HTM125 Module 2 (Week 6) - Manuel S. Enverga University

Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 1 of 11 LUCENA CITY Revision No.: 0...

Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 1 of 11 LUCENA CITY Revision No.: 0 Effectivity Date: 15 August 2022 COLLEGE OF INTERNATIONAL HOSPITALITY AND Prepared by: Instructor TOURISM MANAGEMENT Reviewed by: Program Head Approved by: Dean QUALITY FORM NAME OF THE Bachelor of Science in Hospitality Management PROGRAM Bachelor of Science in Tourism Management COURSE TITLE Professional Development and COURSE CODE HTM125 Applied Ethics PREREQUISITE/ None COURSE UNIT 3 units CO-REQUISITE COURSE OUTCOME CO1. Communicate professionally and present oneself competitively. MODULE 2 Role of English Communication in a Workplace Review on Common Grammar Mistakes LESSON LEARNING At the end of this module, the student should be able to: OUTCOME/S a. apply basic English grammar rules, including parts of speech, sentence structure, and types of sentences, to write grammatically correct sentences; b. use proper punctuation, capitalization, and avoid common writing errors like clichés, repetition, and double negatives for clearer communication; and c. identify and correct common grammar and writing mistakes to improve sentence construction and writing quality. TOPICS a. Basic Parts of Speech b. Basic Grammar Rules in English Subject and Predicate Sentences Structure Types of Sentences Direct Objectives are Information Providers Rules in Capitalization c. Punctuation Rules d. Common Grammar Mistakes e. Common Writing Errors Cliché, Repetition, and Wordiness Double Negatives WEEK / Week 6 INCLUSIVE DATE September 9-13, 2024 ▪ LESSON PROPER INTRODUCTION  Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 2 of 11 LUCENA CITY Revision No.: 0 Effectivity Date: 15 August 2022 COLLEGE OF INTERNATIONAL HOSPITALITY AND Prepared by: Instructor TOURISM MANAGEMENT Reviewed by: Program Head Approved by: Dean QUALITY FORM Every language has its grammar. People who speak the same language comprehend each other because of their knowledge of the language's grammar system. It is impossible without proper grammar communication. A person with good grammar will get a good impression and perhaps others would consider him or her a sign of intelligence and training. It is easier for him to converse efficiently and easily express certain thoughts. Basic Parts of Speech 1. Nouns- Probably the first actual word that you used was a noun—a word such as mother, father, car, or cookie. Most kids start with nouns increasing their vocabulary. A noun calls the name of a person, animal, place, thing, quality, activity, idea or feeling. Either define names in many other parts of our language, tell what a noun is doing, or replace a word. It can be used as a plural, singular, or possessive. 2. Pronouns- It replaces the noun, using I, you, she, he, they, it, and other. 3. Verbs- These are action words. Verbs indicate tenses meaning it change its form in connection with time. (Past, present, future). 4. Adjectives- These are noun modifiers. 5. Adverbs- These are verb modifiers. 6. Prepositions- Show a connection between nouns or pronouns. They point out where they are (in, on, under, over, inside). They point the way (around, though, past, beside, toward). They show a link between a noun and a pronoun (with, by). The prepositions must always be followed by a noun or pronoun. 7. Conjunctions - This connects two words, phrases, or clauses. (and, but, or, yet, so) 8. Articles- These are determiners or markers that indicate whether the noun is a general or a particular one. The indefinite article ("a", and "an") used with a singular countable noun referred to a generic or nonspecific. The definite article ("the") is used to show specific references and can be used with both plural and singular countable and uncountable nouns. Basic Grammar Rules in English Subject and Predicate The subject is the meaning of the sentence and the predicate, is usually a noun or a pronoun. The predicate says something about the subject, including the verb always. Sentences Need Structures  Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 3 of 11 LUCENA CITY Revision No.: 0 Effectivity Date: 15 August 2022 COLLEGE OF INTERNATIONAL HOSPITALITY AND Prepared by: Instructor TOURISM MANAGEMENT Reviewed by: Program Head Approved by: Dean QUALITY FORM There are basic rules in English grammar: 1. A singular subject needs a singular predicate. 