Phrases Commas Verbs Pronoun Spelling Suffixes Verbals Adjective Predicate Sentence ClauseNouns Prepositions Verb Tense Agreement Colons Negative Active Superlative Voice Case Adverb Dangling Passive Forms Nominative Plurals Italics Series Noun Double Dashes Mood Places Prefixes People Misplaced Purpose Gerunds © Houghton Mifflin Harcourt Publishing Company Grade 8 Grammar Practice DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G08_GP_TG_FM.indd 1 29/04/19 1:01 PM
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© Houghton Mifflin Harcourt Publishing Company iii Table of Contents Module 1 THE SENTENCE Sentence Sense 1 Run-On Sentences 3 The Subject and the Predicate 5 The Simple Subject and the Simple Predicate 7 Compound Subjects and Compound Verbs 9 ■ Module Review 11 Module 2 PARTS OF SPEECH Nouns 13 Common, Proper, Abstract, and Concrete Nouns 15 Pronouns 17 Demonstrative and Relative Pronouns 19 Adjectives 20 Proper Adjectives 22 ■ Module Review 24 Module 3 PARTS OF SPEECH Verbs 26 Linking Verbs 28 Helping Verbs 30 Adverbs 32 ■ Review Exercise 34 Prepositions 36 Conjunctions and Interjections 38 ■ Module Review 40 Module 4 COMPLEMENTS Direct Objects 43 Indirect Objects 46 Predicate Nominatives 48 Predicate Adjectives 50 ■ Module Review 52 Module 5 THE PHRASE Prepositional Phrases 54 Adjective Phrases 56 Adverb Phrases 58 ■ Review Exercise 60 Participles and Participial Phrases 62 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G08_GP_TG_FM.indd 3 29/04/19 1:01 PM
© Houghton Mifflin Harcourt Publishing Company iv Gerunds and Gerund Phrases 64 Infinitive and Infinitive Phrases 66 Appositives and Appositive Phrases 68 ■ Module Review 70 Module 6 THE CLAUSE Independent and Subordinate Clauses 72 The Adjective Clause 74 The Adverb Clause 76 The Noun Clause 78 ■ Module Review 80 Module 7 SENTENCE STRUCTURE Simple and Compound Sentences 82 Complex and Compound-Complex Sentences 84 ■ Module Review 86 Module 8 AGREEMENT Agreement of Subject and Verb 88 Prepositional Phrase Interrupters 90 Singular and Plural Indefinite Pronouns 92 All, Any, Most, None, and Some 94 ■ Review Exercise 1 96 Compound Subjects 98 Other Agreement Problems 100 Don’t and Doesn’t 102 ■ Review Exercise 2 103 Pronoun Agreement 104 ■ Module Review 106 Module 9 USING VERBS CORRECTLY Principal Parts and Regular Verbs 108 Irregular Verbs 110 Verb Tense 114 Sit and Set and Rise and Raise 116 Lie and Lay 118 ■ Module Review 120 Module 10 USING PRONOUNS CORRECTLY Case of Pronouns 122 Nominative Case Pronouns 124 Pronouns as Direct Objects 126 Other Objective Case Pronoun Uses 128 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G08_GP_TG_FM.indd 4 29/04/19 1:01 PM
© Houghton Mifflin Harcourt Publishing Company v Who and Whom 130 Pronoun Appositives and Reflexive Pronouns 132 ■ Module Review 134 Module 11 USING MODIFIERS CORRECTLY Comparison of Adjectives and Adverbs 136 Irregular Comparison 138 ■ Review Exercise 139 Other Modifier Problems 140 Placement of Modifiers 142 Placement of Participial Phrases 144 Placement of Adjective Clauses 146 ■ Module Review 148 Module 12 A GLOSSARY OF USAGE Accept / Bad, Badly 150 Because / Hardly, Scarcely 152 Hisself / Try And 154 Well / Your, You’re 156 ■ Module Review 158 Module 13 CAPITAL LETTERS The Pronoun I and Proper Nouns 161 Places and People 163 Groups, Organizations, and Religions 165 Objects, Events, Structures, and Awards 167 Titles 169 School Subjects, First Words, Proper Adjectives 171 ■ Module Review 173 Module 14 PUNCTUATION End Marks and Abbreviations 175 Commas in a Series 177 Commas with Compound Sentences 179 Commas with Interrupters 181 Other Uses of the Comma 183 Introductory Words, Phrases, and Clauses 185 Dates, Addresses, and Friendly Letters 187 ■ Review Exercise 189 Semicolons 191 Colons 193 ■ Module Review 195 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G08_GP_TG_FM.indd 5 29/04/19 1:01 PM
© Houghton Mifflin Harcourt Publishing Company vi Module 15 PUNCTUATION Italics (Underlining) 197 Quotation Marks 199 Apostrophes 203 Contractions 205 Ellipses Points 207 ■ Module Review 208 Module 16 SPELLING The Dictionary 210 Spelling Rules 212 Prefixes and Suffixes 214 Plurals of Nouns 218 ■ Module Review 222 Spelling Words 224 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G08_GP_TG_FM.indd 6 29/04/19 1:01 PM
