NAME______________________________ HR.____  Date_____________________

Wallenberg--rev. Nov. 28, 2005 for term 2 ’05-‘06

    Parts of Speech Identification Packet     

 

 UNDERSTANDING NOUNS     (EWS--blue text pp. 300-312)

 

 A. DEFINING NOUNS                                               pp. 1N-7N = _____/45

 

A NOUN is usually defined as the name of a ___________________,

a _______________,               a __________________ (or object),          or an (abstract) idea.

 

So, there are  4 categories of NOUNS  In the chart below, write down four original

examples of each category.

 

PERSONS (animals)

PLACES

OBJECTS (THINGS)

ABSTRACT IDEAS

ex. freshman

ex.   EPHS

ex.  calendar

ex. racism

1.

1.

1.

1.

2.

2.

2.

2.

3.

3.

3.

3.

4.

4.

4.

4.

 

************************************************************************************

 EXERCISE TIME  

Turn to pp. 300-301. 

In the space provided below  OR  on your own notebook paper (please attach!), do  exercise 1 , #1-10, pp. 300-301

 

 

 

 

 

 

 

 

 

 

 

 


 

 PRACTICE TIME  

 ex. 1  Read the following sentence and circle all the nouns.

 

In her journal, Scout wrote that she thought the townspeople of Maycomb showed prejudice during the trial of Tom Robinson.                               (How many nouns did you circle?  _____ )

 

Now, list the nouns you circled in the chart below in their proper categories.

 

PERSONS (animals)

PLACES

OBJECTS (THINGS)

ABSTRACT IDEAS

ex. freshman

ex.   EPHS

ex.  calendar

ex. racism

1. Scout

1.

1.

1.

2.

2.

2.

2.

3.

3.

3.

3.

4.

4.

4.

4.

 

 ex. 2  CIRCLE THE NOUNS IN THE FOLLOWING SENTENCES.

  1. Della, his wife, shopped in New York to find just the right fob to show her love for Jim.   (HINT:  THERE ARE SIX NOUNS.)

 

  1. Did the fans expect the Rams would win the Superbowl?  (HINT:  THERE ARE 3 NOUNS)

 

Turn to your EWS book (p. 301) and continue note taking.

                       

 4 Features that Help Identify Nouns  

 

 FEATURE 1:   Nouns often follow ________________________.

 

These are words like _____________________________________________.

 

The most common determiners are also called ________________________.

 

·        Examples of these are ______, _______, ______.

 

Now, let's take the word "red."  This word has other forms such as "redness," "redder," "reddest." 

 

Choose one of the NOUN forms of this word.         

 

Write a sentence putting either the article "a" or "the" before it. 

 NOTE:  MAKE SURE YOUR SENTENCE SHOWS THE NOUN FORM OF THE WORD!

 

 

YOUR SENTENCE: __________________________________________________________


 

 PRACTICE TIME  

Which of the words below are nouns?

•Circle them.  Check that you are right by using  FEATURE 1  as described above.

•Then, write a SHORT sentence using the word correctly as a noun.

 

1.              jumps           _________________________________________________________________

2.              jump             _________________________________________________________________

3.              jumped         _________________________________________________________________

4.              relaxation     _________________________________________________________________

5.              relax             _________________________________________________________________

6.              relaxed         _________________________________________________________________

7.              sail                _________________________________________________________________

8.              sailed            _________________________________________________________________

9.              sailing           _________________________________________________________________

10.          heretical       _________________________________________________________________

11.          heresy           _________________________________________________________________

12.          heretic          _________________________________________________________________

13.          race              _________________________________________________________________

14.          races             _________________________________________________________________

15.          racism          _________________________________________________________________

 

  NOTE:  Sometimes words that look like nouns can really function as other parts of speech such as  

verbs, adjectives, etc.

 

 FEATURE 2:   (see bottom of page 301)

Nouns can be                                  or                                   .

example:

one house

two _____________

example:

one dress

two _____________

example:

one box

two _____________

 

 FORMING REGULAR PLURALS OF NOUNS  (see EWS, pp. 306-307)

 

1.      To make a  regular singular noun  plural, we add either the letter ______ or _______ to the basic form of the noun.

example:

one telephone

two _____________

example:

one car

two _____________

 


 

2.      For  nouns ending in “s” or “sh” or “ch” or “x” or “z” , add the suffix _______.

example:

one sophomore

two sophomores

example:

one princess

two _____________

example:

one fox

two _____________

example:

one kloptch

two _____________

 

3.      Form the regular plurals of  nouns ending in “o” preceded by a vowel  by adding the suffix _______ and for plurals of  nouns ending in “o” preceded by a consonant , add the suffix ___.

example:

one radio

two _____________

example:

one hero

two _____________

example:

one tomato

two _____________

 

 NOTE:  Musical exceptions (bottom of p. 306)  : 

 solos  or  ______________ or  trios  or  _____________

fill in your own musical example

 

•Turn to the bottom of page 307-top of page 309.

 

 When forming plurals for irregular nouns , we need to change the _______.  Use a dictionary if you to look any of these up!

example:

one lady

two _____________

example:

one wolf

two _____________

example:

one foot

two _____________

example:

one woman

two _____________

example:

one mouse

two _____________

example:

one syllabus

two _____________

example:

one cactus

two _____________

example:

one alumnus

two _____________

example:

one moose

two _____________

example:

one fish

two _____________

 Add three more of your own chosen examples from the book or one of your own:

example:

one _________

two _____________

example:

one _________

two _____________

example:

one _________

two _____________

 


 

 FEATURE 3:   (see bottom of page 302)

 

Nouns may show  ________________.  Another name for this is _______________________.

example:

The car of Kim = Kim’s car is fast.

example:

The trial of Tom Robinson = Tom Robinson’s trial happened earlier.

example:

The name of the boy = The boy’s name is Jem.

example:

The names of the boys = The boys’ names are similar.

 

 NOTE:  

Possessive nouns FUNCTION as ADJECTIVES in a sentence and are marked "ADJECTIVES"!

 

 

 FORMING THE POSSESSIVES OF NOUNS  (see EWS, bottom of page 311-312)

 

To show possession or ownership, we add an _____________  or  possibly an _______ + s to the BASIC FORM  of the noun.

 

 EXERCISE  Make the following outlined nouns (which precede something they own) possessive.

SINGULAR NOUNS NOT ENDING IN “S”

 

SINGULAR NOUNS ALREADY ENDING IN “S”

a.        Jem     father

 

a.        Atticus     son

b.       child     book

 

b.       princess     castle

c.        Target     sale

 

c.        Sears     sale

d.       

 

d.       

e.       

 

e.       

f.         

 

f.         

 

PLURAL NOUNS NOT ENDING IN “S”

 

PLURAL NOUNS ALREADY ENDING IN “S”

g.        children     toys

 

g.        princesses     castle

h.        freshmen     schedules

 

h.        seniors     schedules

i.         

 

i.         

j.         

 

j.         

k.       

 

k.       

 


 

The following sentences may have  INCORRECT  examples of possessive nouns.  If you find a problem, circle it, explain what is wrong, and then correct it!

 

  1. We sneaked into the teacher's lounge.

 

  1. Willie played on that boys’ basketball team before the boy moved.

 

  1. The castle belonged to the twin princesses'.

 

  1. Are you going to Kohls tomorrow?  Kohls summer clearance lasts only one day.

 

  1. Alexis garage sale was cancelled because of snow.

 

  1. I love buying clothes from catalogues we get from Lands' End.

 

************************************************************************************

In the space provided below  or  on a sheet of notebook paper (attach!), do  exercise 7  on pp. 312-313.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 FEATURE 4:   (see EWS middle of page 302)

 

Nouns may be formed with a  _________      ___________

 

SUCH AS:

EXAMPLES:

FILL IN YOUR OWN EXAMPLE

 

a.        – tion

relaxation, retribution

 


____________________________

b.       – ism

patriotism, racism

 


____________________________

c.        – ment

government, pavement

 


____________________________

d.       – ness

happy à happiness
red
à redness
shy
à shyness



____________________________

e.        – ance

attendance, performance

 


____________________________

 

 CLASSIFYING NOUNS   (see page 303)

The TWO classes of nouns listed on p. 303 are:  a. ________________ and  b. ______________

(the specific ones)                    (all other nouns)

 

Q.    How can you tell the difference between these two immediately?

A.     You must  ____________ proper nouns!  (see bottom of p. 303)

 

 

 PRACTICE TIME  Fill in the missing letters!  Write beneath the noun, write down whether it is a COMMON noun or a PROPER noun.

 

1.      At Eden Prairie High School,  ___resident Bush gave an outstanding speech.

 

2.      Robert hopes to be  ___resident of a major corporation some day.

 

3.      I'm late to ___nglish again!  I must do my ___nglish homework to pass.

 

4.      Jem's sister, whose name is __cout, is able to hold her own in fist fights.

 

5.      Jem, Scout, and Dill are so curious that they were tempted to hire a _____out to check out the Tom Robinson trial at the courthouse.


 

Name __________________________  Hr. _____  Due date________________________

 

 PRONOUN NOTES    (EWSblue text, pp. 320-335)

  pp. 1P – 12P = ____/55

 DEFINING PRONOUNS   (see pages 320-1)

 

A.     A  pronoun  is a word that takes the place of a _______ or  another __________.

 Replace the following nouns with pronouns on the spaces below.

 

1.      Blake gave roses to Susan.

______ gave roses to ______.

 

2.      Blake gave roses to Susan, and Susan gave carnations to Aunt Mabel.

________ gave _______ to _______, and  ______ gave ________ to_______.

 

•Explain why number 2 above may be confusing if you replaced each blank with a pronoun.

_______________________________________________________

 

B.     An  antecedent  is the specific_______ or ________ to which the pronoun refers.   

 

 EXERCISE TIME  

Let's suppose these facts are "given." à  Wally has a cat.  The cat's name is Mew.

USING THESE "GIVENS," IDENTIFY THE PRONOUNS AND ANTECEDENTS in the following sentences.

a.      Her cat is a hunter. 

pronoun = ______________  antecedent = __________________

 

b.      She hunts mice.

pronoun = ______________  antecedent = __________________

 

c.       She feeds her only Purina, however.

pronoun #1 = ______________  its antecedent = __________________

pronoun #2 = ______________  its antecedent = __________________

 

d.      She likes her.

pronoun #1 = ______________  its antecedent = __________________

pronoun #2 = ______________  its antecedent = __________________


 

 

 IN CLASS PRACTICE  SKIP THIS PAGE. WE WILL GO OVER IT IN CLASS!

 MOVE ON TO PAGE 3P.

 

 Example ¶ #1  

The Lion King is a great movie The Lion King is about a little lion cub named Simba.  Simba is tricked by Simba's father's brother, Scar.  Scar wants to be King instead of Simba.  Wanting to be king consumes Scar so much that Scar plots the murder of Scar's brother, Mufasa.  Scar makes the murdering of Mufasa look like the murdering of Mufasa is Simba's fault.  Simba reacts to the murdering of Mufasa by running away from the Pride Lands and meeting up with two wild and crazy guys, Pumbaa and Timon.  Pumbaa and Timon try to convince Simba not to worry about tomorrow with Pumbaa and Timon's song, "Hakuna Matata."  The song gets into Simba's skin and Simba is almost convinced the murder of Mufasa is a dead issue until Nala comes along.

 

 Example ¶ #2  

The Lion King is a great movie.  It is about a little lion cub named Simba.  He is tricked by his father's brother, Scar.  He wants to be King instead of him.  It consumes him so much that he plots the murder of his brother, Mufasa.  He makes it look like it is his fault.  He reacts to the murdering of him by running away from the Pride Lands and meeting up with two wild and crazy guys, Pumbaa and Timon.  They try to convince him not to worry about tomorrow with their song, "Hakuna Matata."  It gets into his skin and he is almost convinced the murder of Mufasa is a dead issue until she comes along.

                                                                                                           

 Example ¶ #3  

A.                    The Lion King is a great movie.  It is about a little lion cub named Simba.  He is tricked by his  B.             father's brother, Scar.  Scar wants to be King instead of Simba.  It consumes Scar so much that he plots C.            the murder of his brother, Mufasa.  He makes the murdering of Mufasa look like it is Simba's fault.      D.            Simba reacts to the murdering of Mufasa by running away from the Pride Lands and meeting up with   E.            two wild and crazy guys, Pumbaa and Timon.  They try to convince him not to worry about tomorrow   F.            with their song, "Hakuna Matata."  The song gets into Simba's skin and he is almost convinced the       G.            murder of Mufasa is a dead issue until Nala comes along.

