Upload
monica-kuriger
View
222
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Grammar and Writing Exercises
Citation preview
1
2012
“Making your Language Grow” Booklet
Year 6
Ceci Bonardi - Mónica Kuriger
Grammar
Definite and Indefinite Articles
Professions
The indefinite article a (or an) indicates any one of the things for which the noun stands.
a girl, a car, a computer, a hawk, a pencil, a tent, an architect, an apple
The is called the definite article because it refers to a particular person or thing in the sentence. It is
used when the thing or person we are talking about has already been mentioned.
The woman walks.
The girls play.
The dog runs.
Use the when you refer to a particular thing, which you want to distinguish from similar things.
The book which I am reading is interesting.
The garden is near the house.
The houses of Cairo are high.
The cotton of Egypt is of good quality.
When to Omit the Definite Article
1) When speaking of anything used in a general sense,
Water is necessary to plants.
Cotton is exported from South Carolina
2) Omit the when a noun is used in a general sense in the plural.
Ships are built at the harbor.
Clothes are needed in cold climates.
Professions
a doctor - a teacher – a plumber – a dentist – a contractor – a lawyer – a graphic designer
an engineer – an accountant – an optician – an artist – an actor
Practice http://www.welcometoenglishandfun.com/grammar/pdf/aanorthe.pdf
Say vs. Tell
Say and tell have similar meanings. They both mean to communicate verbally with someone. But we often use them
differently.
The simple way to think of say and tell is:
You say something
You say something to somebody
You tell someone something
You say something You tell someone something
Ram said that he was tired. Ram told Jane that he was tired.
Anthony says you have a new job. Anthony tells me you have a new job.
Tara said: "I love you." Tara told John that she loved him.
Practice http://www.englisch-hilfen.de/en/exercises/confusing_words/say_tell.htm
Prepositions
Prepositions of Place
at in on
POINT ENCLOSED SPACE SURFACE
at the corner in the garden on the wall
at the bus stop in London on the ceiling
at the door in France on the door
at the top of the page in a box on the cover
at the end of the road in my pocket on the floor
at the entrance in my wallet on the carpet
at the crossroads in a building on the menu
at the entrance in a car on a page
Notice the use of the prepositions of place at, in and on in these standard expressions
at in on
at home in a car on a bus
at work in a taxi on a train
at school in a helicopter on a plane
at university in a boat on a ship
at college in a lift (elevator) on a bicycle, on a motorbike
at the top in the newspaper on a horse, on an elephant
at the bottom in the sky on the radio, on television
at the side in a row on the left, on the right
at reception in Oxford Street on the way
Prepositions of Time
at in on
PRECISE TIME MONTHS, YEARS, CENTURIES and LONG PERIODS DAYS and DATES
at 3 o'clock in May on Sunday
at 10.30am in summer on Tuesdays
at noon in the summer on 6 March
at dinnertime in 1990 on 25 Dec. 2010
at bedtime in the 1990s on Christmas Day
at sunrise in the next century on Independence Day
Notice the use of the preposition of time at in the following standard expressions:
Expression Example
at night The stars shine at night.
at the weekend I don't usually work at the
weekend.
at Christmas/Easter I stay with my family at
Christmas.
at the same time We finished the test at the
same time.
at present He's not home at present. Try
later.
Notice the use of the prepositions of time in and on in these common expressions:
in on
in the morning on Tuesday morning
in the mornings on Saturday mornings
in the afternoon(s) on Sunday afternoons
in the evening(s) on Monday evening
Practice http://www.englishpage.com/prepositions/prepositions.html
Simple Present – Simple Past
Present Simple Actions done
regularly
I always study English on Tuesday.
Simple Past
Used to show a
completed action
I studied English last Saturday.
Tense auxiliary structure negative interrogative
Simple Present Do - does Do/does + infinitive I don’t like chocolate Does he like to watch
football?
Simple Past Did Did + infinitive I didn’t go to school
yesterday
Did you watch the match
last night?
“Do” is both an auxiliary and main verb
Simple Present
I, we, you, they
I do my homework in the evenings. I don't do my homework in the evenings.*
he, she, it
He does his homework in the evenings. He doesn't do his homework in the evenings.*
*Note: Here we use do in the negative sentence as an auxiliary and as a main verb.
Simple Past
I did my homework in the evenings. I didn't do my homework in the evenings.**
**Note: Here we use did in the negative sentence as an auxiliary and do as a main verb.
Practice http://www.saberingles.com.ar/curso/lesson15/06.html
http://www.englishpage.com/verbpage/simplepresent.html
Words often Confused
Were – where
The kids were in the garden a moment ago.