© Houghton Mifflin Harcourt Publishing Company Module 1 1 MODULE 1: THE SENTENCE SENTENCE SENSE 1a A sentence is a group of words that expresses a complete thought. A sentence begins with a capital letter and ends with a period, a question mark, or an exclamation point. EXAMPLES The fans at the softball game cheered wildly. Answer the telephone. Did you read the newspaper this morning? What a wonderful surprise this is! When a group of words looks like a sentence but does not express a complete thought, it is called a sentence fragment. SENTENCE The fruit in the bowl is too ripe. SENTENCE FRAGMENT The fruit in the bowl. [This is not a complete thought. What about The fruit in the bowl?] 1b A declarative sentence makes a statement. It is always followed by a period. EXAMPLES The trails can be steep and rocky. Shaquille O’Neal played for the Los Angeles Lakers in the 1990s and the 2000s. 1c An imperative sentence gives a command or makes a request. It is usually followed by a period. A strong command is followed by an exclamation point. The subject of a command or a request is always you, although you doesn’t appear in the sentence. In such cases, you is called the understood subject. EXAMPLES (You) Write your name on the top of the paper. (You) Call the fire department! 1d An exclamatory sentence shows excitement or expresses strong feeling. It is followed by an exclamation point. EXAMPLE What an amazing athlete Simone Biles is! 1e An interrogative sentence asks a question. It is always followed by a question mark. EXAMPLE What is your favorite restaurant?
© Houghton Mifflin Harcourt Publishing Company Module 1 2 EXERCISE 1 Identifying Sentences and Sentence Fragments Identify each group of words below by writing sent. for sentence or frag. for sentence fragment on the line before each group. EX. frag. 1. whenever she rides her mountain bike sent. 2. Alana wears her helmet whenever she rides her mountain bike _____ 1. who wrote the screenplay for that movie _____ 2. river rafting, a popular and exciting sport _____ 3. gathering the elephants and herding them down to the Chao Phraya River _____ 4. a colorful caterpillar crept along a branch of the tree _____ 5. when compared to other creatures _____ 6. the lead part in the play _____ 7. a plumber repaired the leaking faucet in the kitchen _____ 8. wonderful drawings full of interesting details _____ 9. the paper in this book was once part of a tree _____ 10. even though the coach and the players seemed ready for the game on Saturday _____ 11. the man cleaned the carpets _____ 12. after running as hard as she could for several minutes _____ 13. tuck in your shirt _____ 14. she left early to do her homework _____ 15. for example, his long curly hair EXERCISE 2 Classifying and Punctuating Sentences On your own paper, write one of each of the four kinds of sentences (declarative, imperative, interrogative, and exclamatory). Use correct end punctuation, and label each sentence. EX. 1. Which planet is closest to the earth? (interrogative)
© Houghton Mifflin Harcourt Publishing Company Module 1 3 MODULE 1: THE SENTENCE RUN-ON SENTENCES 1f A run-on sentence is two complete sentences run together as if they were one sentence. Run-ons are confusing because the reader can’t tell where one idea ends and another begins. A comma marks a brief pause in a sentence, but it does not show the end of a sentence. If you use just a comma between two complete sentences, you create a comma splice. To revise run-on sentences or comma splices, you can make two sentences, or you can use a comma and a coordinating conjunction such as and, but, or or. RUN-ON Michael Jordan played for the Chicago Bulls he was the team’s star player. CORRECT Michael Jordan played for the Chicago Bulls. He was the team’s star player. RUN-ON Michael was a member of the 1992 Olympic basketball team, that year the U.S. team won a gold medal. CORRECT Michael was a member of the 1992 Olympic basketball team, and that year the U.S. team won a gold medal. FYI To spot run-on sentences, read your writing aloud. A natural, distinct pause in your voice usually marks the end of one thought and the beginning of another. If you pause at a place where you don't have any end punctuation, look carefully to make sure you haven’t written a run-on sentence. EXERCISE 3 Identifying and Revising Run-on Sentences On your own paper, revise each of the following run-on sentences by breaking it into two separate sentences or by using a comma and a coordinating conjunction. If a sentence is correct, write C. EX. 1. Storms can be quite powerful some of the most powerful storms are called hurricanes. Storms can be quite powerful. Some of the most powerful storms are called hurricanes. 1. Hurricanes are storms with fierce winds they often form over the Atlantic Ocean and parts of the Caribbean Sea. 2. The storms have a circular shape they can be hundreds of miles across. 3. A calm area is located in the middle of a hurricane this area is called the eye.