 

 JOT DOWN SOME NOTES ABOUT THESE PARAGRAPHS AFTER CLASS DISCUSSION:  

1.      ____________________________________________________________________

2.      ____________________________________________________________________

3.      ____________________________________________________________________

 


 

 READ PAGE 320.    HINT---->A_______ & P_______

NOW, ANSWER THE FOLLOWING QUESTION.

 

Where do  antecedents  usually come:  BEFORE  or  AFTER  the pronoun?

circle the right answer

 PRACTICE TIME  

 

Identify the pronouns with a "P" above them. Draw an arrow to the antecedents.

 

  1. Allison finished the book and returned it to the library.

 

  1. Jenny wanted an A, so she studied hard.

 

  1. Because she wanted an A, Jenny studied hard.

(# 3 above shows us what the bottom of page 320 tells us--namely that sometimes an antecedent follows its _________________.)

(fill in the blank)

  1. Because he was honest, Robby returned the money.

 

  1. When they arrived at the bus station, the Nelsons still had to buy tickets.

 

  1. If he wanted a new Harley, Glenn had to order it at least a year in advance.

 

 

 Read the top of page 321.  

•Fill in the blanks below.

 

 A single pronoun can replace several ___________ in a sentence.  

Example 1: Oranges, pears, and peaches supply energy, for they contain natural sugar.

 

 A pronoun sometimes replaces a word group  that functions as a ___________.

Example 2: The lack of money, which sometimes bothered Joan, did not affect Alice.

                    Note:  The pronoun “which” is a relative pronoun (covered later in this packet).

 A single pronoun can be used in place of an entire ___________.  

Example 3: Jamie thought the lion was tame.  That was a mistake.

                   Note:  The pronoun “that” is a demonstrative pronoun (covered later in this packet).

 


 

 ***************************************************************************************

Now, in the space below  or  on a separate sheet of paper (please attach), do pronoun  exercise 1 , pp. 321-322.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 7 CLASSES OF PRONOUNS    (EWS, pp. 322-332)

 

 PERSONAL PRONOUNS  are pronouns which allow speakers to refer to _______________, to the people to whom they are _____________, or to the people, places, objects, or ideas _______________ they are speaking.

 

 SKIP THE REST OF THIS PAGE.  CONTINUE ON PAGE 11P.  

 

First, there are   SUBJECT  pronouns.  Subject pronouns _______ action.

 

Sample “silly” sentence:    ____________ swam in the swamp.  

 

 SUBJECT PRONOUN CHART  

SINGULAR

 

PLURAL

1st

_____________________

 

1st

_____________________

2nd

_____________________

 

2nd

_____________________

3rd

_____________________

 

3rd

_____________________

 

_____________________

 

 

_____________________

 

_____________________

 

 

_____________________

 


 

 SKIP THIS PAGE.  CONTINUE ON PAGE 11P.   We’ll do this page in class.

There are also personal pronouns called   OBJECT  pronouns which ____ action.

Sample “silly” sentence:    Olle offered ___________the Oscar.  

 OBJECT PRONOUN CHART  

SINGULAR

 

PLURAL

1st

_____________________

 

1st

_____________________

2nd

_____________________

 

2nd

_____________________

3rd

_____________________

 

3rd

_____________________

 

_____________________

 

 

_____________________

 

_____________________

 

 

_____________________

 

SAMPLE SENTENCE #1:   You  listen to KQRS every morning.

SAMPLE SENTENCE #2:  KQRS awarded  you  a trip to the Bahamas.

 

 POSSESSIVE FORMS OF PERSONAL PRONOUNS  

 

Possessive pronouns show _________________ in regard to something else.  (EWS bottom of p. 323-324)

 

 NOTE   When possessive pronouns (like possessive nouns) FUNCTION as ADJECTIVES in a sentence, they are marked  ADJECTIVES .

 

Sample “silly” sentence:   Paul played ___________ piano .

 POSSESSIVE PRONOUN CHART  

SINGULAR

 

PLURAL

1st

_____________________

 

1st

_____________________

2nd

_____________________

 

2nd

_____________________

3rd

_____________________

 

3rd

_____________________

 

_____________________

 

 

_____________________

 

_____________________

 

 

_____________________

 EXAMPLES  

  1. Scout took ___________ time with Jem.  (singular female possessive pronoun)
  2. Atticus believes in _____________ family. (singular male possessive pronoun)
  3. The tree lost ______________ leaves.  (singular neuter possessive pronoun)


 

 

 SKIP THIS PAGE.  CONTINUE ON PAGE 11P.   We’ll do this page in class.

 

 REFLEXIVE FORMS OF PERSONAL PRONOUNS   

 

 REFLEXIVE PRONOUNS  are used to replace a _________ the second time it is used in a sentence  OR  to give another ______or ______ added emphasis.

 

 HINT:   SINGULAR REFEXIVE PRONOUNS ALWAYS END IN "SELF."

PLURAL REFEXIVE PRONOUNS ALWAYS END IN "SELVES."

 

 REFLEXIVE PRONOUN CHART  

SINGULAR

 

PLURAL

1st

_____________________

 

1st

_____________________

2nd

_____________________

 

2nd

_____________________

3rd

_____________________

 

3rd

_____________________

 

_____________________

 

 

_____________________

 

_____________________

 

 

_____________________

 

 IN CLASS EXERCISE TIME  

 FILL IN THE BLANKS WITH THE  REFLEXIVE PRONOUNS  WHICH FIT BEST.

 

  1. She could have kicked ________ after she overshot the goal.

 

  1. A coach might be put in an awkward position if the team captain ________ doesn’t step in first.

 

  1. Even Boo Radley _______ wouldn't have been as scary as the monster the neighborhood had made him out to be.

 

  1. College students usually demonstrate that they can take care of ______________.

 

  1. A teenager often cuts ____________ the first time shaving.

 

 WHAT IS WRONG WITH THESE SENTENCES?   Circle the problem & correct it.

 

  1. It is said that a violinist proves themself by mastering Mahler's ninth symphony.

 

  1. The head coach of the Vikings defended hisself from the attacks in the press. 

 

  1. Please call John, Kris, or myself if you have any questions.


 

SKIP THIS PAGE. We'll do it in class.  MOVE ON TO PAGE 11P.  

 HOW TO FIGURE OUT IF A PRONOUN IS A  

 SUBJECT?  = _______ action

(______ swam in the swamp.)

 

 OBJECT?  = _______ action

(Olle offered ______ the Oscar.)

 

 POSSESSIVE?  = _______ action

(Paul played _____ piano.)

whose?

 

REFLEXIVE?  = ending is “self” or “selves”

 

***************************************************************************************

These are your  SURE-FIRE STEPS!  

 

Step. 1               Identify the verb(s)  

Verbs are categorized as either:

 ACTION

or

LINKING

def’n: ____________________________

 

def’n: ____________________________

 

 

 

 

 

 physical  

 mental  

 

 to be (8)  

 sensory (12)  

to run

to think

 

am

*taste

to answer

to contemplate

 

is

*smell

to scream

to envision

 

are

*sound

to toss

to reminisce

 

was

*turn

to _________

to _________

 

were

*look

to _________

to _________

 

be

*feel

 

 

 

being

*remain

 

 

 

been

*stay

 

 

 

*grow

 

 

 

*appear

 

 

 

become

Example 1: He tossed the Frisbee.

 

 

seem

Example 2: She contemplated the decision.

 

 

 

Example 3: She is angry.

 

 

 

Example 4: He grew angry.

 

 

 

 In class


 

SKIP THIS PAGE. We'll do it in class.  MOVE ON TO PAGE 11P.  

 

When trying to identify if a verb is action or linking, ask these questions:

 1.  Is anybody doing anything?

or

 2.  Is anybody being anything?

If the answer is “yes”, you have an ACTION ver.  Mark it  AV  .

 

If the answer is “yes”, you have a “to be” LINKING verb.  Mark it  LV  .

 

 

 

 

 

 3.  Is anybody being “linked” or  connected to anything?

 

 

If the answer is “yes”, you have a “sensory” LINKING verb.  Also mark it  LV  .

 

Step. 2               Identify the subject(s)  

 

ASK:

 Who  is doing the action?

 

ex. 1  Rob caught the pass.

 

 

 

ex. 2  Jenny felt the diamond.

 

 

 

ex. 3  Tom remembered his pass.

 

 

 OR  

 

 

 Who  is being something?

 

ex. 4   Carrie is sad.

 

 

 

ex. 5   Carrie is an actress.

 

 

 OR  

 

 

 Who  is being linked to something?

 

ex. 6  Melinda felt sad.

 

 

 

ex. 7  Jon looked happy.

 

 WRITE “S” ABOVE THE SUBJECT(S)  

ALSO, WRITE N (noun) or P (pronoun) under the subject(s).

 

ex. A:        Susan took the test.

 

ex. B:        Kristin seemed tired.

 

ex. C:        Maureen turned around.

 

ex. D:        The freezer was empty.

 

 REMEMBER THIS: ALL SUBJECTS ARE EITHER NOUNS OR PRONOUNS!  

In class


 

 

SKIP THIS PAGE. We'll do it in class.  MOVE ON TO PAGE 11P.  

 

Step. 3               Identify the object(s) – if there are any!  

 

ONLY if there is an  action verb , identify the object(s). 

  LINKING VERBS NEVER HAVE OBJECTS!!!!

 

ASK:   •WHAT?

  or

•TO WHOM did the subject do something?

 

 WRITE “O” ABOVE THE OBJECT(S).

 

ex. 1  Courtney took the CD.

 

ex. 2  Eric took it.

 

ex. 3  Danielle took Eric out for dinner.

 

UNDER THE OBJECT(S), WRITE N (noun) or P (pronoun)

 

 REMEMBER THIS: ALL OBJECTS ARE EITHER NOUNS OR PRONOUNS!  

 

 

Step. 4               Look for any additional nouns or pronouns.  

 

Start from LEFT TO RIGHT. 

Underneath any additional nouns, write  N  (for noun).  

Underneath any additional pronouns, write  P  (for pronoun).

 

ex.  A:  Eric took it and the burner to them.

 

ex.  B:   The Indigo Girls found a new limousine driver.

 

ex.  C:   My boyfriend took me to the movie.

 

 

 

 

in class


 

 

SKIP THIS PAGE. We'll do it in class.  MOVE ON TO PAGE 11P.  

 

Step. 5               Check for any possessive nouns or pronouns.  

 

Starting from left to right, ask yourself whether there are any possessives (nouns OR pronouns) which show "ownership" of those nouns. 

 

Underneath each possessive noun or possessive pronoun being used as an adjective, write  ADJ .

 

 REMINDER:  When possessive pronouns (like possessive nouns) FUNCTION as ADJECTIVES in a sentence, they must be marked "ADJECTIVES"!

 

ex. 1  I found Lauren's checkbook.

 

ex. 2  The checkbook was empty.

 

ex. 3  She lost her keys.

 

ex. 4  My sister took them.

 

ex. 5  Have you corrected our exams?

 

 

 FOR FUN!!! Do you really understand the concept of pronouns?  

 

 SWEDISH LESSON:  Which pronoun form is correct?

 Swedish 1st person  

Subject form of pronoun

=

jag

Object form of pronoun 

=

mig

Possessive form of pronoun

=

min

 

  1.  

______  study English now.

______  studerar engelska nu.

  1.  

______  dog runs fast.

______  hund springer fort.

  1.  

______ am crazy.

______  är tokig.

 

 

 

 

 

in class


 

 

 YES!  YOU ARE NOW ON PAGE 11P.  

CONTINUE WORKING ON THIS PAGE. YOU DO NOT NEED YOUR EWS BOOK.

 

 PRETEST ON CHOOSING THE CORRECT PRONOUN!  

FOLLOW THESE DIRECTIONS:

1.      Leave the left column blank.

2.      From the possible pronouns under each blank, choose the pronoun that you think best fits the sentence and is grammatically correct.    

 HINT:  You may be surprised at the answers when we go over this is in class.

 S ubject

or

 O bject

or

 P ossessive (ADJ)

or

 R eflexive

pronoun?

______

  1.  

Rob and Fred saw ____ outside.

                        (we/us/our/ourselves) 

 

______

  1.  

That show about Barney, the purple dinosaur, makes ____ absolutely ill!

 

 

 

                                                                           (I/me/my/myself)

 

______

  1.  

__________ talked him into it on the phone.

 

 

 

(She/her/her/herself)

 

______

  1.  