2. A sentence needs to express a complete thought. 3. A clause is a group of words that has a subject and predicate and function as a member of a complex sentence. It can be a dependent clause meaning it does not express a complete thought, or it can be an independent clause that needs an independent clause to make it a whole sentence. 4. A fragment is not a whole sentence; it may be missing a subject or a predicate in a sentence. For example, "Came along from Singapore via Cebu Pacific." (the subject in the sentence is missing). To fix the fragmented sentence, you need to include the subject in the sentence. 5. A run-on sentence is two or more sentences (or independent clauses) that run together without a punctuation mark to join them. For example, “It is sunny today you need to bring an umbrella.” To fix the run-on sentence, you need to place the proper punctuation in the sentence Example: “It is sunny today, you need to bring an umbrella” Source: Writer’s Desk Reference. Scholastics Inc. 2000 Types of Sentences 1. Declarative Sentences- These are phrases that offer information. It gives an opinion or truth and always finishes with a period. Example: The iconic name of Chef Gordon Ramsay in the culinary sector. 2. Interrogative Sentences- These are sentences that pose direct inquiries and always end with a question mark. Example. Whose exam result should I provide? 3. Exclamatory Sentences- These words convey a powerful feeling. It finishes always with a signal of exclamation. Example: What a lovely day! Direct Objectives are Information Providers They provide more information about the verb if direct objects are included. For instance: She assembled her workstation. He hates fighting. Eric loves Ariel’s Taco Shack. Rules in Capitalization A sentence's first word, citing. Specific names of individuals, locations, items, months, and days (but not the season).  Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 4 of 11 LUCENA CITY Revision No.: 0 Effectivity Date: 15 August 2022 COLLEGE OF INTERNATIONAL HOSPITALITY AND Prepared by: Instructor TOURISM MANAGEMENT Reviewed by: Program Head Approved by: Dean QUALITY FORM In the titles, most words. Cities, nationalities, languages, countries. Event or period. (The Second World War) Title if you're in a letter signature (Example: Mr. Sandy Plaza, President) Title of the films, literature, and others. First greeting word. If a colon separates two or more phrases. Punctuation Rules Colons ( : ) use this punction mark for: ü after the greetings in a business letter, for example: Dear Sir: ü to introduce a list; for example: You need to bring the following: ü between the hour and minutes, for example: 7:45 a.m. ü to introduce a long direct quotation. Example: As stated by Mitch Albon: “Lost love is still loved. It takes a different form, that’s all. You can’t see their smile bring them food or tousle their hair or move them around a dance floor. But when those senses weaken another heightens memory. Memory becomes your partner. You nurture it. You hold it”. Comas (, ) use this punction mark for: ü between city and state. (San Francisco, California) ü to separate words, and phrases in a series. (books, pens, bags, phone) ü between the day and year in a date. (August 12, 2020) ü after the greeting and closing in a friendly letter. (Dear Megan, or Sincerely yours,) ü before a conjunction that joins independent clauses in a compound sentence. (Mr. Finn loves to dance, and Mrs. Finn loves to sing.) ü after an introductory word at the beginning of the sentence. (Yes, you outrageous, and creative little girl.) Dashes ( - ) use this punction mark for: ü before and after comments, questions, and exclamation in a sentence. (the rooms- bedrooms, kitchen, and toilet-were clean)  Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 5 of 11 LUCENA CITY Revision No.: 0 Effectivity Date: 15 August 2022 COLLEGE OF INTERNATIONAL HOSPITALITY AND Prepared by: Instructor TOURISM MANAGEMENT Reviewed by: Program Head Approved by: Dean QUALITY FORM Ellipses ( … ) use this punction mark for: ü Use three dots to show the words that have been left out in the middle of a passage. (I do not know … I am not sure about it) ü Use four dots if the words are left out at the end of the sentence. (To be or not to be ….) Hyphens ( - ) use this punction mark for: ü to break a word between syllables at the end of the sentence. (J.K. Rowling is the famous author and screenwriter of the book Harry Potter.) ü in two-part numbers from