple words, examples, synonyms,
antonyms, analogies, or illustrations. It makes the meaning easier to understand by connecting it to something
familiar.
How does it work?
✅ Uses synonyms (similar words) or antonyms (opposite words).
✅ Uses common examples to explain the term.
✅ Uses analogies (comparisons) to relate the term to something familiar.
✅ Uses illustrations (descriptive explanations) to make the term clearer.

Examples:
Word: Frigid
Informal Definition: Frigid means very cold, like the air in a freezer or the weather during winter.
(Here, the term is explained using a synonym—very cold—and an example—freezer, winter.)

Techniques of Extended Definition

1. Etymology
- is a technique used in extended definition that explains the origin and history of a word. It looks at how the word
was formed, where it came from, and how its meaning has evolved over time.
Why is etymology important?
 It helps us understand the deeper meaning of a word.
 It shows how language changes over time.
 It gives context to how a word is used today.
Example of Etymology in Action:
Let’s take the word "education."
 It comes from the Latin word "educare," which means "to bring up" or "to train."
 Another related Latin word is "educere," meaning "to lead out" or "to draw out."
 This shows that education is not just about memorizing facts but about drawing out knowledge and
potential from students.
By understanding the etymology of a word, we can appreciate its deeper meaning and how it applies to real life.

2. History/Background
- Is a technique used in extended definition that explains the development of a word or concept over time. It
discusses how the term was first used, how its meaning has changed, and any important events or controversies
related to it.
Why is history/background important?
 It helps us see how the meaning of a word has evolved.
 It shows how society’s views on a term may have changed.
It provides context for understanding different interpretations of a term
Example of History/Background in Action:
Let’s take the word "democracy."
 Origin: The word comes from the Greek words "demos" (people) and "kratos" (rule), meaning "rule by
the people."
 Early Use: Ancient Greece practiced direct democracy, where citizens voted on laws themselves.
 Changes Over Time: In modern times, democracy has evolved into representative democracy, where
people elect leaders to make decisions for them.
 Controversies: Some countries claim to be democratic but do not allow free elections, leading to debates
about what true democracy means.
By learning the history and background of a term, we can better understand its full meaning and significance in
society.

3. Description
- Is a technique used in extended definition that explains the physical characteristics of an object, concept, or term.
It focuses on details such as color, size, shape, texture, and other observable features.
Why is description important?
 It helps create a clear mental image of the term.
 It makes abstract concepts easier to understand.
 It allows for more precise communication.
Example of Description in Action:
Let’s take the word "apple."
 Color: Apples can be red, green, or yellow.
 Size: They are usually small to medium, about the size of a fist.
 Shape: Apples are round but slightly oval, with a small stem on top.
 Texture: The skin is smooth and shiny, while the inside is juicy and crisp.
By describing an object or concept in detail, we help others understand what it looks like and how it can be
recognized.

4. Principle of Operation
- it explains how something works—its function, process, or system. It includes details about the steps involved,
materials needed, and any special conditions required for it to function properly.
Why is the principle of operation important?
 It helps us understand how things work in real life.
 It allows us to use or operate something correctly.
 It explains why certain conditions are needed for something to function.
Example of Principle of Operation in Action:
Let’s take the word "refrigerator."
 Function: A refrigerator keeps food fresh by maintaining a low temperature.
 Process:
1. The coolant (refrigerant) absorbs heat from the inside.
2. The compressor pressurizes the refrigerant, making it hot.
3. The refrigerant moves through coils, releasing heat outside.
4. The cooled refrigerant circulates back inside to absorb more heat.
 Special Conditions:
o Needs electricity to work.
o Must be placed in a well-ventilated area for proper cooling.
By explaining the principle of operation, we can better understand how something functions and why it works the
way it does.
5. Cause and Effect
- Is a technique used in extended definition to explain why something happens (cause) and what happens as a
result (effect). This helps in understanding the relationships between different factors and their consequences.
Why is Cause and Effect Important?
 It helps us understand the reasons behind an event or situation.
 It shows how actions or conditions lead to specific outcomes.
 It allows us to predict and prevent negative effects.
Example of Cause and Effect in Action:
Let’s take the word "pollution."
Causes of Pollution:
o Factories release smoke and chemicals into the air and water.
o People throw garbage in rivers and streets.
o Vehicles emit harmful gases.
Effects of Pollution:
o Air pollution causes health problems like asthma and lung diseases.
o Water pollution leads to dirty drinking water and kills marine life.
o Land pollution results in unclean surroundings and loss of fertile soil.
By understanding cause and effect, we can take action to prevent problems and make better decisions.