The last person to arrive  was _______.--> HINT:  "was" is a "to be" verb!

 

 

 

(he/him/his)          (am, is, are, was, were, be, being, been)  Whenever you have a "to be" verb, the pronoun directly following it MUST be in the SUBJECT FORM!!!!!!!!

 

______

  1.  

Clark Kent and ___________________ are funny.

 

 

 

(She/her/her/herself)
(object)      (possessive)

 

______

  1.  

_______ closest friends  are  Dave and she.

 

 

 

(I/me/my)

 

______

  1.  

When you fill out this form, ask Mrs. Peterson or _____ for assistance.


 

 

______

  1.  

Hugo and ______ are the ones who pulled the fire alarm.

 

 

(She /     her        /         her       /   herself)
(object)      (possessive)

______

  1.  

Karen trains harder than _____________ or ____________ do.

 

 

(he/him/his)                   (I/me/my)

 

 

 HINT:  Note the word “than”!

Whenever you have the word “than” or the word “as” at the end of a sentence with a pronoun or pronouns following, there is a verb next either stated or implied.  For this reason, the pronoun(s) directly following “than” or “as” MUST be in the SUBJECT FORM!!!!!

______

  1.  

Even teachers _________________ make big mistakes.

 

 

(they/them/their/themself/themselves)

______

  1.  

William saw Joselyn and __________ at the joust.

 

 

(I/me/my/myself)

______

  1.  

Do you really think that student can behave ________________________?

 

 

(he / him / himself / she / her (possessive) / her (object) / herself/ him or herself / them/ their/themself/themselves)

______

  1.  

Bill cut __________________ while shaving this morning.

 

 

(he/him/his/himself/hisself)

______

  1.  

Did you know that you and __________ can sing higher than ___________?

 

 

(I, me, my, myself)                              (he/him/his/himself/hisself)

HINT:  Note the word “than” word again!

______

  1.  

I overheard my mother say to my friends' mothers, "Did you know that the principal will call _____________________ parents in for a conference sometime this year?"

 

 

(we/us/our/ourselves)

______

  1.  

"_______________ parents will probably appreciate this," stated her friends.

 

 

(We/us)

______

  1.  

Timberwolves released _________ after only one season.

 

 

(he/him/his)

______

  1.  

The Lynx captains are Annika and _____________________.

 

 

(She/     her        /         her       /   herself)

 

 

(object)         (possessive)

 


 

Name __________________________  Hr. _____  Due date________________________

 

 PRONOUN NOTES PART 2                        pp. 13P – 17P = ____/25

Hint: I- IQ – R - D

 INDEFINITE PRONOUNS   (see EWS TEXT p. 324)

Indefinite pronouns do  not  refer to _____________ people or things.  They may take the place of nouns in a sentence, but they often do not        have ________________. 

(see bottom of page 324)

Study the following chart.  Can you memorize it?  TRY!

 

  INDEFINITE PRONOUN CHART 

  SINGULAR 

 

  PLURAL 

 

  IT DEPENDS 

anybody
anyone
everybody
everyone
nobody
somebody
someone

 

both
few
many
several
  others

 

all
any
most
none
some

*each
*either
*neither
*much

 

 

  * = these words can also be used as adjectives 

 NOTE:  Some  indefinite pronouns  can be used as adjectives!

example A1:
example A2

Both girls liked Metallica.
Both liked Metallica.

 

example B1
example B2

Neither brother wanted his own room.
Neither preferred his own room.

 

           

 

 PRACTICE TIME!  Circle the pronouns in these sample sentences:

  1. Susanna noticed a few outside the window.

 

  1. Everybody must have his/her assigned reading done today.

 

  1. All of the chalkboards are in the gym.

 

  1. All of the chalkboard was filled with graffiti.


 

TURN TO THE EWS TEXT, PAGE 328, TO CONTINUE YOUR HOMEWORK.

 

 INTERROGATIVE PRONOUNS  are pronouns which appear in place of unnamed ____________, ___________, objects, or abstract ideas are used in __________    ____________. 

 

 List a few examples from the book of interrogative pronouns:

 

___________________, _____________________, ___________________, ______________

           

 EXERCISE TIME!  Circle the interrogative pronoun and identify possible antecedents:

  1. Who will volunteer to bungee jump into the Mississippi?

Antecedents might be:  Tom,  __________________________________________

 

  1. Whom have you asked to the Homecoming Dance?

Antecedents might be: Keisha,__________________________________________

 

  1. Whose got lost during the fire drill?

Antecedents might be: Wally’s purse, __________________________________

 

  1. Which do you watch first thing in the morning?

Antecedents might be: WCCO News, Dora the Explorer, ________________________________________________________________

 

  1. What could cause school to be dismissed early?                                   

Antecedents might be: blizzard, __________________________________________

 

 

 NOTE:  A word that looks like an interrogative pronoun may actually be a possessive pronoun (marked "ADJ')!

 

 Look at each pair of sentences.  Circle the interrogative pronoun.

ex A1:  Whose fault was it? 

ex A2:  Whose was it?

 

ex B1:  Which talk show do you prefer?  

ex B2:  Which do you prefer?

 

 


 

 RELATIVE PRONOUNS  are pronouns which relate a group of words to some other word or group of words in the sentence (called the ______________).

 

 Give a few examples of relative pronouns from your EWS book:

 

___________________, _____________________, ___________________, ______________

 

 EXERCISE TIME!  For each sentence, circle the relative pronoun and draw an arrow to any possible antecedents.

 

  1. EPHS is the school that will hopefully grant you a diploma in four years. 

 

  1. Peace necklaces and love beads, which Sara adores, are hard to find now.

 

  1. Scout and Jem, who have no mother, are allowed to call their father Atticus.

 Question?  Why does the word after "Jem" NOT have an "m" on it?

 

__________________________________________________

 

  1. The senior whom we are electing as class president promises fifteen minute passing periods next term.

Question?  Why does the word after "senior" have an "m" on it?

 

__________________________________________________

 

Perhaps this will help you with the above two questions.  Read on.

 WHO vs. WHOM?  

To use "who" and "whom" correctly in sentences, it is necessary to understand how the pronoun functions in the sentence.

 WHO  is the subject form of the pronoun.  (Also applies to "whoever".)

 WHOM  is the object form of the pronoun.  (Also applies to "whomever".)

 

 Choose the right form.  Be ready to defend your answers.  

  1. Rainsford learns this lesson:  Be careful ___________ you trust.
  2. In "The Most Dangerous Game," ______________ is the general?
  3. ________________ does the general entertain on his island?
  4. Rainsford is the prey _________________ the general hunts.  
  5. You may ask _______________ you want to go with us.
  6. To _____________ should I write the check?


 

 IDENTIFYING DEMONSTRATIVE PRONOUNS

 

Turn to the EWS text at the bottom of p. 330-top 332.  Fill in the blanks.

The pronouns ______, that, _________, and _____________ are used to point out specific people, places, objects, and ideas for special attention.

When used in this way, they are called demonstrative pronouns.

 

Give some examples of demonstrative pronouns:

 

___________________, _____________________, ___________________, ______________

           

Now, identify the demonstrative pronoun and its antecedent in each of these sample sentences:

 

  1. My glove and that of my friend Ralph are similar.

demonstrative pronoun = ________________

antecedent = __________________

 

  1. Compare your drawings to those on the wall.

demonstrative pronoun = ________________

antecedent = __________________

 

  1. That is one of the best restaurants I know.

demonstrative pronoun = ________________

antecedent = __________________

 

 

 

 NOTE:  A word that looks like a demonstrative pronoun may actually be a possessive pronoun acting as an adjective (mark it "ADJ')!

When "this," "that," these, and those modify (to describe) nouns, they are being used as ADJECTIVES.

 

Read the following sentences.  Circle the demonstrative pronoun.

 

ex. A1:  That pen is red. 

ex. A2:  That is red.

 

ex. B1:  Those books are torn. 

ex. B2:  Those are torn.

 

 


 

 

IN THE SPACE PROVIDED BELOW  OR  ON YOUR OWN NOTEBOOK PAPER (attach!), DO  EXERCISE 9  (PAGES 333-334) IN THE EWS TEXT.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

***************************************************************************************

SAVE THE REST OF THIS PAGE FOR IN-CLASS WORK.

 WHAT IS MEANT BY THE “UNDERSTOOD YOU”?  

 

DEFINITION: __________________________________________________________

 

______________________________________________________________________

 REMEMBER!  The subject “you” is implied in the context.  

examples:    A  Just do it! 

 B  Get a life!     

 C  Take a break!    

 D  Call me.                      

 E  Do study questions 1-31.

 REMINDER!  FRAGMENTS AND RUN-ONS ARE NOT ALLOWED IN FORMAL WRITING!

A  FRAGMENT:  a group of words missing either a ____________ or a _______________ or both.  

A  RUN-ON  is when you hook two ______________ (or more) together which should be ____________________.

 

 pp. 1P – 17P = ____/80  

Name __________________________  Hr. _____  Due date________________________

rev. 9-28-05

 VERB NOTES PART 1       (EWS, pp. 354-355)

  pp. 1V – 8V = ____/50

A.      DEFINING VERBS   (Turn to the EWS text, p. 354 for this part.)

 Verbs are categorized as either:  

 ACTION  

or

 LINKING  

 

def'n:_________________  def'n:__________________

____________________        ___________________

 

 physical  

 

 mental  

 

 to be (8)  

 

 sensory (12)  

to run
to answer
to scream
to toss

to __________

to __________

 

to think
to contemplate
to envision
to reminisce

to __________

to __________

 

am
is
are
was
were
be
being
been

 

*taste
*smell
*sound
*turn
*look
*feel
*remain
*stay
*grow
*appear
become
seem

ex. 1 He tossed the Frisbee

 

ex. 3: She is angry.

ex. 2: She contemplated the decision

 

 

ex. 4: He grew angry.

 

B.      SURE-FIRE STEPS TO IDENTIFY PARTS OF SPEECH:  

 Step 1:  

 V  = verb

    1. Ask this question first: "Is anybody doing anything?"

 ex 1: The Bulls creamed the Timberwolves.  

    1. If the answer is  YES , look for an ACTION verb.  Write AV above it.
    2. If the answer is  NO , look for a linking verb.  Ask either, "Is anybody being anything?"  or  "Is anyone being LINKED to something?"
    3. If the verb is a LINKING VERB, write LV above it.

 ex 2: The tree is old.             ex 3: The milk turned sour.  


 

Here's a silly way to organize the  12 sensory linking verbs  to help you memorize them: 

"Remain here to smell, taste, and feel the joy!

Seem to look and feel!

Stay to grow;

Sound off!  Don't turn red or appear lazy!"

 Step 2:  

 S  = subject (either a noun or a pronoun)

 

Ask, " Who  is doing the action or   who  is being something or   who  is being linked to something?"

 

In the next sentence, circle the verb and above the verb, label it as either an action verb (AV) or a linking verb (LV).

 

 ex 4: Mr. Born hid the test.  

 

Ask, "Who is doing the action?"  Answer: ______________

Put an "S" above the subject. 

Also, write N (noun) or P (pronoun) under the subject.

 

 Step 3:  

 O  = object (either a noun or a pronoun)

 

To find the  OBJECT  , ask, " Whom  or  what  is receiving the action?"

 

Go back to the sentence about Mr. Born:   Mr. Born hid the test.  

 

What did Mr. Born hide?  ____________

The answer to this question is called the  OBJECT  .  Write an "O" above it.

 

 REMINDER!  Objects can be either NOUNS or PRONOUNS. 

 

Is the word "test" a NOUN or a PRONOUN?  ___________

 

 NOTE!  You ONLY need to check for an object  if  the main verb is an ACTION VERB.  SO,  ONLY ACTION VERBS TAKE OBJECTS!  

If there is no action verb, you can skip this step!


 

·        In the next two sentences, circle the verb and above it, label it as either an action verb (AV) or a linking verb (LV).

 

·        If there are any action verbs, look for any OBJECTS.  If there are objects write an "O" above them.

 

·        •Then, figure out if the objects are nouns or pronouns.  Write N (noun) or P (pronoun) under them.

ex. 4  Mr. Terwilliger coaches the hockey team.

 

ex. 5  Ms. Wallenberg coached the gymnastics team for many years.

 

 TIME FOR MORE PRACTICE:  USE THE STEPS GIVEN ABOVE TO IDENTIFY THE FOLLOWING:

·        THE  VERB.  (Mark “AV” or “LV” above the verb.)

·        THE  SUBJECTS.  (Write “S” above them  and  N (noun) or P (pronoun) under them.)