Do you know where they are now?
The boxes were in the garage yesterday.
Where do you think I should put the boxes now?
Live – leave
I live in a comfortable apartment in the centre of the city.
I will never leave this place.
My friends live in a quiet and solitary place.
Leave the place as soon as you can!
Their – there
My friends are living in Canada at the moment, but their parents are still in USA.
They live in a beautiful place by the sea. Would you like to spend your life there?
Those are my new neighbours. Their house is the most beautiful of the area.
Who wouldn’t like to live there?
Practice Make sentences using the frequently confused words
Whose - Who’s
These words sound the same, but how do you know which one to use?
The easiest way is to remember that ‘who’s’ is a contraction – it is short for ‘who is’ or ‘who has’.
‘Whose’ is used when something belongs to someone.
If ‘who is’ or ‘who has’ doesn’t fit in the sentence, then the word ‘whose’ will probably be used.
Complete these sentences inserting the correct word.
1. ______ coming to the party?
2. ______ coat is this?
3. ______ gone to the library?
4. The woman, ______ son won a year’s supply of chocolate, was not happy as she was a health freak!
5. I’d like to know ______ going to pay for the dinner?
6. As the night drew in we were all wondering ______ going to go out and get the take away?
7. The teacher asked, “______ done their homework?”
8. Sitting on the train, I noticed a suitcase. I didn’t know ______ it was, so I left it there.
9. Jed exclaimed, “I found ten pounds on the floor, ______ is it?
10. ______ the Prime Minister at the moment?
11. “This is ridiculous, ______ got the remote control now?” moaned dad.
12. The identical twins liked to play tricks on people. “______ who?” was often cried by those around them!
Your - you’re
1. ___________ going to be very late for school.
2. ___________ shoes are really cool. ___________ going to make everyone jealous.
3. Do what ___________ told!
4. ___________ spelling has really improved.
Two - to - too
1. In the last World Cup, he scored ___________ goals.
2. He had ___________ go ___________ see the headteacher.
3. She watched ___________ much television.
4. She was ___________ angry ___________ say anything.
5. It rained every day for ___________ weeks.
Parts of Speech
Basic Rules
Nouns: names people, places, things, events, and ideas. They can be common or proper, concrete or
abstract.
Pronouns: takes the place of a noun (person, place, thing, event, or idea)
Adjectives: words that describe or limit nouns and pronouns.
Verbs: words that show action, thought or feelings, or state of being.
Adverbs: words that modify verbs or that intensify verbs, other adverbs, or adjectives.
Prepositions: words that act like adjectives to describe nouns or pronouns, and adverbs that modify verbs
or verb phrases.
Conjunctions: words that connect words or phrases in a sentence.
Interjections: words that bring excitement into a sentence
Adjectives describe nouns, telling us more about them.
Instead of___________________ use ___________________
good dirty big small nice Thin old young short
acceptable smudgy colossal tiny pretty skinny ancient childlike brief
satisfactory fluffy giant petite good looking twiggy oldish tender clipped
smashing greasy gigantic miniature fashionable bony aged youngish short- run
good enough filthy massive little attractive underweight gray-
haired
youthful abbreviated
neat dusty mammoth teensy-
weensy
pleasant fat gray-
headed
junior squab
keen damaged large teeny-
weeny
decent chubby aging little stumpy
beneficial mucky
immense
huge
great
elflike gracious Plump antique small pint-size
Practice http://www.primaryresources.co.uk/english/PC_noun2.htm
http://www.superteacherworksheets.com/causeeffectfactopinion/factopinion1_WBNNQ.pdf
Using adverbs
Adverbs are words that modify:
a verb (He drove slowly. — How did he drive?)
an adjective (He drove a very fast car. — How fast was his car?)
another adverb (She moved quite slowly down the aisle. — How slowly did she move?)
Adverbs often tell when, where, why or under what conditions something happens or happened. Adverbs frequently
end in -ly; however; many words and phrases not ending in -ly serve an adverbial function and an ly ending is not a
guarantee that a word is an adverb. The words lovely, lonely, motherly, friendly, neighbourly, for instance, are
adjectives. That lovely woman lives in a friendly neighbourhood.
Adverbs can modify adjectives, but an adjective cannot modify an adverb. Thus we would say that "the students
showed a really wonderful attitude" and that "the students showed a wonderfully casual attitude.