6. Classification
- Is a technique used in extended definition to explain how a term or concept fits into a larger group or
category. It helps in organizing information and understanding relationships between different ideas.
Why is Classification Important?
 It makes complex ideas easier to understand.
 It helps in comparing and distinguishing similar concepts.
 It allows us to see patterns and relationships in information.
Example of Classification in Action:
Let’s take the word "dog."
 Larger Category: A dog belongs to the category of "animals."
 Subcategory:
o Dogs are mammals (they give birth to live young and produce milk).
o They belong to the Canidae family, which includes wolves and foxes.
o Dogs are classified as domesticated animals because they live with humans.
 Further Classification:
o Based on breed: Labrador, German Shepherd, Poodle, etc.
o Based on purpose: Guard dogs, hunting dogs, companion dogs.
By using classification, we can understand where a term belongs in a broader system, making it easier to explain
and study.

7. Comparison/Contrast
- Is a technique used in extended definition to show how a term is similar to or different from others in the
same category. It helps clarify meanings by highlighting shared features (comparison) and unique differences
(contrast).
Why is Comparison/Contrast Important?
 It helps in understanding a concept by relating it to something familiar.
 It shows what makes a term unique or special.
 It allows for better decision-making by identifying strengths and weaknesses.
Example of Comparison/Contrast in Action:
Let’s take the word "tablet."
Comparison (Similarities to a Smartphone):
o Both are portable and touchscreen devices.
o Both can connect to the internet and run apps.
 o Both can be used for communication, entertainment, and work.
Contrast (Differences from a Smartphone):
o A tablet has a larger screen than a smartphone.
o Tablets are often used more for reading, watching videos, and work, while smartphones are used
more for calling and texting.
o Some tablets do not support calling and texting like smartphones do.
By comparing and contrasting, we can understand a term better by seeing how it is similar to or different from
other things in the same group.

8. Analogy
- Is a technique used in extended definition that explains a concept by comparing it to something different but
familiar. This helps in making complex ideas easier to understand.
Why is Analogy Important?
 It simplifies difficult or abstract concepts.
 It makes learning more engaging and relatable.
 It helps students connect new ideas to things they already know.
Example of Analogy in Action:
Let’s take the word "brain."
 Analogy: The brain is like a computer.
o Just as a computer processes information, the brain thinks and solves problems.
o The brain stores memories, just like a computer saves files.
o A computer has a central processing unit (CPU), and the brain has the cerebrum, which controls
thinking and decision-making.
By comparing the brain to a computer, we make it easier to understand how the brain works, even if someone is
not familiar with biology.

9. Examples or Anecdotes
- are techniques used in extended definition to explain a term by providing real-life examples or short stories
that illustrate its meaning.
Why are Examples and Anecdotes Important?
 They make abstract concepts more concrete and relatable.
 They help students understand how a term is used in real life.
 They make learning more engaging and memorable.
Example of This Technique in Action:
Let’s take the word "perseverance."
 Example: A student who fails a math test but keeps studying and practicing until they improve shows
perseverance.
 Anecdote:
o There was once a young girl named Ana who dreamed of becoming a doctor. She struggled in
science subjects and even failed some exams. But instead of giving up, she studied harder, asked for
help, and practiced every day. Years later, she achieved her goal and became a doctor. Her story is
an example of perseverance.
By using examples or short stories, we can clearly show what a word means in a way that is easy to understand and
remember.