·        THE  OBJECTS.  (If there are any, write “S” above them  and  N (noun) or P (pronoun) under them.)

 T or I?  (We’ll mark T or I in class.)

_____  ex.

1.      Mr. Olson directed West Side Story.

_____  ex.

2.      Melissa felt ill.

_____  ex.

3.      Vera tricked Mr. Nuttel and her aunt.

_____  ex.

4.      Matilda planned retribution.

_____  ex.

5.      Jan remembered my birthday.
(Also, answer this question:  Is the action verb mental or physical? __________)

_____  ex.

6.      Gandalf helped Frodo learn the mystery of the ring.
(Also, answer this question:  Is the action verb mental or physical? __________)

_____  ex.

7.      Our team contemplated a victory.
(Also, answer this question:  Is the action verb mental or physical? __________)

_____  ex.

8.      Early release days are awesome.

_____  ex.

9.      Her mood turned somber.

_____  ex.

10.  I understand the formula now.

 


 

C.      TRANSITIVE VS. INTRANSITIVE VERBS  

 

Turn to your EWS text, p. 355, to help you understand this concept.

 

The EWS book tells us that verbs can be either  transitive  or  intransitive.  

 

What does that mean? 

 

Verbs are called
 TRANSITIVE VERBS
 

Verbs are called
 INTRANSITIVE VERBS
 

when they take objects (_____ action)
fill in the blank

when they do NOT take objects

 ex. 1:  I walked the dog.

 ex. 1:  I walked.
I walked at
7 a.m.  (tricky!)
I walked to the store.  (tricky!)

 ex. 2:  Tania passed her finals.

 ex. 2:  Yeah!  Tania passed!

 ex. 3:  Susan swam the butterfly stroke.

 ex. 3:  Susan swam in the lake.  (tricky!)

 ex. 4:  Shaquille quit the team.

 ex. 4:  I quit yesterday.

 

 

 PRACTICE TIME!  FOR THE SENTENCES BELOW, USE THE  SURE-FIRE STEPS  TO IDENTIFY THE PARTS OF SPEECH WE HAVE STUDIED SO FAR.

Remember!  Ask the question "what?" to find the object!!

 

 T or I?  

_____  ex.

1.      Mike rode his Harley.

_____  ex.

2.      He rode in the snow.

_____  ex.

3.      Sam smelled smoke in the hallway.

_____  ex.

4.      Sam smelled.

 


 

 HERE’S MORE!  

 

_____  ex.

5.      I studied the formula.

_____  ex.

6.      I studied.

_____  ex.

7.      I studied in the morning.

_____  ex.

8.      She tasted the Blizzard.

_____  ex.

9.      The Blizzard tasted sweet.

_____  ex.

10.  Carolyn ran to Algebra class.

_____  ex.

11.  I sounded my trumpet.

_____  ex.

12.  The idea sounded good.

 

 

àDo EWS  exercise 1  (p. 355) in the space provided below   or  you may do it on your own paper (hand-written or typed).


 

********************************************************************************

D.     MORE ABOUT LINKING VERBS  

 

Turn to your EWS text, p. 356.

LINKING VERBS do not show __________________: instead they "link" or    connect the subject (a _______________ or a _________________) in the  first part of the sentence  with another word in the  second part of the sentence.  

 

 NOTE:  The words in the second part of the sentence either describe or rename the subject.

 

ex.

1.      Robin Williams is funny("is" is the linking verb--what is "funny"?___________)

ex.

2.      Williams is the genie. ("is" is the linking verb--what is "genie"? _________)

ex.

3.      Robin Williams looks funny.  (What is the linking verb? _______________)

ex.

4.      Williams looked out the window.  (Is there a linking verb?  (Circle)
                                                                  Yes, it's _________.    NO

 

 NOTE:  LINKING VERBS NEVER TAKE OBJECTS, SO THEY ARE ALWAYS INTRANSITIVE!!!

 

 REVIEW OF “TO BE” & SENSORY LINKING VERBS:  

There are 2 kinds of LINKING VERBS!  MEMORIZE THESE TWO LISTS!

 

 TO BE  (8)

 SENSORY  (12)

 

am
is
are
was
were
be
being
been

smell
sound
 seem
look
feel
 become
stay
grow
appear
remain
turn
taste

 

 DO THIS:

Why are the words “seem” and “become” boxed-in?  What’s so special about them?

 


 

Some words on the list of SENSORY LINKING VERBS can actually be

either  action  or  __________verbs  .  Ay, there's the CATCH!!!

 

How can you tell the difference?

You must look at the way the verb is ______________ in the sentence     to determine its type.

 

 EXAMPLES:  

Laurie  grew  watermelons in her garden.    (GREW is  a(n) _______________ verb.)

ACTION OR LINKING?

 

Laurie  grew  impatient for the game to start.  (GREW is  a(n) _____________ verb.)

ACTION OR LINKING?

 APPLICATION EXERCISE  

Now, write two  ORIGINAL  sentences using one of the SENSORY LINKING verbs that might, in some circumstances, be used as ACTION verbs. 

 NOTE:  Choose the verb ONLY from those not boxed-in on  page 6V.  

 WARNING!  YOU WILL SHARE THESE TWO SENTENCES IN CLASS, SO MAKE SURE THEY ARE CORRECT.

In the first sentence, use the verb as an ACTION verb. 

In the second sentence, you must use the  same verb , but now it must be used as a LINKING verb.  Circle the verb in each sentence below. 

 NOTE:  Do not use any form of the verb "to smell" for this task!!!!!

 

 YOUR ACTION VERB SENTENCE:  

 

___________________________________________________________________

 

 YOUR ACTION VERB SENTENCE:  (remember to use the same verb!)

 

___________________________________________________________________

 

 What’s wrong with what one student came up with for the task above?  

 

Ex. A    Action verb sentence:  I smelled bad after not taking a shower in a week.

Ex. B    Linking verb sentence:  I love the smell of coffee.

 

Answer: ______________________________________________________________________


 

 MORE PRACTICE  

For the following sentences, mark  AV  above each action verb and  LV  above each linking verb.

 T or I?  

_______

1.      Nick feels great.

_______

2.      Nick felt a worm.

_______

3.      She grew impatient.

_______

4.      The dog smelled.

_______

5.      The dog smelled badly..

_______

6.      The dog smelled bad.

_______

7.      Wally turned the key.

_______

8.      Wally turned red with embarrassment.

_______

9.      My dad appeared angry.

_______

10.  My dad's car suddenly appeared in the driveway.

 

àNow, turn to the EWS text.  Do  EWS exercise 2  , pp. 356-357, in the space provided below  or  you may do it on your own paper.


 

Name __________________________  Hr. _____  Due date________________________

 

 MORE VERB NOTES        (EWS TEXT, pp. 354-355)

  pp. 9V – 18V = ____/55

 

 HELPING VERBS (also called auxiliaries) 

Use  the EWS text p. 357 for this part.

 

 Helping verbs  are verbs that "help" the ________________ verb express ____________ or linking.

what type of?                                what?

 

 ONE OR MORE HELPING VERBS  are added to the front of a main verb to "help it."  It can be either action or linking.

 

ex.

1.      

Katie will play basketball tonight.
What is the main verb?  ____________
Is it action or linking?  _____________
What is the verb that is helping it?  ___________

ex.

2.      

Jill is being strange these days.
What is the main verb?  ____________
Is it action or linking?  _____________
What is the verb that is helping it?  ___________

ex.

3.      

The quarterback must have been nervous.
What is the main verb?  ____________
Is it action or linking?  _____________
What is the verb that is helping it?  ___________

ex.

4.      

We are growing tired.
What is the main verb?  ____________
Is it action or linking?  _____________
What is the verb that is helping it?  ___________

 

 

 HINT:  If the main verb ends in "ing," there MUST be a helping verb close by!


 

Helping verbs include:

forms of the verb "TO BE"  and  many other commonly used words.

 

 HELPING VERB LIST:  YOU SHOULD MEMORIZE  THIS LIST! (there are 23).

 

am

has

shall

may

is

have

will

might

are

had

should

must

was

 

would

 

were

do

 

can

be

does

 

could

being

did

 

 

been

 

 

 

 

 PRACTICE TIME!  Now, let's practice using the  SURE-FIRE STEP METHOD

FOLLOW THESE STEPS IN ORDER:

a.      identify the ACTION VERB (use AV) or LINKING VERB (use LV)

b.      then identify the HELPING VERB(S) (use HV)

c.       then identify the SUBJECT (use S and remember to write noun or pronoun under the subject as always) for the sentences below.

 

ex.

1.      

Is that man running?

ex.

2.      

Is that man running a legitimate business?

ex.

3.      

We have termites in our basement.

ex.

4.      

Lauren had felt ill even before her speech.

ex.

5.      

Andy is working at Pizza Hut now.

ex.

6.      

Barry had smelled smoke.

ex.

7.      

I could have had an A in that class!

ex.

8.      

That milk has turned sour.

ex.

9.      

________________________________________________________
Write your own sentence, which must have a S, HV, AV, and an O (object).

 

ex.

10.  

________________________________________________________
Write your own example, which must have a S, HV, and LV.

 

 


 

 EXTRA CHALLENGE  

 

Write your own example, which may follow any sentence pattern you like. 

 

_____________________________________________________________

 

Jot down the sentence pattern you used here:  _______________________.

 

 

 

 INFINITIVE  

The name of a verb is called the "infinitive."

 

 You always identify the “infinitive” this way:  

Say the word "to" and then the "name" of the verb which goes with the "to."

 EXAMPLES:  

·        the infinitive of the verb "play" is "to play."

·        the infinitive of the verb "bought" is "to buy."

·        the infinitive of the verb "took" is "to take."

                                   

 Identify the infinitives for the verbs in the left column.  

1.       

 ran  comes from the infinitive "to ___________"

2.       

 is  comes from the infinitive "to ___________"

3.       

 looks  comes from the infinitive "to ___________"

4.       

 broken  comes from the infinitive "to ___________"

5.       

 rose  comes from the infinitive "to ___________"

6.       

 lain  comes from the infinitive "to ___________"

7.       

 laid  comes from the infinitive "to ___________"

8.       

 went  comes from the infinitive "to ___________"

9.       

 shone  comes from the infinitive "to ___________"

10.   

 wept  comes from the infinitive "to ___________"

11.   

 swum  comes from the infinitive "to ___________"

 


 

 WHAT IS A CONJUGATION?  

 Conjugation  means figuring out what form of the verb goes with or "agrees" with its subject.

 NOTE:  Conjugation is sometimes difficult in the English language because it seems illogical.  As time has gone on, pronunciation has changed and forms have changed as the language developed.  However, spelling was pretty much standardized in the medieval period when "Middle English' was spoken.  This is why we have such crazy spellings as "knight," "thorough," "gnaw."

 WHAT IS THE DIFFERENCE BETWEEN “REGULAR” and “IRREGULAR” VERBS?  

A regular verb is a verb which has a predicted conjugation following a "usual" pattern.  Most regular verbs are conjugated this way:

 PRESENT TENSE = the right now or today form of the verb.  

SINGULAR

PLURAL

 1st person  

I

infinitive form

 1st person  

we

infinitive form

 

 2nd person  

you

infinitive form

 2nd person  

you (all)

infinitive form

 

 3rd person  

he

she

it

infinitive form + S

infinitive form + S

infinitive form + S

 3rd person  

they

infinitive form

 

               

FOR REGULAR VERBS IN THE  PAST (or before now or yesterday)  TENSE, you take the infinitive and add "ed" to it.

 Example:  Take the infinitive "TO CALL." 

 PRESENT TENSE:              My friends call me Linda.

 PAST TENSE:                      My college friends called me Wally.

Now, it's your turn to see if you understand this concept.

 EXAMPLE 1:   Conjugate the infinitive of the REGULAR VERB "to look." 

 PRESENT TENSE = the right now or today form of the verb.  

SINGULAR

PLURAL

 1st person  

I

___________

 1st person  

we

___________

 

 2nd person  

you

___________

 2nd person  

you (all)

___________

 

 3rd person  

he

she

it

___________

___________

___________

 3rd person  

they

___________

 

               

 PAST TENSE:  My best friend _______________________ for a new car yesterday.

third person form of "to look"


 

 EXAMPLE 2:   Suppose there was a regular verb "to schmoozle.

Conjugate the infinitive of this verb in the chart below.

 PRESENT TENSE = the right now or today form of the verb.  

