Download SOCIAL STUDIES 700 (Language Arts)

701
701
Date:
Name:
ENGLISH 701
OBJECTIVES
1. To Understand the Meaning of Being Merciful
2. To Understand and Apply Spelling Concepts:
a. Latin Roots: oct, vis, ped, scrib, ject
b. I before E Rule
3. To Understand and Form Sentences
4. To Understand and Use Verbs
In this unit, you will learn about the character quality of being merciful. Being
merciful means showing kindness when dealing with others. It means being
compassionate and humane.
Directions: Think of a merciful person you know or know of. Write two
characteristics that you think make this person merciful.
1.
2.
Chapter 1: Spelling
Introduction to Spelling Rules
Did you know that many of our English words come from Latin, Greek, and
Anglo Saxon words? You may never speak these languages, but you use words
that come from them all the time. In your spelling lessons, you will learn the
meaning of a selection of Latin, Greek, and Anglo-Saxon roots. You will be amazed
at how many English words are based on these roots and how you will be able to
define words you have never seen before based on recognizing the roots they come
from. Learning roots is not just an exercise developed by teachers to frustrate
students! If you do your best and learn these roots, you will improve your
vocabulary exponentially.
Also, in your spelling lessons, you will study some basic spelling rules (and
the exceptions to these rules!) These rules will also help you to be able to spell
words you know as well as new ones.
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English 701 unit test
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Section 1: Spelling List
The following words will be your spelling words for this unit. These words illustrate
the spelling rules covered in this chapter. You will be reminded to study your words
in Chapters 2 and 3 to prepare you for the test at the end of the unit.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
octagon
octet
octopus
octave
visage
vision
advisor
visor
peddler
pedestal
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
pedestrian
pedaler
prescribe
scribe
scribble
inscribe
projection
interject
injection
conjecture
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
neighbor
eighteen
perceive
belief
relieve
conscience
counterfeit
sieve
yielded
leisure
Section 2: Spelling Rules
Rule 1: The following roots of words come from Latin. You need to
learn the meaning of the root because it at least partly determines the meaning
of the whole word.
a. oct – eight
Latin is not dead – it is alive
b. vis – see
and well in the English
c. ped – foot
language.
d. scrib – write
e. ject – throw
Directions: Write each spelling word under the correct heading.
oct
vis
ped
1. _______________
5. _______________
9. _______________
2. _______________
6. _______________
10. ______________
3. _______________
7. _______________
11. ______________
4. _______________
8. _______________
12. ______________
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English 701 unit test
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scrib
ject
13. _______________
17. _______________
14. _______________
18. _______________
15. _______________
19. _______________
16. _______________
20. _______________
Rule 2: “I before E except after C, or when sounding like A as in
neighbor or weigh.”
This rule applies to many words, but it is just as critical to learn the exceptions
as it is to learn the rule itself. The rule will serve as a guide for spelling words you
do not know. Remember, the ie digraph usually has the /e/ sound, but there are
exceptions to this as well.
Directions: Write each word under the correct heading.
I before e
except after c
1. ________________
5. _______________
2. ________________
3. ________________
4. ________________
or when sounding like /a/
Exceptions
6. _______________
8. _______________
7. _______________
9. _______________
10._______________
Score Sections 1 and 2. Teacher’s initials: _______________
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English 701 unit test
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Section 3: Searching for Meaning
Directions: Look up each spelling word. Remember to put the definition in
your own words, and be sure you understand the definition. Notice how the
meaning of the roots influences the meanings of the words.
1. octagon
2. octet
3. octopus
4. octave
5. visage
6. vision
7. advisor
8. visor
9. peddler
10. pedestal
11. pedestrian
12. pedaler
13. prescribe
14. scribe
15. scribble
16. inscribe
17. projection
18. interject
19. injection
20. conjecture
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21. neighbor
22. eighteen
23. perceive
24. belief
25. relieve
26. conscience
27. counterfeit
28. sieve
29. yielded
30. leisure
Directions: Look up and record the origins of the word mercy. (Hint: use your
dictionary to find this.)
I believe in the equality of man; and I believe that religious duties consist in doing
justice, loving mercy, and endeavoring to make our fellow-creatures happy.
--Thomas Paine
Score Section 3 now. Teacher’s initials: ________________
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English 701 unit test
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CHAPTER 1 REVIEW
Directions: Write the meanings of the roots.
1. oct
2. vis
3. ped
4. scrib
5. ject
Directions: Use each spelling word in a sentence.
1. octagon
2. octet
3. octopus
4. octave
5. visage
6. vision
7. advisor
8. visor
9. peddler
10. pedestal
Teacher’s Initials:
Being merciful means not being quick to judge the hearts
of others.
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Directions: Write the correct spelling word for each meaning.
11. guesswork; a statement of opinion
____________________
12. something that is injected
____________________
13. to sense or understand
____________________
14. a conviction; something accepted as true ____________________
15. to alleviate
____________________
16. a writer or copyist
____________________
17. a person traveling on foot
____________________
18. to mark or engrave
____________________
19. free time; rest
____________________
20. imitation; false
____________________
Directions: Insert the correct spelling word in each sentence.
21. The _______________ produced power with his bicycle.
22. To make the jelly, we put the cherries through a _______________.
23. The garden _______________ 15 bushels of corn.
24. Our new _______________ just moved in next door.
25. My brother will turn _______________ next July.
26. Sam’s doctor will _______________ his medication.
27. Children must learn not to _______________ on the wall.
28. Alice would like to _______________ her opinion into the discussion.
29. Let your _______________ be your guide.
30. There is a _______________ of land out into the water.
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Directions: Read the following situation and write a paragraph about how
Kegan’s mother could help by being merciful toward her daughter.
Kegan has had the same best friend for five years. They have gone everywhere
together and shared all their feelings, problems, and secrets. Kegan’s friend has
just moved away, and Kegan is feeling lonely and sad. She feels abandoned by her
friend and alone at school.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Directions: Write a definition for merciful in your own words. What does it
mean to you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Score Chapter 1 Review now. Teacher’s initials: _______________
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Chapter 2: Understanding Sentences
Sentences are the foundation of all writing. Therefore, it is essential to understand
the different types of sentences, how they are formed, and how to avoid errors in
writing them.
A sentence is a group of words that expresses a complete thought.
Section 1: Classifying Sentences
When classification is done according to purpose, there are four types of
sentences.