10. Illustrations
- are a technique used in extended definition that provides pictures, diagrams, or visual representations to help
clarify a term. These visuals make it easier to understand complex ideas.
Why Are Illustrations Important?
 They make learning more engaging and interactive.
 They help explain abstract or difficult concepts.
 They allow learners to visualize how something looks or works.
Example of Illustration in Action:
Let’s take the word "solar system."
 Instead of just describing the planets and their positions, a diagram of the solar system showing the sun,
planets, and their orbits makes it easier to understand.
 A picture of the Earth’s layers (crust, mantle, core) helps students see how the planet is structured
instead of just memorizing terms.
By using illustrations, we can simplify explanations and make concepts more memorable and clear for students.

Module 4: Observe Correct Grammar in Making Definition

Why is Grammar Important?
- Correct grammar is important because it provides the structural foundation for clear and accurate
communication, ensuring that your message is understood by others without confusion or misinterpretation,
making it essential for both written and spoken language in professional and personal settings; essentially, using
proper grammar allows you to convey your thoughts precisely and effectively.

1. Understanding Active Voice in Grammar (S+V+O)

-When we make sentences, we usually follow a structure where:
S = Subject (the doer of the action)
V = Verb (the action)
O = Object (the receiver of the action)
This is called Active Voice because the subject is the one performing the action.
Basic Sentence Structure
In English, we always start with the subject, followed by the verb, and then the object (if there is one).
🔹 Example 1: Rohan is playing with a ball.
 Subject: Rohan (the doer)
 Verb: is playing (the action)
 Object: a ball (receiver of the action)
🔹 Example 2: Aisha is sitting on a bench.
 Subject: Aisha
 Verb: is sitting
 Object: a bench
Subject-Verb Agreement
The verb must match the subject in number:
✔ A singular subject (one person/thing) needs a singular verb.
✔ A plural subject (more than one person/thing) needs a plural verb.
📌 Singular Subject + Singular Verb:
 She is sleeping on her bed. (She = singular, "is sleeping" = singular verb)
 Aisha is sitting on a bench.
📌 Plural Subject + Plural Verb:
 My friends are travelling in a bus. (Friends = plural, "are travelling" = plural verb)
 We will watch a movie later. (We = plural, "will watch" = plural verb)
Why Use Active Voice?
✅ It makes sentences clear and direct.
✅ It helps readers understand who is doing the action.
✅ It is commonly used in spoken and written English.

2. Using Singular Verbs with "Or," "Either/Or," and "Neither/Nor"

-When two singular subjects are joined by or, either/or, or neither/nor, the verb should also be singular.
Why?
Even though there are two subjects, we are talking about only one of them at a time, not both together.
Examples and Explanation
✔ John or Mary is coming tonight.
 The two subjects John and Mary are connected by or.
 Only one of them will come, so we use the singular verb is.
✔ Either coffee or tea is fine.
 The two subjects coffee and tea are connected by either/or.
 Only one of them will be chosen, so we use the singular verb is.
✔ Neither John nor Mary was late.
 The two subjects John and Mary are connected by neither/nor.
 This means not John and not Mary, so we use the singular verb was.

Key Rule to Remember

✅ If both subjects are singular, use a singular verb.

3. Understanding Adjectives and Their Placement

What is an Adjective?
An adjective is a word that describes a noun (a person, place, thing, or idea).
📌 Examples of Adjectives:
 big, small, beautiful, tall, short, intelligent, kind, funny, rich, etc.

Where Do We Place Adjectives?

a. Before a Noun
Most of the time, adjectives come before the noun they describe.
✔ Examples:
 I have a big dog. (✔ "big" describes "dog")
 She married a handsome doctor. (✔ "handsome" describes "doctor")
💡 Tip: This is the most common way we use adjectives in English.

b. After a Verb
Sometimes, an adjective comes after a verb (like "is," "are," "was," "were," "looks," "seems").
✔ Examples:
 Her husband is rich. (✔ "rich" describes "husband" but comes after "is")
 The cake looks delicious. ("delicious" describes "cake" but comes after "looks")
💡 Tip: When we use linking verbs (is, are, was, were, looks, seems, etc.), the adjective comes after the verb.