SINGULAR

PLURAL

 1st person  

I

___________

 1st person  

we

___________

 

 2nd person  

you

___________

 2nd person  

you (all)

___________

 

 3rd person  

he

she

it

___________

___________

___________

 3rd person  

they

___________

 

               

Fill in the blank with the correct past tense of the verb "to schmoozle."

My best friend ________________________________ yesterday.

third person form of "to schmoozle"

 

 EXAMPLE 3:   Conjugate the infinitive of the IRREGULAR VERB "to catch."

 PRESENT TENSE = the right now or today form of the verb.  

SINGULAR

PLURAL

 1st person  

I

___________

 1st person  

we

___________

 

 2nd person  

you

___________

 2nd person  

you (all)

___________

 

 3rd person  

he

she

it

___________

___________

___________

 3rd person  

they

___________

 

               

Fill in the blank with the correct past tense of the verb "to catch."

My brother ________________________________ a fly ball yesterday.

third person form of "to catch"

 

 EXAMPLE 4:   Conjugate the infinitive of the IRREGULAR VERB "to be."

 PRESENT TENSE = the right now or today form of the verb.  

SINGULAR

PLURAL

 1st person  

I

___________

 1st person  

we

___________

 

 2nd person  

you

___________

 2nd person  

you (all)

___________

 

 3rd person  

he

she

it

___________

___________

___________

 3rd person  

they

___________

 

               

Fill in the blank with the correct past tense of the verb "to be."

My brother ________________________________ home yesterday.

third person form of "to be"


 

 

 3 VERB FEATURES  

Turn to EWS, pp. 358-361, for this part.

 

 Feature #1: Verbs have tense.  

           

 Tense  is the ______________ expressed by the verb.

(see p. 358 for the answer)

 

On page 358, the EWS text gives examples of  TENSE  using the verb "to ride."

 

The  six tenses  are:

a.        

_________________(ride)

 

d.

_________________(has ridden)

b.       

_________________(rode)

 

e.

_________________(had ridden)

c.        

_________________(will ride)

 

f.

_________________(will have ridden)

 

 

Now, it's your turn.   Use the infinitive “to take”.  

 

Use forms of the infinitive "to take" in ALL the sentences below to figure out its various tenses.

 

ex.

1.      

The twins ___________________ the bus to school.
present tense of "to take"

ex.

2.      

The Marching Band ________________ cars to the game.
past tense of "to take"

ex.

3.      

The team ___________     __________  a bus.
future tense of "to take"

ex.

4.      

Sherri ______________  _____________  a pay cut.
present perfect tense of "to take"

ex.

5.      

Monique _____________  ___________ a taxi in Chicago.
past perfect tense of "to take"

ex.

6.      

By graduation everyone ________   __________   __________ four years of English.
future perfect tense of "to take"


 

The  tense of the verb  is formed from the principal parts of the verb. 

Look at EWS, bottom of p. 358.

 Every verb has three principal parts.  What are they? 

 

a.    

_________________

b.     

________________

c.       

__________  ________________

ex. talk                                    ex.  talked                               ex. has talked

 

The  present form  is the form of the verb used with the word "TO."  (Basically, use the infinitive form.)

 

Copy 2 examples from top of p. 359 : 

a.    

(to)_________________

b.     

(to)________________

 

The  past form  is the same as the verb in the simple past tense.

 

Copy 2 examples from top of p. 359 : 

a.    

_________________

b.     

________________

 

The  past participle form  of the verb is the form used with the helping verb has or __________.

 

Copy 2 examples from top of p. 359 : 

a.    

has  _________________

b.     

have  ________________

 

In which form is the verb "passed"? (circle)

PRESENT

PAST

PAST PARTICIPLE

In which form is the verb "went"? (circle)

PRESENT

PAST

PAST PARTICIPLE

In which form is the verb "have gone"? (circle)

PRESENT

PAST

PAST PARTICIPLE

In which form is the verb "goes"? (circle)

PRESENT

PAST

PAST PARTICIPLE

 

Toward the bottom of p. 359, it says,

 

"Helping verbs are used to form the future and all of the perfect tenses.  The helping verb and the main verb together are called a VERB    ___________."


 

 Feature #2: (see p. 360)  Verbs have an -________ form.  

 

•The  -ing form of the verb  is its _________________ form.

 

•The  progressive form of the verb  includes a form of __________ and ___________ and ____________ in the future tense.

 

 Examples with the verb “to pass”:  

 

present tense:

Watch her right now as she ______   __________ a note to her friend.

past tense:

Yesterday, she ______   __________  her friend a note during Biology.

future tense:

I bet she _______   ______    ___________  a note tomorrow, too.

 

 

 Feature #3: (see p. 360)  Verbs have a ________ and _______ form.  

 

As mentioned before when we discussed CONJUGATION, different subjects call for different forms of the infinitive.  On the conjugation chart (like the one printed directly below), you saw that there are SINGULAR SUBJECTS and PLURAL SUBJECTS. 

 

SINGULAR

PLURAL

 1st person  

I

___________

 1st person  

we

___________

 

 2nd person  

you

___________

 2nd person  

you (all)

___________

 

 3rd person  

he

she

it

___________

___________

___________

 3rd person  

they

___________

 

               

 

Usually, what ending is added to the  present tense form of the verb  for  singular subjects ?

 (Read the last paragraph at the bottom of p. 360.)

_______________  or   ________________

 

When the  subject is plural  , is something generally added to the present tense form of the verb?

(circle)

YES

NO

 

May  helping verbs  have singular and plural forms?

(circle)

YES

NO

 


 

Now, we'll review another concept mentioned when we discussed CONJUGATION:

 IRREGULAR VERB FORMS  

Turn to your EWS text, pp. 366-369.

Verbs are called  irregular verbs  when they do not follow the regular pattern for forming the ____________ and ____________    _____________.

 

Fill in the blanks below for the forms which fit under each column for the irregular verbs given.  (HINT:  The list on pp. 366-367 will help you with some of these.)

 

 

 PRESENT  

 PAST  

 PAST PARTICIPLE  

1.       

burst

_________________

_________________

2.       

_________________

swam

_________________

3.       

_________________

_________________

sprung

4.       

rise

_________________

_________________

5.       

_________________

lay

_________________

6.       

eat

_________________

_________________

7.       

_________________

shook

_________________

8.       

hold

_________________

_________________

9.       

sneak

_________________

_________________

10.   

_________________

_________________

read

 

Now, choose your own 5 irregular verbs that are either the most troublesome to you or those that you think many English speakers often misuse.

Write down their three forms.

 

 

 PRESENT  

 PAST  

 PAST PARTICIPLE  

11.   

_________________

_________________

_________________

12.   

_________________

_________________

_________________

13.   

_________________

_________________

_________________

14.   

_________________

_________________

_________________

15.   

_________________

_________________

_________________

 


 

IN THE SPACE PROVIDED BELOW  OR  ON YOUR OWN NOTEBOOK PAPER (attach!), DO  EXERCISE 6  (PAGE 364) IN THE EWS TEXT.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

******************************************************************************************

IN THE SPACE PROVIDED BELOW  OR  ON YOUR OWN NOTEBOOK PAPER (attach!), DO  EXERCISE 8  (PAGE 369) IN THE EWS TEXT.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Verbs pp. 1V – 18V = ____ / 10


 

Name __________________________  Hr. _____  Due date________________________

rev. 11-28-05

 ADJECTIVE NOTES (part 1)    (EWS TEXT, pp. 386-393; 398-401)

  pp. 1A – 8A = ____/45

 

Before you go to the EWS text to take notes on adjectives, you will  review  some of the important parts of speech concepts.

 

 NOUNS  

and

 PRONOUNS  take the place of a ________ or another ________.

Name the 4 categories:

 

 

1.      _________________

 There are 4 kinds of pronouns 

2.      _________________

 SUBJECT PRONOUNS  

 OBJECT PRONOUNS  

3.      _________________

___________ action.

___________ action.

4.      _________________

_______ swam in the swamp.
   Rob

Olle gave ______ the Oscar.
                   Rob

 

 POSSESSIVE PRONOUNS  

 REFLEXIVE PRONOUNS  

 

show ownership

refer back to self

 

Paul played __________ piano.
                         Pam’s

Ralph cut _________ while shaving.

Even Dr. Gaslin _______ didn’t come to school on Thanksgiving Day.

 

USING THE  SURE-FIRE STEP METHOD  ,

 

 

 

 

ex. 1.   The manager of the department store wore her blue suit.

 

ex. 2.   The furry Angora kitten snored.

 

ex. 3.   Coach Monson autographed a fan's program.

 


 

 NOW. . . about ADJECTIVES!  

 

ADJECTIVES usually come  BEFORE  the noun/pronoun they modify,  BUT  they may  follow  the noun/pronoun they modify  IF  the verb is a  LINKING  verb.  If this is the case, they are called   PREDICATE ADJECTIVES.  .

 

By the way, do you remember what LINKING VERBS are?

 

 LINKING VERB REVIEW TIME!  

Remember, there are basically two types of LINKING verbs:

Can you list all 20?  Try it here!

 

8 “TO BE” VERBS  

and

 12 “SENSORY LINKING VERBS  

 

1. ___________

5. ___________

9. ___________

15. __________

2. ___________

6. ___________

10. ___________

16. __________

3. ___________

7. ___________

11. ___________

17. __________

4. ___________

8. ___________

12. ___________

18. __________

 

 

13. ___________

19. __________

 

 

14. ___________

20. __________

 

*     *     *     *     *     *     *     *     *     *     *     *     *     *     *     *     *

Now, look below to check to see how you did.

 

 LINKING VERBS LIST  

TO BE  (8)

 SENSORY  (12)

am
is
are
was
were
be
being
been

smell
sound
seem
look
feel
grow
appear
taste

stay
become
remain
turn

 

àIn the sensory list above, circle all the linking verbs that may also serve as action verbs!


 

 FIND THE LV in each sentence below:  

·        Mark the linking verb with an "LV" above it.

 

ex.

1.      

Amy was sad.

ex.

2.      

I am helpful.

ex.

3.      

Susan remained calm.

ex.

4.      

The team remained here.

ex.

5.      

The dog smelled the steak.

ex.

6.      

The steak smelled bad.

 

 4 QUESTIONS  which ADJECTIVES ANSWER ABOUT NOUNS/PRONOUNS THEY MODIFY (or describe):

 

(YOUR JOB FOR CREDIT FOR THIS PAGE?  CIRCLE the adjectives!)

QUESTIONS 

 EXAMPLES 

 

1.      

 WHAT KIND?  

the moldy Kleenex box
a fast car
an incredible spring break
a boring concert
a _______________________ teacher
F
ill in a word in the blank answering "what kind of teacher.”

2.      

 WHICH ONE?  

the larger table
that car
those lockers
these seniors
_______________________ jaguar
F
ill in a word in the blank answering "which one?”

3.      

 HOW MANY?  

one table
seventeen years
a few athletes
an infinite amount
I attended ______________ graduations.
F
ill in a word in the blank answering "how many?”

4.      

 WHOSE?  
(NOT “who’s”!)

Sam's Harley
their parents
Michael's comeback
Jewel's concert
I left ______________ house.
F
ill in a word in the blank answering "whose house?”


 

 MORE PRACTICE WITH THE SURE-FIRE STEP METHOD  ,

*****NOW STARRING THE IDENTIFICATION OF ADJECTIVES*****

 

Remember to go through the steps in order!

 

 Step 1:  

 V  = verb

a.       Ask this question first: "Is anybody doing anything?"

 ex 1: The students screamed cheers at the pepfest.  

b.      If the answer is  YES , look for an ACTION verb.  Write AV above it.

If the answer is  NO , look for a linking verb.  Write LV above it.

 ex 2:  The teacher is weary.

 

 HV  = helping verb

 

c.       Go back to check for a helping verb wedged in between the SUBJECT and the MAIN VERB.  Label the helping verb "HV."

 ex 3:  Zaroff was planning Rainsford's death.

 

 Step 2:  

 S  = subject (either a noun or a pronoun)

 

Ask, " Who  is doing the action or   who  is being something?"

 

Write "S" above the subject.  Also, write N (noun) or P (pronoun) under it and underline it.

 

 ex 4:  Zaroff was planning Rainsford's death.


 

 Step 3:  

 

 O  = object (either a noun or a pronoun)

 

 NOTE!  You ONLY need to check for an object  if  the main verb is an ACTION VERB.

 

SO,  ONLY ACTION VERBS TAKE OBJECTS!  If there is no action verb, you can skip this step!

 

Ask, "Whom or what is receiving the action?"

