Eliminating “to be” Verbs
... The house was green and red, and I will never forget the last time I saw it. The house, green and red, impressed on me so much that I could never forget its sight. ...
... The house was green and red, and I will never forget the last time I saw it. The house, green and red, impressed on me so much that I could never forget its sight. ...
Clauses and phrases
... Her arms folded across her chest Arms = noun; folded = participle; her, across her chest = modifiers. Our fingers scraping the leftover frosting off the plates ...
... Her arms folded across her chest Arms = noun; folded = participle; her, across her chest = modifiers. Our fingers scraping the leftover frosting off the plates ...
Language L1
... them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. Grade 4 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, who ...
... them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. Grade 4 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, who ...
Nouns: Lesson 1: Concrete or Abstract Nouns
... Substitution trick: If you can substitute the verb or verb phrase with is, am, are, was, or were, then the verb is a linking verb. Example: She had remained calm. -> She was calm. (“had remained” is a linking verb) ...
... Substitution trick: If you can substitute the verb or verb phrase with is, am, are, was, or were, then the verb is a linking verb. Example: She had remained calm. -> She was calm. (“had remained” is a linking verb) ...
CAPITALIZATION QUICK FACTS
... 1. Are you (smarter, smartest) than your twin? 2. She is the (younger, youngest) student in the class. 3. Her hair is (curlier, more curlier) than Mary’s. 4. Of the three brothers, he is the (taller, tallest). 5. I think April is the (most rainiest, rainiest) month of the year. 6. What sport do you ...
... 1. Are you (smarter, smartest) than your twin? 2. She is the (younger, youngest) student in the class. 3. Her hair is (curlier, more curlier) than Mary’s. 4. Of the three brothers, he is the (taller, tallest). 5. I think April is the (most rainiest, rainiest) month of the year. 6. What sport do you ...
Vocabulary, grammar and punctuation – Years 1 to 6
... statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma ...
... statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma ...
Vocabulary, grammar and punctuation
... The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language. Building this knowledge is best achieved throug ...
... The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language. Building this knowledge is best achieved throug ...
English Appendix 2 - Westrop Primary School
... The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language. Building this knowledge is best achieved throug ...
... The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language. Building this knowledge is best achieved throug ...
Our Hebrew Curriculum – NETA
... Assess question words Understand the expression of cause with ki' Utilize the placement of infinitives in sentences ...
... Assess question words Understand the expression of cause with ki' Utilize the placement of infinitives in sentences ...
11 RULES OF WRITING
... refining of writing skills. Explore each of the rules to see examples of its application, and use the references to find additional explanations and examples on the Web or in print. Look up grammatical terms in the glossary. For a wider variety of information, check related FAQs and other writing re ...
... refining of writing skills. Explore each of the rules to see examples of its application, and use the references to find additional explanations and examples on the Web or in print. Look up grammatical terms in the glossary. For a wider variety of information, check related FAQs and other writing re ...
Verbs: Sit-Set, Rise-Raise Verbs: Sit-Set, Rise
... 9. Harold (sat, set) the bags on the luggage rack. 10. "The train always (sits, sets) here for about five minutes," Harold said. 11. "We'll (sit, set) and talk a few more minutes," replied Betty. 12. (Sitting, Setting) there, they didn't notice the train moving. 13. When Harold saw the scenery whizz ...
... 9. Harold (sat, set) the bags on the luggage rack. 10. "The train always (sits, sets) here for about five minutes," Harold said. 11. "We'll (sit, set) and talk a few more minutes," replied Betty. 12. (Sitting, Setting) there, they didn't notice the train moving. 13. When Harold saw the scenery whizz ...
See p. 69
... Part A. Parts of Speech Write a sentence using the given word as the part of speech indicated. (See Chapters 7, 8, & 9) 1. Use the word cat as a common noun. _____________________________________________________________ 2. Use the verb play in the past tense. ________________________________________ ...
... Part A. Parts of Speech Write a sentence using the given word as the part of speech indicated. (See Chapters 7, 8, & 9) 1. Use the word cat as a common noun. _____________________________________________________________ 2. Use the verb play in the past tense. ________________________________________ ...
Introduction to morphology • morpheme: the minimal information
... • words are made up of a stem (more than one in the case of compounds) and zero or more affixes. e.g., dog plus plural suffix +s • affixes: prefixes, suffixes, infixes and circumfixes • in English: prefixes and suffixes (prefixes only derivational morphology) • productivity: whether affix applies ge ...
... • words are made up of a stem (more than one in the case of compounds) and zero or more affixes. e.g., dog plus plural suffix +s • affixes: prefixes, suffixes, infixes and circumfixes • in English: prefixes and suffixes (prefixes only derivational morphology) • productivity: whether affix applies ge ...