Like adjectives, adverbs can have comparative and superlative forms to show degree.
Walk faster if you want to keep up with me.
We often use more and most, less and least to show degree with adverbs:
With sneakers on, she could move more quickly among the patients.
The flowers were the most beautifully arranged creations I've ever seen.
She worked less confidently after her accident.
That was the least skilfully done performance I've seen in years.
One of the hallmarks of adverbs is their ability to move around in a sentence. Adverbs of manner are particularly flexible in this regard.
Solemnly the minister addressed her congregation.
The minister solemnly addressed her congregation.
The minister addressed her congregation solemnly.
The following adverbs of frequency appear in various points in these sentences:
Before the main verb: I never get up before nine o'clock.
Between the auxiliary verb and the main verb: I have rarely written to my brother without a good reason.
Before the verb used to: I always used to see him at his summer home.
Adverbs of manner Adverbs of place Adverbs of time Adverbs of purpose Adverbs of
frequency
quickly here
Recently To ......... Every day/
morning/
afternoon
slowly there Now often
carefully behind Then sometimes
patiently above Yesterday usually
happily Tomorrow never
enthusiastically The next day always
The following week
These adverbs are put
behind the direct
object (or behind the
verb if there's no
direct object)
Like adverbs of
manner, these
adverbs are put
behind the direct
object or the verb.
Adverbs of time are
usually put at the end
of the sentence.
Example: She shops
in several stores to
get the best buys
She drives her boat
slowly to avoid
hitting the rocks.
They are put
directly before
the main verb. If
'be' is the main
verb and there is
no auxiliary verb,
adverbs of
frequency are put
behind 'be'. Is
there an auxiliary
verb, however,
adverbs of
frequency are put
before 'be'.
THE ROYAL ORDER OF ADVERBS
Verb Manner Place Frequency Time Purpose
Beth swims enthusiastically in the pool every morning before dawn to keep in shape.
Dad walks impatiently into town every afternoon before supper to get a newspaper.
Tashonda naps in her room every morning before lunch.
Clauses – Main and Subordinate
A clause is a group of words that contains a verb (and usually other components too). A clause may form part of a
sentence or it may be a complete sentence in itself. For example:
He was eating a bacon sandwich.
[clause]
She had a long career but she is remembered mainly for one early work.
[clause] [clause]
Main Clause: Every sentence contains at least one main clause. A main clause may form part of a compound
sentence or a complex sentence, but it also makes sense on its own, as in the example:
He was eating a bacon sandwich.
[main clause]
Compound Sentences: are made up of two or more main clauses linked by a conjunction such as and, but, or so,
as in the following examples:
I love sport and I’m captain of the local football
team.
[main clause] [conjunction] [main clause]
She was born in Spain but her mother is Polish.
[main clause] [conjunction] [main clause]
Subordinate Clause: A subordinate clause depends on a main clause for its meaning. Together with a main clause,
a subordinate clause forms part of a complex sentence. Here are two examples of sentences containing
subordinate clauses:
After we had had lunch, we went back to work.
[subordinate clause] [main clause]
I first saw her in Paris, where I lived in the early nineties.
[main clause] [subordinate clause]
There is one type of subordinate clause that can cause problems, known as relative clause.
Relative Clause: a relative clause is one connected to a main clause by a word such as:
which – that – whom – whose – when – who
I first saw her in Paris, where I lived in the early nineties.
[main clause] [relative clause]
She wants to be with Thomas, who is best suited to take care of her.
[main clause] [relative clause]
I was wearing the dress that I bought to wear to Jo's party.
[main clause] [relative clause]
Using Relative Clauses
Have you ever wondered about when to use that and when to use which or who in this type of sentence? In fact,
for much of the time that is interchangeable with either of these words. For example:
√ You’re the only person who has ever listened to me.
√ You’re the only person that has ever listened to me.
√ It’s a film that should be seen by everyone.
√ It’s a film which should be seen by everyone.
When referring to something, rather than someone, that tends to be the usual choice in everyday writing and
conversation in British English. However, there is one main case when you should not use that to introduce a
relative clause. This is related to the fact that there are two types of relative clause: a restrictive relative
clause and a non-restrictive relative clause.
Practice - Spotting different clauses
Underline either the main or the subordinate clauses of each of these sentences.
1. Tom, who played rugby twice a week, was athletic.
Underline the subordinate clause.
2. Magicians perform tricks which appear impossible.
Underline the main clause.
3. Watching scary films, shown late at night, is foolish.
Underline the subordinate clause.