twenty-one to ninety-nine written as words. ü Fractions are written as words. (one-fourth, two-third) ü In some compound nouns and adjectives. (drive-in, well-known) Indenting ü Indent at the beginning of a paragraph ü All lines in a long quotation. Italics ü for titles of a movie, books, or musical play. ü For stage directions in the script or play. ü To emphasize a word for a special effect. Source: Scholastic. Writer’s Desk Reference COMMON GRAMMATICAL MISTAKES Let us learn from these mistakes. In a recent informal survey, copyeditors and English teachers from all over the world were asked about the mistakes they frequently see in print and speech. Following are some of the reports of that survey. Don’t feel as if you are about to hang your head in shame if you see your own mistakes on the list; the point here is to learn from them (and to promise you’ll never make them again). Here are the egregious errors that copyeditors say frequently arise in the material they check. ü Simple misspellings. If you are working on a computer, send your material through a spell check. Your computer won’t catch all of your mistakes (you have to do some work yourself), but you’ll be surprised at the number of mistakes it does find.  Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 6 of 11 LUCENA CITY Revision No.: 0 Effectivity Date: 15 August 2022 COLLEGE OF INTERNATIONAL HOSPITALITY AND Prepared by: Instructor TOURISM MANAGEMENT Reviewed by: Program Head Approved by: Dean QUALITY FORM ü Omitted words or words are put in the wrong place after cutting and pasting text. If, through some great mystery, what you’re sure you’ve written isn’t what appears on the page, read, reread, and then reread your material– especially if you’ve cut and pasted. ü Using the passive voice when the active voice would be appropriate – and would read better, too. Look through your completed material for sentences written in the passive voice. Unless there is a particular need for the passive voice, rewrite the sentence in the active voice. (Remember that in the active voice, the subject performs the action of the verb.) ü Improper use of apostrophes (especially plural versus possessive). Look at each apostrophe you’ve written and ask yourself if you’ve used it correctly in a contraction or in showing possession. Pay particular attention to apostrophes used with yours, his, hers, theirs, ours, and its (only it ever takes an apostrophe, and only when you mean it is). ü Use of “they” to refer to a singular word (e.g., the child … they/their). Study each they in your material and determine which noun it refers to (that is, look at its antecedent). If the noun (antecedent) is singular, reword your sentence so that the noun is plural, or change they to a singular pronoun (his or her, he or she, it). However, there is a growing acceptance for the use of singular they, especially as a gender-neutral pronoun. ü Gratuitous capitalization. Some writers think something is given greater importance or specificity if it is capitalized, even if it is not a proper noun. Writers might think anyone or anything referred to with some precision seems to get capitalized: job titles (Caseworker, Director), agencies (the Department, the College), or particular fields or programs (Children Welfare, Food Stamps). If you see many capital letters in your writing, take a look at each capitalized word and see if a particular rule applies to it. If not, use lowercase for the word. ü Comma complaints. Remove that commas are used for a particular reason, so make sure that you have a reason for each time you use a comma. A few of the transgressions that deal with commas are these: misplaced or omitted commas often resulting in ambiguous sentences; commas inserted between a month and year (September 2008); commas dropped after the parenthetical phrase )such as, “Barack Obama, president of the US said he …); commas misused with restrictive and nonrestrictive clauses (no commas before which; commas before that used unnecessarily; commas inserted between the subject and the verb (e.g., “The speeding car, was seen going through a red light”); and commas used too frequently.  Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 7 of 11 LUCENA CITY Revision No.: 0 Effectivity Date: 15 August 2022 COLLEGE OF INTERNATIONAL HOSPITALITY AND Prepared by: Instructor TOURISM MANAGEMENT Reviewed by: Program Head Approved by: Dean QUALITY FORM ü Number disagreements – either subject-predicate or antecedent-pronoun. Look for each verb and its subject or each pronoun and its antecedent. Check to see if both of them have the same number. If you have a discrepancy, reword your sentence. ü Avoid the most common error: mistakes in word choice. Some of the following words are frequently used by speakers in their speeches. This is relevant to their word choice: - Using which for that and vice versa - Using effect or effect and vice versa - Confusing there, their, and there - Confusing you and you’re - Confusing advice and advise - Confusing device and devise - Use between you and I instead of you and me - Using compare to when compared with is correct - Use convince someone to rather than persuade someone to - Using the phrase cope up with/cope up instead of cope with - Using it’s for its and vice versa - Often adding prefixes that aren’t even needed: regardless, unthaw. - Figuratively and literally usage - Using the words compliment and complement - Spelling of the word all right - The use of cite, sight, and site - Exchange of the words continuous and continual - Improper usage of whose, who, whose, which, and that Common Writing Errors The writing is on the wall. English teachers identified these common problems in writing assignments: 1. Difficulty grasping the concept of a topic sentence. A topic sentence is the main sentence of the paragraph, one that all other sentences support or elaborate on. 2. Trouble focusing on the subject at hand. Ask yourself if each sentence deals with the topic sentence of its paragraph and if they also relate to your thesis statement.  Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 8 of 11 LUCENA CITY Revision No.: 0 Effectivity Date: 15 August 2022 COLLEGE OF INTERNATIONAL HOSPITALITY AND Prepared by: Instructor TOURISM MANAGEMENT Reviewed by: Program Head Approved by: Dean QUALITY FORM 3. No transition from paragraph to paragraph in language or thought. As you reread your work, locate where you move from one point to another or from one example to another. 4. Inconsistency in verb tense (especially present and past tense). Determine which sentence you used. Unless there is a reason for a tense change, reword the sentence that changes tense. 5. Sentence fragments. Ask yourself if the words in the sentence make sense when you read them alone. If they don’t, your “sentence” is a fragment. 6. No sense of who the audience is. Be sure you’re clear about who your intended audience is (that is, to whom or for whom you’re writing). 7. No sentence variation (writing only noun-verb-complement sentences). Reword some of your sentences so they begin with phrases or dependent clauses. 8. Use of generalities instead of specifics. Your paper must detail any general statements you make. Question your topic or thesis sentence. Clichés, Repetition, and Wordiness Clichés, redundancies, and wordiness can clutter your writing. Also, they might distract and annoy your audience and readers. Worst of all, they can completely obscure your message. Unoriginal words and phrases make your writing boring and lose credibility with your reader. These mistakes can completely hinder your writing capacities and ability. Using punctuation incorrectly, choosing the wrong word, or switching between points of view are all mistakes that can damage your speech and writing abilities. Clichés Overused and empty. Something that is bromidic, banal, and trite. It is a worn-out expression, one you’ve heard over and over, or time and time, or a thousand times before. It may have been clever or has a special meaning the first time you’ve heard of it, but by now you’ve come across it so many times that it’s lost its pizzazz and so doesn’t add any spice to your writing. Examples: Education is the key to success. Slippery as an eel. Pretty as a picture. Happy as a lark.  Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 9 of 11 LUCENA CITY Revision No.: 0 Effectivity Date: 15 August 2022 COLLEGE OF INTERNATIONAL HOSPITALITY AND Prepared by: Instructor TOURISM MANAGEMENT Reviewed by: Program Head Approved by: Dean QUALITY FORM Repetition and Wordiness When it comes to writing and speaking, using redundant words or phrases not only diminishes the value of your work, but it’s also a waste of your reader’s time. Take a look at the following commonly seen or often-heard redundant phrases. Do not use these words in your speeches or essays. advance planning end result A.M. in the morning estimated at about and also exactly the same as an added bonus foreign