© Houghton Mifflin Harcourt Publishing Company Module 1 4 4. People living along the Gulf of Mexico and the Atlantic coast of the United States have witnessed the power of hurricanes. 5. High waves from the storm batter the coast they can cause heavy damage to beaches and oceanfront property. 6. High winds destroy trees and power lines heavy rains cause flooding of roads and highways. 7. Problems occur when a hurricane moves over land. 8. After they reach land, hurricanes sometimes cause tornadoes. 9. During hurricane season, the National Weather Service keeps a close watch on the Caribbean Sea the Weather Service issues warnings to people in any storm’s path. 10. People in threatened areas leave their homes they seek shelter in a safe place away from the coast. EXERCISE 4 Identifying and Revising Run-on Sentences The paragraph below is confusing because it contains fragments and run-ons. On your own paper, rewrite the paragraph, correcting the errors. EX. 1. Have you ever heard of Doodyville it is the hometown of a well-known puppet. Have you ever heard of Doodyville? It is the hometown of a well-known puppet. Howdy Doody was a popular children’s television show, it aired during the 1950’s. The program featured Howdy Doody and “Buffalo” Bob Smith they told about their adventures in Doodyville. Howdy was a marionette which is a kind of puppet an operator above the stage controlled his movements with strings. The show featured contests and sing-alongs it also had an audience of children who were referred to as “The Peanut Gallery.” Another character on the show was Clarabell the clown whenever Clarabell got hit with a pie in the face, The Peanut Gallery laughed and screamed. I always wondered about Clarabell’s voice an automobile horn was used to make it.
© Houghton Mifflin Harcourt Publishing Company Module 1 5 MODULE 1: THE SENTENCE THE SUBJECT AND THE PREDICATE A sentence is made up of two parts: the subject and the predicate. 1g The subject tells whom or what the sentence is about. The predicate tells something about the subject. The complete subject consists of all the words needed to tell whom or what the sentence is about. The complete predicate consists of all the words that say something about the subject. CMPL. S. CMPL. PRED. EXAMPLES Ten Lipizzaner stallions | jumped over the fence. CMPL. S. CMPL. PRED. All of the clown’s balloons | popped. CMPL. S. CMPL. PRED. Bobby Ray | drew an ink sketch of the school. Usually, the subject comes before the predicate. Sometimes, however, the subject appears elsewhere in the sentence. To find the subject of a sentence, ask Who? or What? before the predicate. EXAMPLES Flying as fast as it could, the hawk caught a small bird. [What caught a small bird? A hawk did.] Will Janelle play the trombone? [Who will play the trombone? Janelle will.] NOTE Because a subject and a verb are the essential parts of a sentence, they are called the sentence base. EXERCISE 5 Identifying Complete Subjects and Complete Predicates In each of the following sentences, draw a line between the complete subject and the complete predicate. EX. [1] Native Americans | hold many festivals and celebrations. [1] The sun dance festival was important to the peoples of the Great Plains. [2] The festival was celebrated in the summer. [3] Leaders chose the site for the ceremony. [4] Young warriors rode out to other villages and announced the location of the ceremony. [5] People
© Houghton Mifflin Harcourt Publishing Company Module 1 6 came together and built a large structure of upright posts and rafters. [6] A tall pole stood in the middle of the area. [7] The people pitched their tepees in a circle facing each other. [8] The dancers painted their bodies and danced to the music. [9] The dancers faced the sun throughout the ceremonies. [10] The actual ceremonies lasted twelve days. EXERCISE 6 Creating Sentences Create five sentences by drawing a line to connect each complete subject with a complete predicate below. Then write the sentences on the lines provided. Use capital letters and end marks. Draw a line between the complete subject and the complete predicate. EX. 1. a turtle yelling “Fire” —— scrambled out of the soup. 1. A turtle yelling “Fire!” | scrambled out of the soup. Complete subjects Complete predicates the crowd of yellow-bellied frogs two half-opened oysters the blue dog named Yeller a fat cat squinting in the sun a fish with a small fishing pole under its fin scanned one dictionary page and turned to the next argued over the peanuts stands waiting for the school bus politely asked me for the time pushed the red panic button 1. _______________________________________________________________________ _______________________________________________________________________ 2. _______________________________________________________________________ _______________________________________________________________________ 3. _______________________________________________________________________ _______________________________________________________________________ 4. _______________________________________________________________________ _______________________________________________________________________ 5. _______________________________________________________________________ _______________________________________________________________________
