Using a variety of sentences
... • Running down the field, jumping for the ball, Bob was attacked by two husky linesmen, preventing him from catching the ball. • Underline the subject once and the verb twice. Phrases are used to describe. • Circle the phrases that describe. Draw a picture of this from your mind. ...
... • Running down the field, jumping for the ball, Bob was attacked by two husky linesmen, preventing him from catching the ball. • Underline the subject once and the verb twice. Phrases are used to describe. • Circle the phrases that describe. Draw a picture of this from your mind. ...
The Verb. General notion
... denotes a process but its substantive side of meaning is more strongly pronounced than that of the infinitive. It is possible to modify the gerund by a noun in the genitive case or by the possessive pronoun. The gerund can be used with prepositions. Similar to the verb, the gerund has the categories ...
... denotes a process but its substantive side of meaning is more strongly pronounced than that of the infinitive. It is possible to modify the gerund by a noun in the genitive case or by the possessive pronoun. The gerund can be used with prepositions. Similar to the verb, the gerund has the categories ...
Year-5-6-Spelling-Appendix_1 - Tewin Cowper C of E Primary
... effect: usually a noun (e.g. It may have an effect on our plans). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business). altar: a table-like piece of furniture in a church. alter: to change. ascent: the act of ascending (going up). assent: to agree/agreement ...
... effect: usually a noun (e.g. It may have an effect on our plans). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business). altar: a table-like piece of furniture in a church. alter: to change. ascent: the act of ascending (going up). assent: to agree/agreement ...
Year 5 Spelling
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
Year 5-6 Spelling Appendix
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
Year 5-6 Spelling Appendix
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
Year 5-6 Spelling Appendix
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
Grammar basics examples
... The task of bringing to the attention of a badly informed public the plight of our endangered species and their vanishing habitats falls to the investigator with the ability and willingness to recast the results of relevant research in language comprehensible to the curious but scientifically untrai ...
... The task of bringing to the attention of a badly informed public the plight of our endangered species and their vanishing habitats falls to the investigator with the ability and willingness to recast the results of relevant research in language comprehensible to the curious but scientifically untrai ...
Y5/6 Spelling Appendix
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
Y5/6 Spelling Appendix - Silver Tree Primary School
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
New work for years 5 and 6 - Christ Church CE Primary School
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
Y5/6 Spelling Appendix
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
Grammar Review
... **If it’s an action verb…do you have a direct? indirect object? **If it’s a linking verb…do you have a predicate adj? pred. noun? (if no pa or pn, it’s a being verb) ...
... **If it’s an action verb…do you have a direct? indirect object? **If it’s a linking verb…do you have a predicate adj? pred. noun? (if no pa or pn, it’s a being verb) ...
Y5/6 Spelling Appendix
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
... If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before ...
SENTENCE PATTERNS
... and clauses in sentences and the ordering of words, phrases, clauses and sentences. ...
... and clauses in sentences and the ordering of words, phrases, clauses and sentences. ...
Document
... does not refer to a particular person, place, or thing. Does anyone know the story of Midas? Most indefinite pronouns are either singular or plural. ...
... does not refer to a particular person, place, or thing. Does anyone know the story of Midas? Most indefinite pronouns are either singular or plural. ...
The Magic Lens
... Keep parts of speech parallel in lists and compounds. Parallel construction (//) also means using uniform parts of speech for items in lists and compounds. Keeping lists and compounds grammatically parallel is good writing technique. Parallel Compound: Bob was adjective and adjective (Bob was tall ...
... Keep parts of speech parallel in lists and compounds. Parallel construction (//) also means using uniform parts of speech for items in lists and compounds. Keeping lists and compounds grammatically parallel is good writing technique. Parallel Compound: Bob was adjective and adjective (Bob was tall ...