4. Understanding the Order of Adjectives

- When we use two or more adjectives in a sentence, they follow a specific order.
Basic Rule:
✅ Opinion Adjective + Fact Adjective + Noun
 Opinion Adjectives → Show what we think or feel about something (e.g., beautiful, delicious, interesting,
scary, nice).
 Fact Adjectives → Describe real qualities like size, color, origin, material, or shape (e.g., big, blue, Ilonggo,
wooden, round).

Examples and Explanation

✔ I tried a delicious Ilonggo food.
 "delicious" → opinion adjective (what I think about the food)
 "Ilonggo" → fact adjective (where the food is from)
 "food" → noun
✔ That was an interesting Hiligaynon drama.
 "interesting" → opinion adjective (what I think about the drama)
 "Hiligaynon" → fact adjective (language of the drama)
 "drama" → noun
5. Understanding Collective Nouns and Verb Agreement
- A collective noun refers to a group of people or things as a single unit (e.g., family, team, committee, class,
audience). However, the verb we use depends on whether we see the group as one unit or as individuals.

Rule for Collective Nouns:

✅ Singular Verb → When we see the group as one unit.
✅ Plural Verb → When we focus on the individual members of the group.

Examples and Explanation

✔ The committee are having sandwiches for lunch. (British English - BrE)
 Here, the committee members are acting as individuals (each person eating separately), so we use "are"
(plural verb).
✔ Then they will go to Manila.
 "They" refers to the committee members as individuals, so we use the plural form.
✔ My family likes going to the zoo. (American English - AmE)
 Here, "family" is seen as one unit, so we use "likes" (singular verb).

Key Differences: British vs. American English

📌 British English (BrE) often treats collective nouns as plural (when focusing on individuals).
📌 American English (AmE) usually treats collective nouns as singular (as a unit).
💡 Tip: If you're not sure, think:
 "Is the group acting together as one?" → Use a singular verb.
 "Are the members doing something separately?" → Use a plural verb.

6. Understanding the Difference Between "Its" and "It’s"

Many people get confused between its and it’s because they look similar, but they have different meanings and
uses.

a. "Its" (Possessive Form)

✅ "Its" shows possession (something belongs to "it").
📌 Examples:
✔ The dog has hurt its leg. (The leg belongs to the dog.)
✔ The phone lost its signal. (The signal belongs to the phone.)
💡 Tip: "Its" is like "his" or "her"—it does not have an apostrophe!

b. "It’s" (Short for "It is" or "It has")

✅ "It’s" is a contraction (short form) of "it is" or "it has".
📌 Examples:
✔ He says it’s two o’clock. (= It is two o’clock.)
✔ It’s been raining all day. (= It has been raining all day.)
💡 Tip: If you can replace "it’s" with "it is" or "it has," then you need the apostrophe!

Key Rule to Remember

✅ "Its" = Possession (The cat licked its paw.)
✅ "It’s" = It is / It has (It’s a beautiful day.)

7. Understanding the Difference Between "There," "Their," and "They’re"

Many people get confused between there, their, and they're because they sound the same, but they have
different meanings and uses.

a. "There" (Shows Place or Existence)

✅ "There" is used to show a place or that something exists.
📌 Examples:
✔ There was nobody at the party. (Shows existence—nobody was present.)
✔ Put the book over there. (Shows place—where the book should go.)
💡 Tip: "There" has the word "here" in it—this can help you remember it relates to place!

b. "Their" (Shows Possession)

✅ "Their" means something belongs to them.
📌 Examples:
✔ I saw their new car. (The car belongs to them.)
✔ Their house is big. (The house belongs to them.)
💡 Tip: "Their" has the word "heir" in it, and an heir inherits things—this can help you remember it shows
possession!

c. "They’re" (Short for "They are")

✅ "They’re" is a contraction (short form) of "they are."
📌 Examples:
✔ Do you think they’re happy? (= They are happy.)
✔ They’re coming to the party later. (= They are coming.)
💡 Tip: If you can replace "they’re" with "they are," and the sentence still makes sense, then you need the
apostrophe!