In  ex. 5  below, you would ask, What is Alanis recording?"

 

·        In the sentences below,  circle any verbs and above them, label them as       either action verbs (AV) or linking verbs (LV).

·        If there are any action verbs, look for any OBJECTS.

·        If there are objects, write an "O" above them.  Then, figure out if the objects are nouns or pronouns.  Write N (noun) or P (pronoun) under them.

 

 ex. 5  Alanis Morissette is recording a new CD.

 

 

 ex. 6  My sister is being weird.

(CAREFUL!  THIS ONE IS TRICKY!)

 REMEMBER:  ONLY ACTION VERBS TAKE OBJECTS!

 

 

 Step 4:  

 

 N/P  = identify all the other nouns and pronouns in the sentence.

Write N (noun) or P (pronoun) under them.

 

 NOTE!  Start from the LEFT end of the sentence and move RIGHT.

 

 ex. 7  Weird Al and Smashmouth are planning a long, wild concert.

 

 

 ex. 8  J.K. Rowling's books are popular among both avid and reluctant readers.

 


 

 Step 5:  

 

 ADJ  = identify all the ADJECTIVES

 

After you have identified ALL the verbs, nouns, pronouns, and subjects and objects, you can look for adjectives. 

 Here’s how!  

·        Moving from left to right, for each noun/pronoun you have identified, ask whether there are any adjectives describing them.

 

 HINT!   Us the 4 ADJ questions to help you!  (what kind, how many, which one, whose)

 HINT!   Possessive nouns or pronouns being used as adjectives need to be labeled ADJ.

 CAREFUL!

 

 ex. 9  Sneaky Draco Malfoy is cunning.

 

 ex. 10  Ms. Pudas is coaching Eden Prairie's JV softball team.

 

 ex. 11  My favorite character was sensitive Hagrid.

("Hagrid" is called a predicate noun.)

 

 ex. 12  Courageous, humble, ingenious Harry Potter left for his life-changing adventure at Hogwarts.

 

---->DO  EXERCISE 1  from p. 387 in the EWS text, below or on a separate sheet of paper.

 

 

 

 

 

 

 

 

 

 

 

 


 

Using your EWS text, p. 388, fill in the blanks below.

 ABOUT ARTICLES. . .  

 

The largest group of adjectives is called the _____________

(examples are a, an, ______).

 

•_______ is used before singular and plural nouns.  

 

•______ and ______ are used before singular nouns only.

 

 Adjectives typically answer these 4 questions:   (DON’T PEEK!)

 ______________, ________________, _______________, _________________?

                                                                                                                                       

USE THE  SURE-FIRE STEP METHOD  TO IDENTIFY ADJECTIVES IN        THE 2 SENTENCES BELOW:

 

 ex. 1  The test was difficult.

(How many adjectives are there in this sentence? _____)

 

 ex. 2  You took a long walk  across  the old, precarious bridge.

preposition

(How many adjectives are there in this sentence? _____)

 

 

Using your EWS text, p. 388, fill in the blanks below.

 

 Proper nouns  used as adjectives are called ___________ adjectives.

 Proper adjectives  are always ___________________; some proper nouns change __________________ to become adjectives.

 

Ex. 1    Students love Europe.  (Is Europe a noun or an adjective? Circle.)

 

Ex.  2   Students love European clothing.  (Is European a noun or an adj.?  Circle.)

 

Ex. 3    Shakespeare wrote Romeo and Juliet.  

(Is Shakespeare a noun or an adjective? Circle.)

Ex.  4  Romeo and Juliet is a ___________________ play . 

Fill in the blank the adjective form for "Shakespeare."


 

Using your EWS text, p. 389, fill in the blank below.

 

 Common nouns  can be used as _____________ when they modify other nouns or pronouns.

 

Use the  SURE-FIRE STEP METHOD  to identify the adjectives in the two sentences below.

 

 ex. 1  A peacock egg can weigh more than a mere kilogram.

 

 ex. 2  The peacock had long, brilliant blue feathers.

 

In the two sentences below, there are two words which, at first view, seem        to both be nouns. 

 Think again.  Circle these words.

 

 SENTENCE A          I joined my family for a reunion in October.

 

 SENTENCE b           We went to a family reunion in October.

 

In which of the above two sentences  is "family" functioning as a noun?   A    or    B

(circle one)

 THE POINT?  BE CAREFUL NOT TO "JUMP THE GUN" IN IDENTIFYING ADJECTIVES.  Take your time!  ALWAYS USE THE  SURE-FIRE STEP METHOD  ! 

 

 HERE ARE SOME MORE SENTENCES FOR PRACTICE:  

(HINT:  The number of adjectives in each sentence is listed at the end of each sentence.

 

 ex. 1  Sneaky Sydney parked her silver BMW in the senior lot.  (5)

 

 ex. 2  Multiplication can be tough but is a principal principle in math.  (3)

 

 ex. 3  Target boasted strong profits in the last half of 2001.  (3)

 

 ex. 4  The frazzled freshmen fought for a no-homework Friday.  (4)

 

 ex. 5  Handsome Henry heaved his hamburger at Homer's home.  (3)

 


 

Name __________________________  Hr. _____  Due date________________________

 

 MORE ADJ. NOTES (part 2) EWS TEXT  

 (EWS pp. 390-393; 398-401)                                    pp 9A – 14A = ____/45  

 

TURN TO THE EWS TEXT and do  exercise 3 , p. 390, either below  or  on your own sheet of notebook paper.

 

 

 

 

 

 

 

 

 

 

 

Using your EWS text, p. 391, fill in the blanks below.

 

Some pronouns act as ______________ when they modify nouns or pronouns.

 

On page 391, the text lists various types of pronouns that may act as adjectives.  Identify each type, and give a few examples of each.

 DEMONSTRATIVE pronouns  are _____________________________

examples: ____________________________________________

 Note:  you learned the word "demonstrative" when we were discussing pronouns. See page 330 in the EWS text for a refresher!

 

 ex. 1  Riding Wild Thing is fun.

 

 ex. 2   This  is fun.

("This" is a pronoun in  ex. 2.  What is its antecedent? _______________)

Now the word "this" functions differently in  ex. 3  below:

 

 ex. 3   This  ride is fun.

("This" is no longer a demonstrative pronoun.  Why?  What part of speech is "this" in the sentence above?  ________________) 


 

 

 ex. 4  Freshmen are the greatest class.

 Sentence A    These are the greatest students ever.

 Sentence B    These freshmen are the greatest.

 

In which of the above sentences is "these" a pronoun?  _______

A or B?

 

In the sentence in which "these" is an adjective, what is "these" modifying? __________

 

 

 INTERROGATIVE pronouns  are ____________________________

 

examples __________________________________________________

(Note:  you learned the word "interrogative" when we were discussing pronouns. See page 328 in the EWS text for a refresher!)

 

 Sentence A    Which is the better sport?

 Sentence B    Which sport are you watching tonight?

 

Look at sentences A and B above.  In which sentence is "which" a pronoun? _______

A or B?

In the sentence in which "which" is an adjective, what is "which" modifying? ________________

 

 INDEFINITE pronouns:  ________________________________________

examples __________________________________________________

(Note:  you learned the word "indefinite" when we were discussing pronouns. See page 326 in the EWS text for a refresher!)

 

Look at the two sentences:

 

 Sentence A    She'll take either child with her on Saturday.

 Sentence B    Either will enjoy the Mighty Ax ride.

 

In which sentence is "either" a pronoun? ___________________

 

In the sentence in which "either" is an adjective, what is "either" modifying? ________

 


 

Refer to the EWS text at bottom of p. 391 for the next part.

 

 POSSESSIVE _______________________  (and sometimes POSSESSIVE NOUNS  - Jason’s cat) act as adjectives to modify nouns and pronouns.

 (Note:  you learned the word "possessive" when we were discussing pronouns. See page 323 in the EWS text for a refresher!)

 

 ex. 1  Your dad is angry.

Name the two adjectives in this sentence.       _____________  and _______________

What adjective question does the first adjective answer?    __________ dad?

What adjective question does the second adjective answer?__________ dad?

 

----> Now, do  exercise 4 , p. 392, below or on your own paper.

 

 

 

 

 

 

 

 

 

 

 

 

 

*****************************************************************************

 PREDICATE ADJECTIVES  

Use your EWS text on the bottom of p. 392 for the next part.

 

Adjectives which follow LINKING VERBS and describe the subject (noun or pronoun) in the sentence are called _____________ adjectives.

 

USING THE  SURE-FIRE STEP METHOD  , IDENTIFY ALL THE ADJECTIVES IN THE SENTENCES BELOW.  Above them, mark "ADJ."

 

 ex. 1  The lazy dog slept.

 

 ex. 2  The sleeping dog is lazy.


 

USING THE  SURE-FIRE STEP METHOD  , IDENTIFY ALL THE ADJECTIVES IN THE SENTENCES BELOW.   Mark “ADJ” above them.  

 

 ex. 3  That frosted cake tasted better  in  the morning.

prep.

 

 ex. 4  Wise Professor Dumbledore discovered twelve uses  for  dragon's blood.

prep.

 

 ex. 5  That Jack Johnson concert was wild, fun, and crazy!

 

 ex. 6  Best Buy is selling popular CD's for half price next weekend.

 

 ex. 7  Romantic and love-sick Romeo seems ready to capture Juliet's heart.

 

--> Now, do  exercise 5  , p. 393, below  or  on your own notebook paper.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

Turn to your EWS text, pp. 398-401, for the next part.

 

 DEGREES OF COMPARISON OF ADJECTIVES  

 

 POSITIVE  

 COMPARATIVE  

 SUPERLATIVE  

basic adj form

compares 2 things
add -er if adj is one syllable
  or  if it ends in a –y, change the “y” to an “i" and add –er.

compares 3+ things
add –est if adj is one syllable  or  if it ends in a –y, change the “y” to an “i” and add –est.

examples:

examples:

examples:

green
long
cool
dark
dry
seud
oily

greener
________________
________________
________________
________________
________________
________________

greenest
________________
________________
________________
________________
________________
________________

 

 

 

 

 

 

 POSITIVE  

 COMPARATIVE  

 SUPERLATIVE  

lucky
crazy
googy
hoivy

________________
________________
________________
________________

________________
________________
________________
________________

 

 

 

 

 

 

 

  WHAT ABOUT LONGER ADJECTIVES?  

 POSITIVE  

 COMPARATIVE  

 SUPERLATIVE  

 

If adj is 2+ syllables, add more/less

If adj is 2+ syllables, add most/least

careful
difficult
intense
heretical
pedantic
humble
tokig

more careful
________________
________________
________________
________________
________________
________________

most careful

________________
________________
________________
________________
________________
________________

 


 

OF COURSE, as crazy as English is, you might guess that there would be some weird exceptions!

  HERE ARE SOME COMMON EXCEPTIONS:  

 

 

exceptions!

exceptions!

 

 COMPARATIVE  

 SUPERLATIVE  

bad
good
many
much

________________
________________
________________
________________

________________
________________
________________
________________

 

 

Now, it's your turn to practice!

 WARNING!  There are some "nonsense" words tossed in here to see if you really understand the principles!

 

 COMPARATIVE AND SUPERLATIVE ADJECTIVES PRACTICE  

 

 COMPARATIVE  

 SUPERLATIVE  

blyg

loyal

uncanny

beuny

fun

radical

staunch

precarious

eccentric

gallant

social

impudent

elusive

delectable

curly

fresh

fanatical

malevolent

slim

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

Name __________________________  Hr. _____  Due date________________________

rev. 11-28-05

 UNDERSTANDING ADVERBS        (EWS, pp. 414-427)

  pp. 1ADV – 12ADV = ____/65

 

 REVIEW TIME!  (of NOUNS, PRONOUNS, VERBS, ADJECTIVE)

Before turning to pp. 414-427 to begin your study of ADVERBS, complete the following to review the parts of speech we have previously studied. 

 

TRY TO DO THIS WITHOUT THE USE OF THE EWS TEXT OR THIS PACKET!

(After you have done as much as you can, go to the EWS text or earlier parts of this packet to do the parts you missed.)

 

 NOUNS  

1.      Name the basic four types of NOUNS:

a. ___________    b. _____________   c. ____________ d. ____________

 

2.      To make a noun plural in English, we usually add the suffix ___ or ___.

 

3.      Which nouns are always capitalized?  _________ nouns

 

4.      To check to see if a word is a noun, put any of the articles (___, ____, ____) before the word.

 

5.      The possessive form of a noun is formed by adding

_____ if the noun is singular and does not end in an "s" (ex.  Tom__ car)

_____ if the noun is singular and ends in an "s" (ex.  Chris___ house)

_____ if the noun is plural and does not end in an "s" (the children___ park)

_____ if the noun is plural and ends in an "s" (the dresses___ color)

 

6.      If you have a noun in a sentence and it is in the possessive form, it is really functioning as an ___________.  So, do not mark it a NOUN!