© Houghton Mifflin Harcourt Publishing Company Module 1 7 MODULE 1: THE SENTENCE THE SIMPLE SUBJECT AND THE SIMPLE PREDICATE 1h The simple subject is the main word or words in the complete subject. EXAMPLES A poster in the gym describes the contest. [The complete subject is A poster in the gym.] The huge double doors slammed shut. [The complete subject is The huge double doors.] The simple subject may consist of one word or several words. The simple subjects in these examples are both compound nouns. EXAMPLES A home run ended the game. Good Luck Charlie was a popular television series. NOTE In this book, the term subject refers to the simple subject unless otherwise indicated. EXERCISE 7 Identifying Complete Subjects and Simple Subjects In each of the following sentences, underline the complete subject once and the simple subject twice. EX. 1. Many immigrants entered the United States through Ellis Island. 1. The immigration station on Ellis Island opened on Saturday, January 1, 1892. 2. An immigrant’s first look at the island was from the ferryboats. 3. A two-story brick building stood on the island. 4. Smaller buildings on the grounds included a hospital, a laundry, a dining hall, and a dormitory. 5. On the first floor of the main building was the Great Hall. 6. A large U.S. flag hung from the balcony of this hall. 7. Sitting on wooden benches were hundreds of immigrants. 8. Physical and dental examinations often required a two-day wait.
© Houghton Mifflin Harcourt Publishing Company Module 1 8 9. Most immigrants received a landing card after the examination. 10. The Ellis Island Immigration Station became a Coast Guard station in 1941. 1i The simple predicate is the main word or group of words in the complete predicate. The simple predicate may be a one-word verb, or it may be a verb phrase. A verb phrase consists of a main verb and its helping verbs. CMPL S. CMPL. PRED. EXAMPLES My brother | sings in the third act. CMPL. S. CMPL. PRED. Ignacio | is sorting the mail. CMPL. S. CMPL. PRED. Our group | will be joining the cleanup committee. The words not and never, which are frequently used with verbs, are not part of a verb phrase. Both of these words are adverbs. EXAMPLES We | did not listen to the radio this morning. Gordon | has never played football. NOTE In this book, the term verb refers to the simple predicate unless otherwise stated. EXERCISE 8 Identifying Complete Predicates and Verbs In each of the sentences below, underline the complete predicate once and the verb twice. EX. 1. Your body can repair itself. 1. Even a small burn should not be neglected. 2. You should hold a minor burn under cold water for ten minutes. 3. Some skin cells are destroyed by the heat. 4. You should never put grease, butter, or ice on a burn. 5. Usually, a small blister forms over the hurt area.
© Houghton Mifflin Harcourt Publishing Company Module 1 9 MODULE 1: THE SENTENCE COMPOUND SUBJECTS AND COMPOUND VERBS 1j A compound subject consists of two or more connected subjects that have the same verb. The usual connecting words are and and or. EXAMPLES Lloyd, Flo, and I collected all the rubbish. Either snow or showers are predicted. At the bottom of the trunk were some old newspapers and magazines. 1k A compound verb consists of two or more connected verbs that have the same subject. A connecting word—usually and, or, or but—is used between the verbs. EXAMPLES Tanya stopped and stared in disbelief. You may read a book, play chess, or watch a movie. EXERCISE 9 Identifying Compound Subjects In each of the sentences below, underline the compound subject once and the verb twice. EX. 1. Either sage or rosemary is a good choice for dry, stony ground. 1. Lila and Karl planted an herb garden last spring. 2. Parsley, chives, and horseradish are all common cooking herbs. 3. Roses and lilies are also included in the category of herbs. 4. Nurseries, hardware stores, and seed catalogs sell a wide variety of herb seeds. 5. Among herbs, chicory and flax make a fine show of blue flowers. 6. The different textures and colors of thyme leaves produce a beautiful pattern. 7. Karl and his parents dug a garden plot in their yard. 8. Watering and weeding kept Lila and Karl busy all May and June. 9. Basil and mint are the largest crops so far this year. 10. Collecting dill seed and harvesting licorice root will happen in late summer and fall.