Roman Housing Project - KET Distance Learning
... It must contain at least five adjectives formed to agree with their nouns in case, number, and gender. (Please note that domus, ‐ūs is a 4th declension feminine noun.) You may use positive, comparative, or superlative forms of adjectives. Use descriptive adjectives to make ...
... It must contain at least five adjectives formed to agree with their nouns in case, number, and gender. (Please note that domus, ‐ūs is a 4th declension feminine noun.) You may use positive, comparative, or superlative forms of adjectives. Use descriptive adjectives to make ...
Notes_Phrases_Sept 6
... An introductory, participial phrase is a participial phrase that comes at the beginning of the sentence. There are two rules for these phrases: 1. Introductory participial phrases must be set off by a comma. 2. Introductory participial phrases will always modify the subject. ...
... An introductory, participial phrase is a participial phrase that comes at the beginning of the sentence. There are two rules for these phrases: 1. Introductory participial phrases must be set off by a comma. 2. Introductory participial phrases will always modify the subject. ...
Year 7 English Homework Book
... A comparative adjective compare two nouns. If the adjective has one syllable, then in most cases you need to add –er. E.g. ‘slow’ to ‘slower’ in the sentence: ‘The bus is slower than the broomstick.’ However, if the adjective has two syllables or more, the word more or the word less should be placed ...
... A comparative adjective compare two nouns. If the adjective has one syllable, then in most cases you need to add –er. E.g. ‘slow’ to ‘slower’ in the sentence: ‘The bus is slower than the broomstick.’ However, if the adjective has two syllables or more, the word more or the word less should be placed ...
File
... On each Wednesday, you’ll identify clauses (independent, adverb dependent, adjective dependent, noun dependent), sentence type (simple, compound, complex, compound-complex), and purpose (declarative, interrogative, exclamatory, imperative). On each Thursday, you’ll add capitalization and punctuation ...
... On each Wednesday, you’ll identify clauses (independent, adverb dependent, adjective dependent, noun dependent), sentence type (simple, compound, complex, compound-complex), and purpose (declarative, interrogative, exclamatory, imperative). On each Thursday, you’ll add capitalization and punctuation ...
Structural Ambiguity for English Teachers
... reading because in similar sentences simply occurs only as a qualifier before adjectives, e.g., "The room was simply magnificent." Now we shall turn from classificational ambiguities to ambiguities of arrangement, as seen in the noun phrase. First, a few prenominals. Situation 8: Noun -f- noun head ...
... reading because in similar sentences simply occurs only as a qualifier before adjectives, e.g., "The room was simply magnificent." Now we shall turn from classificational ambiguities to ambiguities of arrangement, as seen in the noun phrase. First, a few prenominals. Situation 8: Noun -f- noun head ...
Indirect object pronouns: me, te, nous, vous
... of the verb. They are: Me Nous Te Vous Le/la Les ...
... of the verb. They are: Me Nous Te Vous Le/la Les ...
English Grammar and English Usage
... Given that English is a word-ordered and predominantly SVO language then (1) and (2) are no problem. But (3)–(6) are all ambiguous to some degree because English does not modify the word endings of ‘dog’ and ‘man’ if they move from being the subject to being the object. The main residues of the case ...
... Given that English is a word-ordered and predominantly SVO language then (1) and (2) are no problem. But (3)–(6) are all ambiguous to some degree because English does not modify the word endings of ‘dog’ and ‘man’ if they move from being the subject to being the object. The main residues of the case ...
Grammar Book to Accompany Units 1
... stressed syllable before an affirmative verb receives a primary sentence stress, or high rising pitch. The affirmative verb to be is never stressed, but its negative form takes a primary stress, and as in the affirmative case above, the stressed syllable preceding it receives a secondary sentence st ...
... stressed syllable before an affirmative verb receives a primary sentence stress, or high rising pitch. The affirmative verb to be is never stressed, but its negative form takes a primary stress, and as in the affirmative case above, the stressed syllable preceding it receives a secondary sentence st ...