Key Rule to Remember

✅ "There" = Place or existence (There is a cat outside.)
✅ "Their" = Possession (That is their house.)
✅ "They’re" = They are (They’re my best friends.)

8. Understanding "A," "An," and "The"

- Articles (a, an, the) help us know whether we are talking about something general or specific.

a. "A" and "An" (Indefinite Articles)

✅ Use "a" or "an" when talking about something general or not specific.
✅ Only use them with singular countable nouns (things we can count, like "apple" or "car").
📌 Examples:
✔ I saw a bird and a balloon in the sky.
 "A bird" (any bird, not a specific one).
 "A balloon" (any balloon, not a specific one).
💡 Tip:
 Use "a" before words that start with a consonant sound → a dog, a book, a cat
 Use "an" before words that start with a vowel sound (a, e, i, o, u) → an apple, an elephant, an old book

b. "The" (Definite Article)

✅ Use "the" when talking about something specific that is already known.
✅ Use it with both singular and plural countable nouns, and all uncountable nouns.
📌 Examples:
✔ The bird was blue and the balloon was yellow.
 Now we are talking about the specific bird and balloon that were mentioned earlier.
✔ The water is cold. (Water is an uncountable noun, so we use "the.")

Key Rules to Remember

✅ "A" / "An" = Any one thing (general, first mention) → I saw a cat.
✅ "The" = A specific thing (already mentioned or well known) → The cat was sleeping.
9. Understanding "Many/Few" and "Much/Little"
- We use different words to talk about quantity depending on whether the noun is countable or uncountable.

a. "Many" and "Few" (for Countable Nouns)

✅ Use "many" and "few" with countable nouns (things we can count, like "apples," "books," or "cars").
📌 Examples:
✔ How many dollars do you have? (We can count dollars: 1 dollar, 2 dollars, etc.)
✔ There are few cars outside. (We can count cars: 1 car, 2 cars, etc.)
💡 Tip:
 "Many" means a large number (There are many books in the library.)
 "Few" means a small number (There are few chairs in the room.)

b. "Much" and "Little" (for Uncountable Nouns)

✅ Use "much" and "little" with uncountable nouns (things we cannot count, like "water," "money," or
"happiness").
📌 Examples:
✔ How much money do you have? (We cannot count "money" directly, only in amounts like pesos or dollars.)
✔ There is little sugar left. (We cannot count "sugar" as 1 sugar, 2 sugars, etc.)
💡 Tip:
 "Much" means a large amount (There isn’t much rice left.)
 "Little" means a small amount (She has little patience.)

Key Rule to Remember

✅ Use "many" or "few" → For countable nouns (books, cars, chairs)
✅ Use "much" or "little" → For uncountable nouns (water, money, sugar)

10. Understanding the Simple Present Tense for Habitual Actions

- The simple present tense is used for habitual actions, which means things that happen regularly or
repeatedly.

a. What is the Simple Present Tense?

The simple present tense uses the base form of the verb (like "eat," "go," "play"), but we add -s or -es when the
subject is he, she, or it.
💡 Formula:
 Singular subject (he, she, it) → verb + s/es
 Plural subject (I, you, we, they) → base verb
b. How to Use the Simple Present for Habitual Actions
✅ Use it for things we do regularly.
✅ Use time expressions like "every day," "always," "often," "sometimes," or "on Sundays."
📌 Examples:
✔ Mary likes dogs. (This is always true about Mary.)
✔ Mary and I drink tea together every Tuesday. (This happens regularly.)
✔ He plays football every weekend.
✔ They go to school every morning.

c. Key Rules to Remember

✅ Use the simple present tense for things we do again and again.
✅ Add -s or -es for "he, she, it" → She eats lunch at 12 p.m.
✅ No "s" for "I, you, we, they" → We eat lunch at 12 p.m.
11. Understanding the Simple Past Tense
- The simple past tense is used to talk about actions, events, or feelings that happened in the past at a specific
time.