A declarative sentence makes a statement. It ends in a period.
Walter hit the ball.
Trey caught the ball.

An interrogative sentence asks a question. It ends with a question mark.
How many hot dogs are you going to eat?
How many hot dogs do you have?

An imperative sentence gives a command or makes a request. It can
end in a period or, if the statement indicates excitement, an exclamation
point.
Please hang up your coat.
Get off of my foot!

An exclamatory sentence makes a statement and indicates strong
feeling or excitement. It ends with an exclamation point.
Your painting is absolutely beautiful!
We must leave right now!
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Directions: Identify each sentence as declarative (dec), interrogative, (int),
imperative (imp), or exclamatory (exc).
1. How many years have you lived in Fresno?
_______________
2. I just love black forest cake!
_______________
3. Teresa’s job is to build the sets.
_______________
4. Mr. Ralph is my favorite teacher.
_______________
5. Come down before you fall!
_______________
6. Do you know how to get downtown from here?
_______________
7. Please close the door behind you.
_______________
8. I still have fourteen problems to do!
_______________
9. How many problems do you have to do?
_______________
10. We will be back in fifteen minutes.
_______________
Directions: Insert the proper punctuation mark for each sentence.
1. (imp) Make sure you do not oversleep _____
2. (exc) Jean has thirteen cats _____
3. (int) How can we finish this project on time _____
4. (dec) I think we are finished _____
5. (exc) My guests will be here at 3:00 _____
6. (imp) Please help me carry the bags _____
7. (dec) My parents are going out tonight _____
8. (int) How do you play this game _____
9. (imp) Shut the window before the rain comes in _____
10. (exc) That movie was wonderful _____
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Directions: Write an example of each type of sentence.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
Score Section 1 now. Teacher’s initials: _____________
Section 2: Subjects and Predicates
Every sentence must have a subject and a predicate.