© Houghton Mifflin Harcourt Publishing Company Module 1 10 EXERCISE 10 Identifying Compound Verbs In each of the sentences below, underline the subject once and the compound verb twice. EX. 1. The runners fought for position and then settled into a comfortable pace. 1. My cat sleeps behind the books in the bookcase and looks like a dust ball afterward. 2. The Oregon Trail started in Independence, Missouri, and ran for about 2,100 miles. 3. The photographers traveled to distant countries and took wonderful pictures of many strange animals. 4. Beyoncé not only is a singer and songwriter but also runs her own entertainment management company 5. Father’s Day was first celebrated in West Virginia, and was observed for the hundredth time in 2009. EXERCISE 11 Identifying Compound Subjects and Compound Verbs In each of the sentences below, underline the subject once and the verb twice. EX. 1. The sun is a star and resembles a ball. 1. Long ago, people gave names to the brightest stars and learned their locations. 2. These ancient stargazers saw patterns in the sky and named the constellations. 3. Among the brightest stars in the sky are Sirius and Rigel. 4. Sometimes stars explode and become much brighter. 5. Many mysteries or unanswered questions about such events remain.
© Houghton Mifflin Harcourt Publishing Company Module 1 11 MODULE 1: THE SENTENCE MODULE REVIEW A. Classifying Sentences On the line provided, classify each of the sentences below by writing dec. for declarative, inter. for interrogative, imp. for imperative, or excl. for exclamatory. Add the appropriate end punctuation. EX. excl. 1.What a serious problem this is! _____ 1. Trash litters beaches around the world _____ 2. What terrible damage this litter causes _____ 3. Why are plastic bags so harmful to sea creatures _____ 4. Sea animals often mistake bits of plastic for food and choke on them _____ 5. What can you do to help stop this problem _____ 6. Take along a large garbage bag every time you go to the beach _____ 7. Pick up litter and throw it in the bag _____ 8. Every year, people all over the world get together and sponsor cleanup parties _____ 9. Does that sound like fun _____ 10. Write the Marine Conservation Institute in Washington, D.C., for more information B. Identifying Subjects and Predicates On the line before each sentence, label the italicized word group cmpl. s. for complete subject or cmpl. pred. for complete predicate. EX. cmpl. pred. 1. Claude Debussy was born in France in 1862. _____ 1. This important composer was a gifted pianist. _____ 2. His exceptional talent was apparent by the time he was nine years old. _____ 3. Debussy grew up in Paris in a very poor family. _____ 4. A Russian lady, von Meck, helped his career. _____ 5. Von Meck hired Debussy to play piano duets with her and her children. _____ 6. She took him to her many palaces all over Europe.
© Houghton Mifflin Harcourt Publishing Company Module 1 12 _____ 7. Debussy traveled with the von Mecks during his summer vacations from the Paris Conservatory. _____ 8. Many of Debussy’s works were inspired by a singer whom he loved. _____ 9. The new forms of music he developed startled his contemporaries. _____ 10. He believed that exploration was the basis of music. C. Writing a Journal Entry You have been invited by NASA to witness a rocket launch at the Kennedy Space Center in Florida. On the morning of the launch, you can see the rocket standing on a launch pad. A rocket booster is attached on each side. The crew module, which is located near the top of the rocket, houses the astronauts. The scientists in the control room wait anxiously as the countdown begins. On the lines below, write a journal entry of at least five sentences describing the launch. Be sure each sentence has a subject and a predicate. Draw a line between the complete subject and the complete predicate. EX. July 30. 0:7:45 — I | could see the rocket on the launch pad. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
© Houghton Mifflin Harcourt Publishing Company Module 2 13 MODULE 2: PARTS OF SPEECH NOUNS The Eight Parts of Speech noun pronoun verb conjunction adverb adjective preposition interjection 2a A noun is a word used to name a person, a place, a thing, or an idea. Persons teacher, Sonia Sotomayor, woman, brother Places valley, Los Angeles, solar system, suburb Things piano, truck, pyramid, Eiffel Tower, bird Ideas happiness, bravery, honesty, health, anger A compound noun is two or more words used together as a single noun. The parts of a compound noun may be written as one word, as separate words, or as a hyphenated word. ONE WORD birdhouse, fingerprints, Greenland SEPARATE WORDS Harry Truman; sea turtle; July 4, 1776; The Hobbit HYPHENATED WORD father-in-law, vice-president, thirty-one NOTE When you are not sure how to write a compound noun, look in a dictionary. EXERCISE 1 Identifying Nouns Underline all of the nouns in each of the following sentences. EX. 1. Liliuokalani was the last ruler of Hawaii. 1. Lydia Kamakaeha was born a Hawaiian princess. 2. As a member of the royal family, Lydia received quite a complete education. 3. Her travels included a tour of Europe and of the United States. 4. A talented composer, she wrote the song “Aloha Oe.” 5. King Kalakaua gave Pearl Harbor to the United States in 1887. 6. Lydia opposed the king’s gift of Hawaiian land.