a. How to Form the Simple Past Tense

✅ For Regular Verbs → Add -d or -ed to the base verb.
✅ For Irregular Verbs → The verb changes completely (no -ed rule).
💡 Formula:
 Regular verbs → base verb + -d/-ed (cook → cooked, present → presented)
 Irregular verbs → special forms (go → went, eat → ate)

b. Using Simple Past for Past Actions

✅ Use the simple past for things that happened at a definite time in the past.
📌 Examples:
✔ My mother cooked delicious food for us. (The action happened in the past.)
✔ The health officers presented the guidelines to the community members last month. (Happened in a
specific time: "last month.")
✔ We visited my grandparents last summer.

c. Regular vs. Irregular Verbs

📌 Regular Verbs:
 Play → Played
 Watch → Watched
 Walk → Walked
📌 Irregular Verbs:
 Go → Went
 Eat → Ate
 See → Saw

d. Key Rules to Remember

✅ Use the simple past for completed actions in the past.
✅ Add -d/-ed for regular verbs.
✅ Irregular verbs do NOT follow the -ed rule.

12. Understanding the Future Tense

The future tense is used to talk about actions that will happen later, at a time after now.

a. How to Form the Future Tense

✅ Formula:
Subject + will + base verb
💡 Examples:
✔ Tomorrow, I will walk home from school. (The action will happen in the future.)
✔ She will visit her grandparents next week.
✔ We will have a meeting on Monday.

b. When to Use the Future Tense

✅ To talk about future plans or predictions
✔ He will be a great teacher one day. (Prediction)
✔ I will call you later. (Future plan)
✅ To express a decision made at the moment of speaking
✔ It’s raining! I will take an umbrella.
c. Key Rules to Remember
✅ "Will" is always followed by the base form of the verb (walk, eat, go, study).
✅ No irregular forms—the rule is the same for all verbs!

13. Understanding the Present Progressive Tense

The present progressive tense (also called the present continuous tense) is used for actions happening right
now or temporary actions.

a. How to Form the Present Progressive

✅ Formula:
Subject + am/is/are + verb (-ing)
💡 Examples:
✔ The barking dogs outside are driving me crazy. (The action is happening right now.)
✔ She is reading a book. (She is doing this now.)
✔ We are watching a movie.

b. When to Use the Present Progressive

✅ For actions happening right now
✔ I am studying for my exam. (Happening at this moment.)
✔ The kids are playing outside.
✅ For temporary actions
✔ She is staying with her aunt for a week.
✅ For future plans
✔ We are going to the mall tomorrow.

c. Key Rules to Remember

✅ Use "am" for "I" → I am eating.
✅ Use "is" for he, she, it → She is dancing.
✅ Use "are" for you, we, they → They are playing.
✅ Always add -ing to the main verb → run → running, eat → eating

14. Understanding the Past Tense

- The past tense is used to talk about actions that already happened at a specific time in the past.

a. How to Form the Past Tense

✅ Regular Verbs → Add -ed to the base verb.
✅ Irregular Verbs → The verb changes completely (no -ed rule).
💡 Examples:
✔ The dogs stopped barking two seconds ago. (Regular verb: stop → stopped)
✔ I drank milk tea yesterday. (Irregular verb: drink → drank)

b. Regular vs. Irregular Verbs

📌 Regular Verbs (add -ed):
 Play → Played
 Walk → Walked
 Jump → Jumped
📌 Irregular Verbs (change completely):
 Go → Went
 Eat → Ate
 See → Saw
 Drink → Drank

c. When to Use the Past Tense

✅ For completed actions in the past
✔ I visited my grandmother last week.
✅ For past events or facts
✔ The Spanish colonized the Philippines in 1565.
✅ For past habits
✔ When I was a child, I played outside every day.

d. Key Rules to Remember

✅ Regular verbs → Add -ed (work → worked)
✅ Irregular verbs → Learn the special forms (run → ran)
✅ Use time words like "yesterday," "last week," "ago"