The subject of the sentence is what the sentence is about.
The simple subject is the subject with no modifiers. It will be a noun
or pronoun. It will not be the object of a preposition.
The complete subject is the simple subject and its modifiers.
The group of students studied in the library.
The simple subject of this sentence is group.
The complete subject of this sentence is the group of students.
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
The predicate of the sentence is the part that indicates the action of the
subject or says something about the subject.
The simple predicate is just the verb.
The complete predicate is the verb and its modifiers.
The simple predicate of the sentence above is studied.
The complete predicate of the sentence above is studied in the
library.

To find the simple subject and predicate of a sentence, first look for the
verb (the simple predicate.) Then ask who or what performed the action
of the verb. The answer to that question will be the subject of the
sentence.
The airplane landed at 5:00.
First, find the verb. The verb is landed. Then, ask yourself “What landed?” The
answer is airplane, and airplane is the subject of the sentence.
On our street, there lived a large family.
The order of words in this sentence is different. Do not let this change confuse you!
o Find the verb. The verb is lived.
o There (or here) will never be the subject of the sentence.
o The subject will not be the object of a preposition.
o Ask yourself, “Who lived?” The answer is family, and family is the
subject of the sentence.


In an imperative sentence, the subject is understood to be you.
(You) Go downstairs for the party.
(You) Please set the table.
The subject and/or predicate of a sentence can be compound. That is,
there may be more than one subject and/or verb in a sentence, and the
compound parts are connected with a conjunction (and, or, nor, or but.)
John and Philip hiked the Lincoln Trail. -Compound Subject
John hiked the trail and skied in Colorado. -Compound Predicate
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
If a sentence is missing a part, it is not a complete sentence. It is then
called a sentence fragment. A fragment does not express a complete
thought.
The house on the corner
are growing fast
These sentence parts do not express a complete thought. They are fragments of
sentences.
Directions: Identify each item as a sentence or a fragment.
1. The house on the corner is for sale.
_______________
2. Our first cousin
_______________
3. played the violin in the orchestra and a quartet
_______________
4. Mrs. Sullivan is coming home tomorrow.
_______________
5. Andrew will come with her.
_______________
Directions: Make each fragment into a sentence.
1. after the sun goes down
___________________________________________________________________
2. the newlyweds
___________________________________________________________________
3. the college professor
___________________________________________________________________
4. skimmed the novel
___________________________________________________________________
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Directions: Draw a line between the complete subject and the complete
predicate in each sentence. Circle and mark the simple subject (ss) and the
simple predicate (sp). Look for compound subjects and predicates.
1. Amy is on her way to Chicago.
2. The boys participate in the experiment.
3. Lauren makes great chocolate chip cookies and bakes wonderful pies!
4. The teachers assigned homework for tomorrow.
5. The car and the mower are in the garage.
6. Please take your sister home.
7. Tamara and I love those songs!
8. Jocelyn has three new dresses.
9. Albert’s piano teacher retired last year.
10. Stella goes to the pool and swims every day.
Score Section 2 now. Teacher’s initials: ______________
Being merciful does not mean being uninterested in justice, but it
does mean being able to put yourself in someone else’s shoes
and trying to understand them and their situation.
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Section 3: Diagramming Subjects and Predicates
A diagram is a picture of a sentence. Learning to diagram will help you understand
sentence structure more clearly because you can see it.