4. Kelly enjoys listening to her iPod which is pink.
Underline the main clause.
5. The corridor, on the left, leads down to the dungeons.
Underline the subordinate clause.
6. The dog barked at the burglar who was stealing the diamonds.
Underline the main clause.
7. Pets, properly cared for, act obediently.
Underline the subordinate clause.
Writing
Writing paragraphs
A paragraph is a group of sentences that form a unit. It is the unity of ideas. In a paragraph, you must include a
controlling idea. All the information in your paragraph should have a relationship to this controlling idea. Choose
information that helps to support your controlling idea.
Parts of a paragraph
1. Topic sentence
o First sentence in a paragraph
o Introduces the main idea
o Gives the reader a clear sense of the content
2. Supporting details o Information after the topic sentence
o Gives details to develop the main idea of the paragraph
(facts, examples, etc)
3. Concluding sentence o Last sentence of a paragraph
o Round up of the main idea in different words
Example: Mexico is a wonderful place to visit.
Here, the topic is Mexico, and the controlling idea is that it is a wonderful place to visit. Supporting details in the
rest of the paragraph should tell us why Mexico is such a great place to visit.
Topic sentence
In a paragraph, generally the first sentence is the topic sentence. There is strict connection between the main
idea and the topic sentence. The topic sentence is shaped by the controlling idea. The controlling idea is the focus
and is placed generally at the beginning of the paragraph.
Supporting sentences
The supporting sentences are the developing part which improves major ideas. While writing supporting sentences,
the controlling idea must be fully explained, discussed and exemplified.
Concluding sentence
Generally, a concluding sentence is a restatement of the topic sentence. It gives the same information as the topic
sentence but it is expressed in a different way. While writing a concluding sentence, we can use adverbs such as
“all in all, consequently, in conclusion, in short, in summary”.
Example:
My special treasure is a picture of my mother on her fifteenth birthday. This picture is always in my house
when I was growing up. Years later when I got married and moved to Montreal, my mother gave it to me so that I
would always remember her. Now, it sits on my table next to my bed. I look at it and, imagine my mother’s life on
that day. I think she was excited because her eyes are shining with happiness. Her smile is shy as if she were
thinking about a secret. She is standing next to rose bush, and the roses are taller than she is. She is wearing a
beautiful white lace dress and black shoes. Her hair is long and curly. She looks lovely in this peaceful place, and I
feel calm when I gaze into her eyes at the end of my busy day. This picture of my mother is my most valuable
possession
Antecedent
An antecedent is the word(s) to which a pronoun refers. Do not use a pronoun without mentioning its antecedent first.
Examples:
Practice http://www.rhymerocker.com/antecedent-and-prounouns-quiz.html
Punctuation Marks
The Comma
The comma is a punctuation mark (,) which is used to indicate the separation of elements within the grammatical
structure of a sentence.
The Semicolon
The Semicolon is a punctuation mark (;) which is used to connect independent clauses indicating a closer
relationship between the clauses than a period, or full stop, does
The Colon
The colon is a punctuation mark (:) which is used to direct attention to matter (such as a list, an explanation, a
quotation, or amplification) that follows.
The Period or Full Stop
The period, or full stop, is a punctuation mark (.) which is used to mark the end of a sentence.
The Interrogation or Question Mark
The interrogation or question mark is a punctuation mark (?) which is used at the end of a sentence to indicate a
direct question.
The Exclamation Mark
The exclamation mark is a punctuation mark (!) which is used especially after an interjection or exclamation to
indicate forceful utterance or strong feeling.
The Dash
The dash is a punctuation mark (-) which is used especially to indicate a break in the thought or structure of a
sentence.
Let’s play a game http://www.funenglishgames.com/grammargames/punctuation.html
And do some exercises http://www.homeschooling-ideas.com/punctuation-worksheets.html
Rubric
Paper 1 Writing Non-Fiction Purpose and Audience
Text Structure
Sentence Structure
Punctuation
Spelling
Paper 2 Writing Fiction Content
Audience
Text structure
Sentence structure
Punctuation
Vocabulary
Spelling
Audience: There should be a clear viewpoint with a clear and consistent relationship between the writer and the
reader.
Text Structure: The paragraphs should be well-crafted. Dialogues should be laid out correctly.
Sentence structure: Use some compound and complex sentences as well as a range of connectives.
Punctuation: Sentences should be demarcated accurately, including appropriate speech punctuation.
Vocabulary: Use words effectively to create strong image. Use similes and metaphors.
Spelling: The spelling should be accurate,