Confused Words
... • The word wright is from an Old English word meaning worker or maker. A wheelwright makes wheels. A shipwright makes ships or boats. The word is more common now in a literary sense. One who writes plays is a playwright. ...
... • The word wright is from an Old English word meaning worker or maker. A wheelwright makes wheels. A shipwright makes ships or boats. The word is more common now in a literary sense. One who writes plays is a playwright. ...
Structural Analysis of English Syntax Part I. Chapter 8
... When considered a separate class, pronouns are Class II words, but most school texts consider them a subcategory of nouns. In contrast to nouns, pronouns constitute a closed class –no new pronouns have been added to English for hundreds of years. If anything, the class has become smaller instead, as ...
... When considered a separate class, pronouns are Class II words, but most school texts consider them a subcategory of nouns. In contrast to nouns, pronouns constitute a closed class –no new pronouns have been added to English for hundreds of years. If anything, the class has become smaller instead, as ...
For staff, students and parents.
... continued for a period of time in the past (I was walking / I was singing). Past perfect The past perfect is the verb tense we use to describe actions that were completed by a particular time in the past. ...
... continued for a period of time in the past (I was walking / I was singing). Past perfect The past perfect is the verb tense we use to describe actions that were completed by a particular time in the past. ...
Present Continuous Tense - artoagung ee
... happening these days, but not necessarily right now She is studying at PENS College. ...
... happening these days, but not necessarily right now She is studying at PENS College. ...
Tips and exercises for Part I
... Exercise A: Dividing complex sentences The following paragraph includes complex sentences. Divide the complex sentences into simple sentences where it is possible to do so. ...
... Exercise A: Dividing complex sentences The following paragraph includes complex sentences. Divide the complex sentences into simple sentences where it is possible to do so. ...
18.5 Complements Often, a sub1ect and verb alone can express a
... 18.5.9: A predicate adjective follows a linking verb and describes the subject of the sentence. A predicate adjective is considered part of the complete predicate of a sentence because it comes after a linking verb. In spite of this, a predicate adjective does not modify the words in the predicate. ...
... 18.5.9: A predicate adjective follows a linking verb and describes the subject of the sentence. A predicate adjective is considered part of the complete predicate of a sentence because it comes after a linking verb. In spite of this, a predicate adjective does not modify the words in the predicate. ...
Avoiding Fragments and Run On Sentences
... Run-on sentences occur when you punctuate two or more sentences as if they were one sentence. When you put a comma between them, there is still an error because commas do not grammatically separate two complete sentences. Why do run-together sentences occur? Because people think that two closely rel ...
... Run-on sentences occur when you punctuate two or more sentences as if they were one sentence. When you put a comma between them, there is still an error because commas do not grammatically separate two complete sentences. Why do run-together sentences occur? Because people think that two closely rel ...
Pronoun Antecedent Agreement
... If two antecedents are joined by either/or, neither/nor, the pronoun agrees with the antecedent closest to it; Either Michael or his friends will bring their video games to the party. Either his friends or Michael will bring his video games to the party. (This sentence is correct, but sounds ill ...
... If two antecedents are joined by either/or, neither/nor, the pronoun agrees with the antecedent closest to it; Either Michael or his friends will bring their video games to the party. Either his friends or Michael will bring his video games to the party. (This sentence is correct, but sounds ill ...
Direct and Indirect Object PPT
... Tells to whom or to what or for whom or for what the action of the verb is done. subject ...
... Tells to whom or to what or for whom or for what the action of the verb is done. subject ...
action verb - WordPress.com
... Tells to whom or to what or for whom or for what the action of the verb is done. subject ...
... Tells to whom or to what or for whom or for what the action of the verb is done. subject ...
Slide 1
... Include a range of verbs and vocabulary. Add opinions – check the adjectives agree with gender and plural Check the adjectives are after the noun Include qualifiers such as muy, bastante when using adjectives Justify your opinions – explain why (porque….) Use connectives to extend your sentences Mak ...
... Include a range of verbs and vocabulary. Add opinions – check the adjectives agree with gender and plural Check the adjectives are after the noun Include qualifiers such as muy, bastante when using adjectives Justify your opinions – explain why (porque….) Use connectives to extend your sentences Mak ...
WHO 1 (STS)
... I, you, he, she, it, we, you, they * We need your suggestions for our new Object Pronouns: me, you, him, her, it, us, you, them holidays in Latin America. Possessive Adjective: my, your, his, her, its, our, your, their * I have lost my holiday brochure. Can I use Possessive Pronouns: mine, yours, hi ...
... I, you, he, she, it, we, you, they * We need your suggestions for our new Object Pronouns: me, you, him, her, it, us, you, them holidays in Latin America. Possessive Adjective: my, your, his, her, its, our, your, their * I have lost my holiday brochure. Can I use Possessive Pronouns: mine, yours, hi ...