To diagram the subject and predicate of a sentence, draw a horizontal
line, and divide it with a vertical line. The predicate is written to the right
of the vertical line, and the subject is written to the left, regardless of the
order of the words in the sentence itself.
Ross climbed the hill
Ross

climbed
To diagram a compound subject or verb, follow this model.
Susan and Jill watched the movie.
Susan
and
watched
Jill
Travis cooked dinner and washed the dishes.
cooked
Travis
and
washed
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Susan and Jill watched the movie and ate popcorn.
Susan
watched
and
and
Jill
ate
Directions: On your own paper, diagram the simple subject and predicate in
each sentence. Do not be confused by the order of the sentence parts.
1. James built the house of cards.
2. Terrence and Samuel played in the tournament.
3. There is my pastor.
4. Jon and Harold saw the bear and ran away.
5. I want some of that dessert!
Section 4: Phrases and Clauses
Sentences often contain phrases and clauses. It is important to understand the
difference. They are not complete sentences; by themselves, they would be
fragments.

A phrase is a group of words that does not contain a subject and a verb.
in the store
after the wedding

A clause has a subject and a verb.
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1. An independent clause can stand alone as a sentence.
Susie took the medicine.
2. A dependent clause has a subject and a verb but does not express a complete
thought and cannot stand alone.
The team that is in first place will go to the tournament.
If they go to the tournament, they could win a trophy.
Directions: Identify the words in bold as phrases, independent clauses, or
dependent clauses.
1. The man in the suit is Carol’s grandfather.
___________________
2. The building that has the elevator is closed.
___________________
3. After we go to the game, we will eat.
___________________
4. Shelley came home today.
___________________
5. After the game, we will eat.
___________________
6. The truck with the trailer turned over.
___________________
7. Before you see Drew, wash your face.
___________________
Score Sections 3 and 4 now. Teacher’s initials: ___________
Kindness is loving people more than they
deserve. –Joseph Joubert
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Section 5: Sentence Structure
When classified according to structure, a sentence may be of four possible types:
simple, compound, complex, or compound-complex.

A simple sentence contains one independent clause and no dependent
clauses.
Emily sat in the bleachers.
This sentence has one independent clause.

A compound sentence contains two or more independent clauses and
no dependent clauses.
Emily sat in the bleachers, and Tom sat in the car.
Both parts of this sentence are independent clauses that can stand alone as
sentences. The two parts are joined with a conjunction or a semicolon.
A run-on sentence occurs when two sentences are written incorrectly as one
sentence.
JoAnn did not want to eat, she was sleepy.
Two sentences cannot be joined with a comma only. This sentence could be
corrected in the following ways.
1. JoAnn did not want to eat because (as, for, since) she was
sleepy.
2. JoAnn did not want to eat; she was sleepy.
3. JoAnn did not want to eat. She was sleepy.