imports ask the question free gift ATM machine honest truth basic essentials mutual cooperation cash money my own personal opinion close proximity return back combined together P.M. at night continue on safe haven cooperate together true fact each and every valuable asset Wordiness: Less is More Wordiness is the first cousin of redundant writing. If you use six words when two will do, your writing becomes bloated and loses its effectiveness. Wordiness takes up your readers and audience ‘s valuable time, and it can make your writing seem pompous. Take a look at the following list of common wordy expressions, then get to work putting your words on a diet. a small number of none at all being of the opinion that present time cannot be avoided the majority of due to the fact that until such time as excessive number of with regard to for the purpose of give consideration to has a tendency to last but not the least make an examination of  Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 1 of 11 LUCENA CITY Revision No.: 0 Effectivity Date: 15 August 2022 COLLEGE OF INTERNATIONAL HOSPITALITY AND Prepared by: Instructor TOURISM MANAGEMENT Reviewed by: Department Chairperson Approved by: Dean QUALITY FORM Avoiding Double Negatives Two wrongs can make a right. When two negatives are used in a single clause, it is called a double negative. They are usually used to stress denial or opposition, as in these examples: After he had been laid off, Patrick realized that he didn’t need none of the luxuries he’d become accustomed to. (Didn’t and none are negatives. The sentence should be “After he had been laid off, Patrick realized that he didn’t need any of the luxuries he’d become accustomed to.”) Megan wondered why Jaden didn’t call anybody when he became sick. (Didn’t and nobody is negative. The sentence should be, “Megan wondered why Jaden didn’t call anybody when he became sick.”) Double negatives are usually not considered acceptable except in informal language but one exception to the rule comes if you intend a positive or lukewarm meaning. Take a look at this sentence: I was not unhappy with my recent raise. Here, the connotation in the double negatives (not unhappy) tells readers and the audience that, while the speaker wasn’t unhappy, he or she wasn’t exactly thrilled. You may also use double negatives if you’re using a phrase or clause for emphasis. ▪ ACTIVITY/ EXERCISE/ASSIGNMENT FORMATIVE ASSESSMENTS: GROUP ACTIVITY #3 – QUIZ BEE AND SPIT SPELLING BEE 1. The class will be divided into 4 groups, with _ members per group. 2. For the group quiz bee, sentences will be projected on the screen. Each group must identify and correct the errors in the sentence. 3. The group that answers correctly the fastest earns a point. 4. For the spit-style spelling quiz bee, the instructor will read an English word aloud. Each group must spell the word by having one member provide one letter at a time. 5. The group that spells the word correctly will earn a point. ▪ EQUIPMENT OR MATERIALS TO BE USED (for face-to-face) Multimedia Projector and Wide Screen White Board and Marker Synchronous Module PowerPoint Presentation  Document Code: CIHTM–F–CMT MANUEL S. ENVERGA UNIVERSITY FOUNDATION Document Title: Course Module Template An Autonomous University Page No: 2 of 11 LUCENA CITY Revision No.: 0 Effectivity Date: 15 August 2022 COLLEGE OF INTERNATIONAL HOSPITALITY AND Prepared by: Instructor TOURISM MANAGEMENT Reviewed by: Department Chairperson Approved by: Dean QUALITY FORM 1. The class will be divided into 4 groups, with _ members per group. 2. For the group quiz bee, sentences will be projected on the screen. Each group must identify and correct the errors in the sentence. 3. The group that answers correctly the fastest earns a point. 4. For the spit-style spelling quiz bee, the instructor will read an English word aloud. Each group must spell the word by having one member provide one letter at a time. 5. The group that spells the word correctly will earn a point. ▪ SUPPLEMENTARY LEARNING MATERIALS Watch the video presentation in addition to the lesson. “How to write a GREAT essay | Study Hacks”, by Team Lyqa accessible through this link: https://youtu.be/3hy0ip6GjAY?si=gVE0T-1GZCEQSaN6 ▪ REFERENCES Azar, B. & Hagen, S., (2021) Basic English Grammar, 5th Edition. Pearson Education ESL. Jacobs, M. (2020) 200 English Grammar Mistakes: A Workbook of Common Grammar and Punctuation Errors with Examples, Exercises, and Solutions So You Never Make Them Again.