 

ex.  Sam's friend likes green eggs and ham.

 

 PRONOUNS  

7.      A pronoun is a word that takes the place of a ___________ or a __________.

 

8.      An antecedent is the specific _______ or _______ to which the pronoun refers.


 

9.      Let's say that Simba has a mother, and his mother's name is Sarabi.  Identify the pronoun(s) and their antecedent(s) in the following sentence about Simba and Sarabi.  Put a P above the pronouns and draw an arrow to their respective antecedents.

 

Sarabi told Simba that she should not take him with her to the Pride Lands.

 

10.  There are four categories of pronouns that are particularly important to distinguish.  Define them:

·        SUBJECT pronouns ____ action.

·        OBJECT pronouns ____ action.

·        ____________  pronouns show ownership.

·        REFLEXIVE pronouns are used to show that something is done to the subject's self or the subjects' selves.

 

11.  Using the  SURE-FIRE STEPS  (the V-S-O method), figure out whether the underlined pronoun is a SUBJECT, OBJECT, POSSESSIVE, or REFLEXIVE pronoun.

 

 

Subject, Object, Possessive, or Reflexive?

 

a.        

I lost my dad's keys.

________________________________

b.       

I lost my dad's keys.

________________________________

c.        

You lost it yourself.

________________________________

d.       

You lost it yourself.

________________________________

e.        

She lost you at the Mall of America.

________________________________

f.         

Jamie lost your favorite jacket.

________________________________

g.        

You and your buddies supported the Marlins.

________________________________

           

 

 

 VERBS  

12.  There are three categories of verbs. 

                   a.            Verbs that show what subjects are doing are called ____________ verbs.

 

                  b.            Verbs that show being or relationships between subjects and words that describe those subjects are called ________________ verbs.

There are two types of these verbs:  8 "to be" verbs and 12 _______ verbs.

 

                   c.            Verbs that assist the main action or linking verbs in the sentence are called _______________ verbs.

 

13.  TRUE or FALSE?  (circle)

When you have identified the main verb as an ACTION verb, you should always look for a possible object.


 

14.  When an action verbs has an object in a sentence, we call that verb TRANSITIVE or INTRANSITIVE?  (circle the answer)

 

15.  TRUE or FALSE?  (circle) Linking verbs are ALWAYS intransitive.

 

16.  Using the  SURE-FIRE STEPS  (the V-S-O method), identify the verbs as either ACTION, LINKING, or HELPING.  Then, look for possible objects.  If there is an object, put an O above it.  Label the verb as either TRANSITIVE (T) or IN-            TRANSITIVE (I).

 

sentence

object

circle  T  or I

a.       She grew apples.

_______________

T

I

b.      Madeline turned sad.

_______________

T

I

c.       My dad is appearing on stage.

_______________

T

I

d.      That dog must remain here.

_______________

T

I

e.       Her cat remained angry.

_______________

T

I

f.        The tacos are tasting good.

_______________

T

I

g.       Taste this spaghetti sauce!

_______________

T

I

 

 

17.  What is the infinitive for each of the following verbs?  Then, circle whether each verb is regular (R) or irregular (I).

 

verb

infinitive

(R)  or  IRREGULAR (I)

a.       ang

_______________

R

I

b.      take

_______________

R

I

c.       jump

_______________

R

I

d.      brought

_______________

R

I

e.       ask

_______________

R

I

f.        are

_______________

R

I

g.       graduate

_______________

R

I

h.       tear

_______________

R

I

 


 

 

 ADJECTIVES  

18.  Adjectives are words that ___________  nouns or ____________.

 

19.  Adjectives answer 4 basic questions abour the words they modify.  The 4 questions are:

a.  _________________ b. _____________  c. ______________ d. ______________

 

20.  Adjectives usually come ____________ the words they describe.

 

21.  When the adjectives come after the words they modify, they follow what type of verb?

LINKING     OR    ACTION   (circle)

 

22.  If adjectives follow the verb, they are called p________________ adjectives.

 

23.  Using the  SURE-FIRE STEPS  (the V-S-O method), do the following IN ORDER:

 

AV, LV, HV

1.      identify the verbs as either ACTION, LINKING, or HELPING

S

2.      identify the subjects

O

3.      identify any possible objects

N/P

4.      moving from left to right, write NOUN or PRONOUN underneath the words

ADJ

5.      for each noun or pronoun, mark ADJ above and circle any adjectives

 

a.      The lazy cat is sleeping.

 

b.      This game is exciting.

 

c.       Our car is rusty.

 

d.      Throw two pennies in the fountain.

 

e.      That old alumni team smoked the current varsity team.

 

f.        Her school's basement smelled awful.

 

 

HOW DO YOU THINK YOU DID ON THIS REVIEW SECTION?

 

 

 

 

Go back and use the EWS text or other sections of this packet to help you with what you didn't understand.


 

 

 MORE PRACTICE WITH THE SURE-FIRE STEPS  

(SOON TO BE INCLUDING IDENTIFICATION OF ADVERBS)

 

Remember to go through the steps in order!

 

Here are the steps you already know:

 

 V  = verb.  is the main verb action or linking?  Aare there any other verbs that are helping the main verb?

 

 S  = subject (either a noun or a pronoun)

 

 O  = object (either a noun or a pronoun) – if the verb is ACTION!

 

 N/P  = starting from left to right, identify all the other nouns and pronouns in the sentences.

Write N (noun) or P (pronoun) under the word(s).

 

 ADJ  = identify all the ADJECTIVES for each noun or pronoun.

 

NOW, WE'LL CONTINUE WITH ADVERBS.  Turn to p. 414 in the EWS text.

 

A.   DEFINING ADVERBS  (EWS pp. 414-415)

 

 

Adverbs are usually defined as words that modify ____________, ____________,     or other _______________.

 

____%   VERBS                    ex. 1  Wally arrived late to class.  (Draw an arrow to the verb the word “late" modifies.)

 

 REMEMBER THIS: ADVERBS NEVER MODIFY LINKING VERBS!!!!  

 

____%   ADJECTIVES         ex. 2  This game is super exciting.  (Draw an arrow to the adjective the word" super" modifies.)

____%   ADVERBS              ex. 3  Turtles move extremely slowly.  (Draw an arrow to the adverb "extremely" modifies)


 

 

B.   THE 5 ADVERB QUESTIONS

TURN TO EWS, p.415.

ADVERBS ANSWER 5 QUESTIONS ABOUT THE VERBS, ADJECTIVES,           ADVERBS THEY MODIFY.

 

QUESTIONS

EXAMPLES

(YOUR JOB:  FILL CORRECT ADVERBS IN THE BLANKS.)

1.      

 HOW?  

ex.

ex.

1.

2.

Ali crossed the highway cautiously.

Jack watched the cat  ____________.
(Fill in a single word adverb answering this question.)

2.      

 ______________?

ex.

ex.

3.

4.

Kim runs to school frequently.

____________ I see a full moon.
(Fill in a single word adverb answering this question.)

3.      

 WHEN?  

ex.

ex.

5.

6.

Sandi recently received an award.

We celebrated Homecoming _____________.
(Fill in a single word adverb answering this question.)

4.      

 ______________?

ex.

ex.

7.

8.

Most students go home for lunch.

The bus stops __________ at 8:00.
(Fill in a single word adverb answering this question.)

5.      

 ______________?

ex.

ex.

9.

10.

The test was extremely difficult.

My day is _______________ long.
(Fill in a single word adverb answering this question.)

 

 

 NOTE:  Be careful of nouns which may function of adverbs!  When a noun is functioning as an Adverb, mark it "ADVERB." 

Example 1:  We will ski Mammoth tomorrow. (adverb)

Example 2:  Tomorrow  (noun) is my birthday.

Example 3:  My birthday is tomorrow. (What is it?  NOUN or ADV?  ________________)


 

 

 LET’S ADD THE ADVERB STEP TO OUR SURE-FIRE STEPS  

 

Here is the NEW step!

·       ADV  = identify all the ADVERBS in the sentence

 

 FIRST  , LOOK FOR ALL THE ADVERBS THAT MODIFY (describe)  VERBS  

 

Moving from left to right, for the ACTION VERBS you have identified, ask whether there are any ADVERBS describing those verbs.

 HINT  Use the FIVE ADV questions to help you!

(WHEN?  WHERE?   HOW?  HOW OFTEN?  TO WHAT EXTENT?)

 

Now, you try it in ex. 1 below.  Write  ADV  above these adverbs.

 

ex.  1.  Mrs. Dubose frequently screams at the children.

 

 

 SECONDLY  , LOOK FOR ALL THE ADVERBS THAT MODIFY  ADJECTIVES  

Moving from left to right, for ADJECTIVE you have identified, ask whether there are any ADVERBS describing those adjectives.

 HINT  Use the FIVE ADV questions to help you!

(WHEN?  WHERE?   HOW?  HOW OFTEN?  TO WHAT EXTENT?)

 

Now, you try it in ex. 2 below. Write  ADV  above these adverbs.

 

ex.  2.  Bob Ewell was incredibly rude to Atticus.

 

 THIRDLY  LOOK FOR ALL THE ADVERBS THAT MODIFY OTHER  ADVERBS  

Moving from left to right, for every ADVERB you have already identified, ask whether there are any ADVERBS describing those already identified adverbs.

 HINT  Use the FIVE ADV questions to help you!

(WHEN?  WHERE?   HOW?  HOW OFTEN?  TO WHAT EXTENT?)

 

Now, you try it in ex. 3 below.  Write  ADV  above these adverbs.

 

ex.  3.  Calpurnia ran alarmingly fast to the Radley's house.


 

 MORE IDENTIFICATION OF ADVERBS PRACTICE  

 

In the following sentences, the adverb is underlined. 

1.      Draw an arrow to the word it modifies. 

2.      In the left side blank, identify whether that word is a VERB, ADJ,     or ANOTHER ADV.

 

 HINT!  Remember that adverbs NEVER modify LINKING VERBS!  

Fill in the type of word the adverb modifies:

 

example:

___verb__                   Margaret types carefully.

Your turn now!

 

_________                  ex. 1.  Jem scowled furiously at me.

 

_________                  ex. 2.  The Homecoming game was certainly exciting.

 

_________ (rather)    ex. 3.  Doug arrived rather late to class.

_________ (late)

 

_________                  ex. 4.  We are anxiously awaiting graduation.

 

_________                  ex. 5.  He is never sad.

 

                        *                      *                      *                      *                      *                      *

Do EWS exercise 1, p. 415, below or on your own notebook paper.

 


 

Now, continue this packet using pp. 416-419 in the EWS text.

C.   GROUPING ADVERBS BY CLASSES

 

Three classes of adverbs are:

 

1.       INTENSIFIERS  (p.416)

Intensifiers are adverbs that modify adjectives and other _______________, sometimes  __________________, or intensify, the meanings of the words they modify.

 

Fill in the blanks with "intensifiers."

 

ex. 1.  Martha is ______________ sick.

 

ex. 2.  The Vikings did _____________ well on Sunday.

 

 NOTE:  Some intensifiers LIMIT or ______________ the meanings of words they modify.

 

Fill in the blank with an "intensifier."

 

ex. 3.  The project is _____________ complete. 

 

Write the 9 most common intensifiers the EWS text listed.

1.      ______________

4.  ______________

7.  ______________

2.      ______________

5.  ______________

8.  ______________

3.      ______________

6.  ______________

9.  ______________

 

2.       INTERROGATIVE  (p.416)

Intensifiers are adverbs that are used to introduce a question

 

ex. 1.    ___________  often do you hire students?

 

ex. 2.  ____________ will we finish To Kill A Mockingbird?

 

ex. 3.  ____________ are the two referees?

 

ex. 4.  ____________ did you buy those jeans?


 

3.       NEGATIVE  (p.418)

The most common negative adverb is ___________.

 

5 other negative adverbs listed were: 

1.      ______________

4.  ______________

 

2.      ______________

5.  ______________

 

3.      ______________

 

 

 

In the following sentence, list under the blank ALL the negative adverbs would work in the blank below.