A complex sentence contains one independent clause and one or more
dependent clauses.
After she went to the concession stand, Emily sat in the bleachers.
The clause after she went to the concession stand is a dependent clause, and
Emily sat in the bleachers is an independent clause.
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
A compound-complex sentence contains two or more independent
clauses and one or more dependent clauses.
After she went to the concession stand, Emily sat in the bleachers, and
Tom sat in the car.
This sentence has it all! It has a dependent clause, after she went to the
concession stand, and two independent clauses, Emily sat in the bleachers, and
Tom sat in the car.
Directions: Identify each sentence as simple (s), complex (c), compound (cd),
or compound-complex (cd-c).
1. Teresa is the leader of the dance troupe.
____________________
2. Teresa is the leader, and I am a dancer.
____________________
3. After she performs, Teresa takes a bow.
____________________
4. After she performs, Teresa takes a bow, and the
curtain closes.
____________________
5. Before the performance, the dancers warm up.
____________________
6. If they have time, the dancers sign autographs.
____________________
Directions: Correct the following run-on sentences.
1. Steve is on his way, we should meet him.
___________________________________________________________________
2. Albert had gone to school he was sick.
___________________________________________________________________
3. Sara has three guinea pigs, she wants to sell one of them.
___________________________________________________________________
Score Section 5 now. Teacher’s initials: _______
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English 701 unit test
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CHAPTER 2 REVIEW
Directions: Define each of the four classes of sentences.
1. declarative
________________________________________________
2. interrogative
________________________________________________
3. imperative
________________________________________________
4. exclamatory
________________________________________________
Directions: Identify each sentence as declarative (dec), interrogative, (int),
imperative (imp), or exclamatory (exc).
5. How does she write so well?
____________________
6. Please go back to the classroom.
____________________
7. I need some help here!
____________________
8. April is my best friend.
____________________
9. Get me out of here!
____________________
10. Would you like some cake?
____________________
Directions: Divide each sentence between the subject and predicate. Mark
the simple subject (ss) and the simple predicate (sp.) Diagram the simple
subject and predicate of each sentence.
11. Mark drew on the patio.
12. Steve has my radio in his car.
13. The family in the picture lives in Honduras.
14. She brought us a cake!
15. We trapped a grasshopper.
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Directions: Write an example of each type of sentence.
16. simple
___________________________________________________
17. compound
___________________________________________________
18. complex
___________________________________________________
19. compound-complex________________________________________________
Directions: Fill in the blanks.
20. An ____________________ clause can stand alone as a sentence.
21. A ____________________ is a group of words that does not have both a
subject and a verb.
22. A ___________________ occurs when two sentences are incorrectly written as
one sentence.
Directions: Read the following situation. Write about how you would be
merciful.
Your good friend was supposed to go to the movies with you but at the last minute
went with a new friend instead. She was flattered that the new person, who is very
popular, would ask her to go somewhere. You were left at home with nothing to do.
Now your friend realizes this action was unkind and has asked you to forgive and
forget.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
A merciful person does not seek revenge.
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Chapter 3: Verbs
The English language is organized into parts of speech, all of which have different
uses in the building of a sentence. Verbs are principle building blocks in a sentence
and have several functions.
Section 1: Action Verbs
Many verbs are action verbs, meaning they show the
action taken in the sentence.
The car raced down the track.
Her family traveled to Hawaii.
Shawn dreams of a new guitar.
The girls remained at the theater.


An action verb can indicate physical action,
as in words like: talk, play, work, strum,
jiggle.
The eight parts of
speech are:
Noun
Verb
Pronoun
Adverb
Adjective
Preposition
Conjunction
Interjection
An action verb can indicate mental action, as in words like: dream, think,
ponder, hope, imagine.
Directions: Underline the verb in each sentence. Remember to look for the
action word.
1. Ellen jumped rope for forty minutes.
2. Our class hiked to the top of the hill.
3. She thinks about college every day.
4. Joey hopes for a good grade.
5. I read the whole book yesterday.
Nature has no mercy at all. Nature says, “I’m going to snow. If you have on a
bikini and no snowshoes, that’s tough. I am going to snow anyway.”
--Maya Angelou
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
An action verb can be singular or compound. If there is more than one
verb, they are connected by and, or, nor, or but.
Mom went to the store but bought no food.
Alex’s grandmother blew out the candles and cut the cake.
** Compound verbs are especially useful in combining short sentences into one
longer, more interesting sentence. Consider:
Judy unlocked the door. She entered the house. She turned on
the lights.
OR
Judy unlocked the door, entered the house, and turned on the
lights.
** The second way makes for a more interesting and readable sentence due to
making the verbs compound.
Directions: Make the verbs in the following sentences compound, making one
new sentence each time.
1. Thomas saw his uncle. He gave him a hug. He unloaded his suitcase.
___________________________________________________________________
2. The group arrived at the terminal. They found the car. They headed for the
hotel.
___________________________________________________________________
3. Stephen loves broccoli. He dislikes carrots.
___________________________________________________________________
Score Section 1 now. Teacher’s initials: ________________
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Section 2: State of Being and Linking Verbs

