acts of multiplying and dividing demonstrate a student’s under-
standing and command of number principles. The question should
not be whether you do it, but how well you do it.
In this section, we study some more terms, which are very
simple in concept and provide us with more language to talk about
language – invaluable for studying a foreign one – and skills for
the improvement of written expression.
As we think about the categories to follow, we learn much more
about how our fascinating language works. If an alien from outer
space were to land on earth and see a box for the first time, we
might try to explain that it was a container to put things in. If we
were then to actually put things into the box, the meaning would
be so much more real. In the same way, the more clearly we can
demonstrate and practise our explanations, the better they will be
understood.
We can think of verbs as the hub of every sentence. A sentence
need not include an adjective, an adverb, a preposition or an object,
but it must contain at least one finite verb.
Subjects matching verbs
The subject of a sentence must match its verb. This applies mainly
to number, but there are some pronouns that cause confusion and
warrant attention. Clear thinking enables us to avoid mistakes.
Consider the following pronouns:
Singular Plural
none (not one) both (two)
anyone several (more than two, but not many)
someone
everybody (everyone)
either/neither (one)
For example:
no one/neither has arrived

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Checklist: subject and verb agreement
Students should now be able to:
• list given pronouns under the headings Singular and Plural
• follow the given pronouns with the correct verb (orally and in
writing)
Transitive and intransitive verbs
Definition: the word ‘transitive’ is from Latin trans meaning
‘across’. A transitive verb is one that moves across to an object.
A verb that does not have (move across to) an object is therefore
in-(not)transitive.
Before studying transitive and intransitive verbs, students should
know:
• the definition and function of the object
• the difference between a direct and an indirect object
• the distinction between an object and a complement
Some verbs can be either transitive or intransitive, according to
whether or not they have an object in a given sentence.
For example:
Transitive: We bought an ice-cream.
The verb bought moves across to its object, an ice-cream.
Intransitive: I hope you don’t snore tonight.
A verb such as snore cannot take an object. You cannot snore
something!
Did you wash this morning?
There is no object, so in this sentence the verb wash is
intransitive.
but Did you wash your face this morning?

h. imagine
i. jump
4. Select (mark or list) the transitive verbs in the following passage.
We saw this horrible shape. It was getting closer! We dropped
our tools and ran. The shape was following us. Ben shouted, ‘I can
hear a motor.’ I heard that sound too, but I did not stop to look.
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A
We reached the house, grabbed the door handle and tugged the
heavy wooden door open. Just then, the dark shape covered us
and moved on. It was just the shadow of an aeroplane! We don’t
see aeroplanes here very often.
Answer:
saw, dropped, was following, hear, heard, reached,
grabbed, tugged, covered, see
5. In two minutes, students think of as many verbs as they can, that
can be both transitive and intransitive.
Checklist: transitive and intransitive
verbs
Students should now be able to:
• give the meaning of (a) a transitive verb and (b) an intransitive verb
• select and classify transitive and intransitive verbs from a sentence
or passage
• recognise verbs that can be of either kind
Active and passive voice
Like so many other features of grammar that we have been
practising, voice describes something simple that occurs in our
everyday speech. Understanding how it works and having words