 

ex. 1.  Tara has ____________ finished reading Gone With the Wind.

neg. adverbs which would fit: ________________________________________________

 

In the next sentence, list the negative adverbs which would NOT work in the blank below.

ex. 2.  I ____________ eat at McDonald's.

neg. adverbs which would NOT fit: ____________________________________________

 

D.   ADVERBIAL DEGREES OF COMPARISON

Use the EWS text, pp. 419-421, for this part.

 

 POSITIVE  

 COMPARATIVE  

 SUPERLATIVE  

basic adj form
(modifies one word)

compares 2 things
for most adverbs, add “more/less”

compares 3+ things
for most adverbs, add “most/least”

 

examples:

examples:

examples:

frequently
carefully
recently
forsiktigly
dry
seud
oily

more frequently
________________
________________
________________
________________
________________
________________

most frequently
________________
________________
________________
________________
________________
________________

 

_________________________________________________________________________

 

for some adverbs, add
“-er” if adverb is one syllable

for some adverbs, add
“-est” if adverb is one syllable

soon
near
late
snabb

sooner
________________
________________
________________

soonest
________________
________________
________________


 

 

some exceptions!

more exceptions!

badly
well
far
much
little

sooner
________________
________________
________________
________________

soonest
________________
________________
________________
________________

 

 QUESTION:  

 

Why is it grammatically incorrect to say, "We played good"?  (You must explain the grammatical reasons why.  Do not say, "It just doesn't sound right.")

 

EXPLANATION:__________________________________________________________

 

What would the correct way to say this be?  "We played __________."

 

Circle the correct expression:  Drive safe!   or   Drive safely!

Circle the correct expression:  Be good!   or    Be well!

Circle the correct expression:  Take it easy!     or    Take it easily!

Circle the correct expression:  Go slow!    or   Go slowly!

***********************************************************************************

Now, do EWS exercise 4, p. 421, in the space provided below or on your own notebook paper.


 

 

E.   COMMON ADVERB SUFFIXES

Turn to EWS, pp. 421-422, for this part.

 

The most common adverb suffix is ____________.  This suffix is usually added to a(n) _________________ to make the adverb.

 

ex. 1.  She does complete work.

What word does "complete" modify?  _____________________

 

Note how the sentence changes when we take the adjective, "complete," and add "-ly" to make the adverb "completely."

 

ex. 2.  She does her work completely.   

What word does "completely" modify?   _____________________

 

 

List three other common adverb suffixes:

 

a.       _______________  2 adverb examples  using this suffix:

_______________________ or ____________________

 

b.      _______________  2 adverb examples  using this suffix:

_______________________ or ____________________

 

c.       _______________  2 adverb examples  using this suffix:

_______________________ or ____________________

************************************************************************************

 Now, do EWS exercise #5, pp. 422-423 below or on your own paper.

 

 

 

 

 

 

 

 

 

 

 

 pp. 1 ADV – 12 ADV = ________ / 65  


 

 

Name __________________________  Hr. _____  Due date________________________

rev. 11-28-05

 UNDERSTANDING PREPOSITIONS      (EWS, pp. 438-45)

  pp. 1PREP – 7PREP = ____/40

 

F.    DEFINING PREPOSITIONS  

A preposition is a word that shows the relationship between a __________ or a ___________ and some other word(s) in a sentence.

 

Almost any word that fits in this sentence is a preposition:

 

 THE MAGIC SQUIRRELS RAN _________________ THE MAGIC TREE(S).  


 

 

 

 

At the right, list at least 20 words that might work:

 

 

 

 

 

 

 

 

 

1.      _______________

2.      _______________

3.      _______________

4.      _______________

5.      _______________

6.      _______________

7.      _______________

8.      _______________

9.      _______________

10.  _______________

 

 

11.  _______________

12.  _______________

13.  _______________

14.  _______________

15.  _______________

16.  _______________

17.  _______________

18.  _______________

19.  _______________

20.  _______________

 


 

Name three prepositions that absolutely do not make sense in the magic squirrel sentence:  ________________ , ________________, _______________.

 

Now, check the list on p. 439 in your EWS book.  Circle any of your words that also appear on the list above.

 

Write in the prepositions which seem to fit best in the following sentences:

Don't laugh __________ me.

Mom, I really did do it ___________ accident.

Please, children, don't play _____________  the street.

Between you and ______________, I can't stand the new SNL cast.

Can you give this letter to Robby and ___________ (sing. female pronoun).

 NOTE:  Some preposition choices seem to be colloquial and may seem illogical!


 

Go back to the bottom of p. 438 and complete the following:

G.The noun or pronoun that the preposition relates to   another word in the sentence is called the  ________________OF THE ______________.  

                                                                                                                 

H.            A  PREPOSITIONAL PHRASE  consists of (IN THIS ORDER):

A

B

C

1. ___________________

2.  all the words in between that modify that object
(ADJECTIVES)

3. ___________________
(MUST BE A NOUN OR PRONOUN)

 EXAMPLES  

                                                               A        B              C

a.       She takes walks in the afternoon.

 

                                                               A                          B           C

b.      This road underneath the old city is bumpy.

 

                                                      A        B              C                        A            B       C

c.       The road with the windy curves runs underneath the old city.

 

                                                            A                  B                         C

d.      The speaker with that orange tuxedo mesmerized the audience.

 

NOTE:  IN ORDER TO FIND PREPOSITIONS AND PREP. PHRASES, USE THE  SURE-FIRE STEP METHOD  FOR IDENTIFYING PARTS OF SPEECH.  

Here are the steps you already know:

 V  = verb.  is the main verb action or linking?  are there any other verbs that are helping the main verb?

 

 S  = subject (either a noun or a pronoun)

 

 O  = object (either a noun or a pronoun) – if the verb is ACTION!

 

 N/P  = starting from left to right, identify all the other nouns and pronouns in the sentences.

Write N (noun) or P (pronoun) under the word(s).

 

 ADJ  = identify all the ADJECTIVES for each noun or pronoun.

 

 ADV  = identify all the ADVERBS in the sentence

a.      ADVERBS THAT MODIFY VERBS

b.      ADVERBS THAT MODIFY ADJECTIVES

c.        ADVERBS THAT MODIFY OTHER ADVERB   


 

 

Here is the NEW step!

•PREP. PHRASES = identify all the PREPOSITIONAL PHRASES in the sentence

1.    After you have done ALL the steps above, look at any of the words that are left in the sentence.  Most likely, these words are prepositions!

Remember this hint!  Most prepositions will fit in this sentence:

"The magic squirrel ran ___________ the magic tree(s)."

preposition

 

Mark any prepositions with a "PREP" above them.

 

2.    All prepositions will be paired up with an object (called the "OBJECT OF THE PREPOSITION") which will be one of the words under which you have probably already written "noun" or "pronoun."

 

Look for the object of each preposition and label it "OP."

 

3.    Bracket in the prepositional phrase.   [    ]

 

4.    Look for the word each prep. phrase modifies. 

Draw an arrow to it. 

Identify the question this prep. phrase answers about the word to which you drew the arrow.

 

5.    Label the prep. phrase as either an  ADJ. PREP PHRASE  or an  ADV. PREP PHRASE  depending on which word it modifies.

 

Here are some examples to practice  ALL THE  SURE-FIRE STEPS  :

 

ex. 1    This old book with the green cover is valuable.

 

ex. 2    That hockey star was actually slipping on the ice.

 

ex. 3    The hotel by the airport received a bomb threat on Saturday.

 

ex. 4    The custodians in uniform stripped that room with all the posters on the walls on the last day of school.


 

 

 PRACTICE WITH PREP. PHRASES

In the following exercises, use the step method to identify:

 

a.      the preposition(s) (put a "P" over them)

b.      the object(s) of the preposition(s)  (put an "OP" over them)

c.       the word the prep. phrase modifies (draw an arrow from the prep. phrase to it)

d.      what kind of prep. phrase each is (adj. or adv.?--write on the blank)

 

 

type of prep. phrase:

 

ADJ?  OR  ADV

ex. 1     The gymnast performed [on the beam].

____________________

ex. 2     The gymnast [with the black leotard] took first place.

____________________

ex. 3     Ali and Robby found the winning lottery ticket [in the parking lot].

____________________

ex. 4     That personal stereo [with the silver case] is hers.

____________________

ex. 5     [After Homecoming weekend], I couldn’t wait for another dance.

____________________

 

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Do EWS exercise 3, pp. 441-442 below or on your own notebook paper.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

I.       COMPOUND PREPOSITIONS  

Turn to the EWS p. 440 for this part.

Prepositions made up of two or more words are called .

Copy down the list of compound prepositions from page 440 in your EWS

book right here:

________________                _________________              __________________

________________                _________________              __________________

________________                _________________              __________________

________________                _________________              __________________

________________                _________________             

 

Using the  SURE-FIRE STEP METHOD  , identify the 2 compound prep. phrases in each of these two sentences.  Bracket the prep. phrases.  [     ]

 

ex. 1     I took Swahili in place of French this year in spite of my parents' objections.

 

ex. 2     I arrived late because of zero hour, but instead of homeroom, I went to the                    commons.

 

 Compound prepositions  act just like _________________ prepositions.

 

J.     COMPOUND OBJECTS    (See blue book--EWS p. 441)

Objects are called  compound objects  when a preposition has ____________ or more ___________________.

 WHAT ARE CONJUCTIONS?  

There are 7 of themàAND, BUT, ______, NOR, ______, ______, SO

Note!  You will find the conjunctions "and" and "but" in prep. phrases to connect the compound objects.

 

USING THE  SURE-FIRE STEP METHOD  , IDENTIFY (by using brackets [  ]) THE PREP. PHRASES.  Make sure you label the prepositions with a PREP and the OBJECTS OF THE PREP. with an OP. the following sentences:

 

ex. 1    I slept during Spiderman and Lord of the Rings.

 

ex. 2    After lunch and a nap, we were ready to hit the beach.

 CAREFUL!  Think about "to hit." Is it a prep. phrase?    YES    NO  (circle)

Explain your answer here.


 

 

K.              PREPOSTIONAL PHRASES AS MODIFIERS   

Turn to EWS, pp. 442-443, for this part.

 

Prepositional phrases act as _________________ when they modify nouns or ______________.

 

ex. 1    The car with the white furry interior belonged to Chris.

What does "with the white furry interior" modify?  ________________

What part of speech is this modified word? ___________________

Is this prep. phrase acting as an adjective?    YES        NO

 

Prep. phrases act as _____________________ when they modify verbs, adjectives, or other adverbs.

 

ex. 2    He jumped into the car and sped away in the dark.

What does "into the car" modify?  ________________

What part of speech is this modified word? ___________________

Is this prep. phrase acting as an adverb?    YES        NO

What does "in the dark" modify?  ________________

What part of speech is this modified word? ___________________

Is this prep. phrase acting as an adverb?    YES        NO

 

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Now, do EWS exercise 4, pp. 443-444, below or on your own notebook paper.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

L.   WHAT ARE MISPLACED MODIFIERS?   

 

When the prepositional phrase is not placed correctly in the sentence so that it is clear which noun or pronoun, verb, adjective, or adverb it modifies, we call this mistake a "misplaced modifier."

 

 Example 1:  

That nonfiction book is much too hard to reach with the red cover.

In the sentence above, the prep. phrase [with the red cover] is misplaced.

Where should it be placed in the sentence?  Draw an arrow there.

 

What part of speech is the word "book"?   ____________

 

What part of speech is the word "reach"?  ____________

 

Is [with the red cover] an adj. prep. phrase or an adv. prep. phrase? _____________________

 

 Example 2:  

There is a dangerous intersection where a traffic light needs to be placed at the corner.

In the sentence above, the prep. phrase [at the corner] is misplaced.

Where should it be placed in the sentence?  Draw an arrow there.

 

 Example 3:  

Trained seals attracted a large crowd of tourists with fish on their noses.

In the sentence above, the prep. phrase [with fish on their noses] is misplaced.

Where should it be placed in the sentence?  Draw an arrow there.

 

 Example 4:  

The needless slaughter of baby seals disturbs many people with clubs.

In the sentence above, the prep. phrase [with clubs] is misplaced.

Where should it be placed in the sentence?  Draw an arrow there.

If necessary, rewrite the whole sentence if it would make better sense here:

 

__________________________________________________________________________

Now, comment on how it has been using this packet to learn the parts of speech.  Advantages?  Disadvantages?   Ease?   Would you rather use your own paper and do "traditional" note taking instead of a packet?

 

 

WOULD YOU BE WILLING TO PAY $3.00 FOR THE PACKET?  _____ YES _____  NO

 

pp. 1PREP – 7PREP = ______/40