Some verbs simply show that something exists.
The book is on the table.
The letter was in the file cabinet.
The state of being verbs are:
am, is, are, was were
be, being, been

Linking verbs connect the subject of the sentence with a word in the
predicate. They are used when the word in the predicate describes or
identifies the subject.
Mrs. Peterson is the teacher.
Sam was our pet goat.
The stew tastes wonderful.
You seem upset.
State of beng verbs can be used as linking verbs.
Other linking verbs are:
grow, seem, smell, feel, become, appear,
taste, sound, look, remain, stay.
If you do not already know the being verbs and linking verbs, memorize the
lists now.
It is easy to confuse linking verbs with action verbs. Some linking verbs can also be
used as action verbs. The difference is apparent from the way the verb is used in
the sentence.
Gene grew impatient.
The garden grew all summer.
Grew links the subject with its description.
Grew indicates action taken by the subject.
Pat feels sick.
Mom feels her forehead.
Feels links the subject with its description.
Feels indicates an action.
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Directions: Underline the verb in each sentence. Identify the verb as being or
linking.
1. The dance is in the gymnasium.
____________________
2. My father is on a trip.
____________________
3. Sal’s aunt is my professor.
____________________
4. The kitchen smelled wonderful.
____________________
5. The students became accountants.
____________________
6. The idea sounds good to me.
____________________
7. Her parents were outside.
____________________
8. Jerry seems excited about school.
____________________
9. I am in the kitchen.
____________________
Directions: Underline the verb in each sentence. Identify the verb as linking
or action.
1. Mario seems angry.
____________________
2. Amanda looks out the window.
____________________
3. Susan looks ill.
____________________
4. You grew two inches!
____________________
5. The dinner grew cold.
____________________
6. Please feel this fabric.
____________________
7. Angela feels better today.
____________________
8. Stanley appeared on the doorstep.
____________________
Score Section 2 now. Teacher’s initials: _______________
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Section 3: Helping Verbs and Verb Phrases

A helping verb does just what it claims: it helps the main verb. Learn the
following helping verbs. Some of them should be familiar from the lesson
on being verbs.
am
are
be
been
Helping Verbs
do
does
did
is
was
being
were
may
might
must
have has
had

shall
should
would
will
can
could
A verb phrase consists of a helping verb and the main verb. Sometimes
the words of a verb phrase are found together, and sometimes, they are
separated by other words.
Sam has been waiting a long time.
Joan did not receive the letter.
Should we wait for you?
Directions: Underline the verb phrase in each sentence. Watch for other
words that separate the words of the phrase.
1. We should have gone home already.
2. Did you have carrots for dinner?
3. There have been many visitors at our church.
4. I must have some help tonight.
5. Jeanine might teach that class next semester.
Score Section 3 now. Teacher’s initials: _____________
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English 701 unit test
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Section 4: Principal Parts of Verbs
Every verb has four principle parts: the present, the past, the present participle, and
the past participle. The infinitive of the verb is the verb with the word to in front of it
(to learn).

The present form is simply the present tense of the verb and indicates
present or current action.
I learn Spanish.
My brother learns French.

The past form is the past tense of the verb, indicating something that
already took place. It ends in –d, –ed, or –t.
I learned Spanish.
My brother learned French.

The present participle is formed by adding –ing to the present form. It
needs a helping verb. It can indicate present or past action.
I have been learning Spanish.
My brother was learning French.

The past participle is made by taking the past form and adding a helping
verb.
I have learned Spanish.
My brother had learned French.
Directions: Write the principal parts of these verbs. (Notice the sample.)
Verb
Present
Past
1. tease
tease
teased
Present
Participle
teasing
Past Participle
teased
2. show
3. stop
4. help
5. try
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English 701 unit test
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Section 5: Irregular Verbs
In English, many verbs form the past and past participle in an irregular way. We
learn these verbs naturally from conversations we hear from an early age, but it is
important to study them in case there are some that are unfamiliar. Following is a
list of some of the more common irregular verbs. Memorize them.
Present
Past
Present Participle Past Participle
begin
began
beginning
begun
bite
bit
biting
bitten
blow
blew
blowing
blown
break
broke
breaking
broken
bring
brought
bringing
brought
build
built
building
built
come
came
coming
come
do
did
doing
done
eat
ate
eating
eaten
get
got
getting
gotten
leave
left
leaving
left
ride
rode
riding
ridden
rise
rose
rising
risen
see
saw
seeing
seen
shake
shook
shaking
shaken
sing
sang
singing
sung
speak
spoke
speaking
spoken
wear
wore
wearing
worn
write
wrote
writing
written
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Directions: Fill in the chart with the correct verb forms.
Present
Past
Present Participle
Past Participle
begin
blow
bring
build
come
do
eat
get
leave
ride
see
sing
speak
write
wear
Score Sections 4 and 5 now. Teacher’s initials: __________
CHAPTER 3 REVIEW
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Directions: Underline the verb in each sentence. Identify it as action, linking,
or being.
1. Homer wrote The Iliad.
____________________
2. Samantha is my best friend.
____________________
3. Joey was in the warehouse.
____________________
4. Trevor saw the skunk first.
____________________
5. That fabric feels rough.
____________________
Directions: On your own paper, practice writing the state of being verbs,
linking verbs, and helping verbs. Study any that you do not already know.
Directions: Underline the verb phrase in each sentence. Watch for words that
separate the words of the phrase.
1. How much money do you need?
2. Jack must have gone to the store.
3. They should stay in school.
4. Grandmother is coming over tomorrow.
5. Tammi will have been away for two days when you call her.
Directions: Underline the correct form of the verb in each sentence.
1. I have (went, gone) to that church before.
2. Sherry was (gone, goed) by the time we arrived.
3. Patrick (blew, blowed) up the balloons for the party.
4. Frank and Jesse have (written, wrote) their papers.
5. The earth (shaked, shook) during the earthquake.
Directions: Name the four principal parts of a verb.
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1. _________________________
2. _________________________
3. _________________________
4. _________________________
Directions: On your own paper, write your spelling words and their meanings.
Study any you do not know already.
Directions: Write four characteristics of a merciful person.
1._________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
Score Chapter 3 Review now. Teacher’s initials: ______________
Happy are the merciful, for they will receive mercy.
M. Hanna
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UNIT 6 REVIEW
Directions: Use each spelling word in a sentence. (1 point each)
1. octagon
______________________________________________________
2. octet
______________________________________________________
3. octopus
______________________________________________________
4. octave
______________________________________________________
5. visage
______________________________________________________
6. vision
______________________________________________________
7. advisor
______________________________________________________
8. visor
______________________________________________________
9. peddler
______________________________________________________
10. pedestal ______________________________________________________
11. pedestrian_____________________________________________________
12. pedaler ______________________________________________________
13. prescribe______________________________________________________
14. scribe
______________________________________________________
15. scribble ______________________________________________________
16. inscribe ______________________________________________________
17. projection______________________________________________________
18. interjection____________________________________________________
19. injection ______________________________________________________
20. conjecture____________________________________________________
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21. neighbor _____________________________________________________
22. eighteen _____________________________________________________
23. perceive _____________________________________________________
24. belief
_____________________________________________________
25. relieve
_____________________________________________________
26. conscience___________________________________________________
27. counterfeit____________________________________________________
28. sieve
_____________________________________________________
29. yielded _____________________________________________________
30. leisure
_____________________________________________________
Directions: Write the definitions for the roots you have learned in this unit.
(1 point each)
31. oct
____________________
32. vis
____________________
33. ped
____________________
34. scrib
____________________
35. ject
____________________
Directions: Identify the four types of sentences and their functions. (1 point
each)
36. _______________________________________________________________
37. _______________________________________________________________
38. _______________________________________________________________
39. _______________________________________________________________
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Directions: Divide each sentence between the subject and predicate. Mark
the simple subject and the simple predicate. Diagram the simple subject and
simple predicate. (4 points each sentence)
40. Mark went to Senegal.
41. Here is my paper.
42. On the hill was a huge tree.
43. Julia studied her German.
Directions: Fill in the blanks with these words: helping, linking, action, being.
(1 point each)
44. An ____________________ verb shows the action of the sentence.
45. A ____________________ verb shows existence.
46. A ____________________ verb connects the subject and the predicate.
47. A ____________________ verb goes with a verb that cannot stand alone.
Directions: Underline the verb phrase in each sentence. (1 point each)
48. She has taken her final exam.
49. Do you have my Science notebook?
50. The coaches are having a meeting.
51. I must have lost my keys.
52. The team has won three games in a row.
Directions: Identify the four principal parts of verbs. (1 point each)
53. _________________________
54. _________________________
55. _________________________
56. _________________________
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Directions: Write the principal parts of each verb. (1 point each part)
Present
Past
Present Participle
Past Participle
57. break
58. bring
59. eat
60. leave
61. wear
62. do
63. begin
64. blow
Directions: Think of someone to whom you could or should show mercy.
Write about how you will do it. How do you think you will feel? (8 points)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Score Unit 6 Review now. Teacher’s initials: ____________
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English 701 unit test
S.5.21.11.IIE.P.21. 5. 11
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ENGLISH 701
TEST
Student:
Date:
Score:
Directions: Define the roots learned in this unit. (1 point each)
1. oct
____________________
2. vis
____________________
3. ped
____________________
4. scrib
____________________
5. ject
____________________
Directions: Write each spelling word as it is dictated to you. (1 point each)
6. ____________________
16. ____________________
7. ____________________
17. ____________________
8. ____________________
18. ____________________
9. ____________________
19. ____________________
10. ___________________
20. ____________________
11. ___________________
12. ___________________
13. ___________________
14. ___________________
15. ___________________
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Directions: Write a short meaning or synonym for each spelling word. (2
points each)
21. counterfeit
____________________
22. visage
____________________
23. scribe
____________________
24. advisor
____________________
25. relieve
____________________
Directions: Use each spelling word in a sentence. (2 points each)
26. octave
___________________________________________________
27. peddler
___________________________________________________
28. scribble
___________________________________________________
29. belief
___________________________________________________
30. conscience
___________________________________________________
Directions: Define each of the four classes of sentences. (2 points each)
31. declarative
________________________________________________
32. interrogative
________________________________________________
33. imperative
________________________________________________
34. exclamatory
________________________________________________
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Directions: Identify each sentence as declarative (dec), interrogative, (int),
imperative (imp), or exclamatory (exc). (1 point each)
35. Please pass the potatoes.
____________________
36. I can’t wait for the field trip!
____________________
37. Will you wait for us to finish? ____________________
38. I will finish this test soon.
____________________
Directions: Divide each sentence between the subject and predicate. Mark
the simple subject (ss) and the simple predicate (sp.) (3 points each sentence)
39. She is beautiful.
40. Our team lost the game yesterday.
41. They went home already.
42. Al took the bus to school.
Directions: Fill in the blanks with the words: Phrase or Clause. (1 point each)
43. A ____________________ is a group of words that does not have a subject and
a verb.
44. A ____________________ is a group of words that has a subject and a verb.
45. A ____________________ can be dependent or independent.
Directions: Write examples of the following. (3 points each)
46. sentence with action verb
___________________________________________________________________
47. sentence with being verb
___________________________________________________________________
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Directions: Write the principal parts of each verb. (1 point each part)
Present
Past
Present Participle
Past Participle
48. break
49. bring
50. eat
51. wear
52. blow
53. do
Directions: Compare how you feel about yourself when you have a merciful
attitude toward others versus when you are not merciful. (4 points)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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