© Houghton Mifflin Harcourt Publishing Company Module 2 14 7. She wanted Hawaii to stay an independent kingdom. 8. Many foreign business leaders turned against the princess because of her concern for Hawaii. 9. When Lydia took the throne of Hawaii in 1891, she became Queen Liliuokalani. 10. Hawaii’s foreign business leaders helped reduce her power as queen. 11. In January 1893, Sanford Dole and his political group asked the queen to step down from the throne. 12. President Grover Cleveland tried to keep Liliuokalani as ruler. 13. The first and only reigning queen of Hawaii abdicated in 1895. 14. During her short reign, Liliuokalani fought to make Hawaii as strong a nation as its neighboring nations. 15. In 1898, she wrote Hawaii’s Story by Hawaii’s Queen, a book about her life in the islands. EXERCISE 2 Identifying Compound Nouns Underline the compound nouns in the paragraph below. [Note: A sentence may contain more than one compound noun.] EX. [1] All the landholders pledged their support to the new king. [1] William of Normandy was the cousin of King Edward of England. [2] The king had promised William the throne but changed his mind on his deathbed. [3] Instead, the king named his brother-in-law Harold as the successor to the throne. [4] Angry at this betrayal, William immediately set sail with his army across the English Channel to England. [5] He set up his headquarters near the coast. [6] Harold met the invaders on the outskirts of Hastings. [7] The fighting was furious, and the outcome of the battle was often in doubt. [8] Finally, in October 1066, William’s forces defeated the Anglo-Saxons at the Battle of Hastings. [9] On Christmas Day, William was crowned king. [10] William I—frequently called William the Conqueror—would rule England with an iron hand for more than twenty years.
© Houghton Mifflin Harcourt Publishing Company Module 2 15 MODULE 2: PARTS OF SPEECH COMMON, PROPER, ABSTRACT, AND CONCRETE NOUNS 2b A common noun names any one of a group of persons, places, things, or ideas. A proper noun is a specific name for a particular person, place, thing, or idea. It always begins with a capital letter. Proper nouns always begin with a capital letter. Common nouns begin with a capital letter only when they come at the beginning of a sentence. Common Nouns Proper Nouns scientist Marie Curie, Percy Lavon Julian mountain Matterhorn, Kilimanjaro magazine National Geographic, Newsweek holiday Thanksgiving, New Year’s Day short story “The Last Leaf,” “Shadows on the Rock” team Los Angeles Rams, Boston Red Sox EXERCISE 3 Identifying Common and Proper Nouns In the following paragraph, underline the common nouns, and double underline the proper nouns. EX. [1] Mammoth Cave in Kentucky has almost three hundred miles of passages. [1] Thousands of years ago, many people used caves as shelters. [2] Archaeologists have uncovered fossil remains, stone tools, weapons, and paintings in caves in Europe, Africa, and western Asia. [3] A cave near Beijing was occupied by people more than 200,000 years ago. [4] In a cave in Lascaux, France, artists during the Ice Ages painted images of horses, deer, and other animals on the rock wall. [5] In Aruba, caves contain drawings by American Indians. [6] Pueblo Indians lived in cave villages in what is now the southwestern United States. [7] In some parts of the world, people still use caves as homes. [8] Caves in Africa, Europe, and Asia are still used as homes for some people. [9] In Panga ya Saidi, Kenya, people have lived in caves from ancient times until the recent present. [10] In Spain, some Romani still make their homes in caves near Granada.
© Houghton Mifflin Harcourt Publishing Company Module 2 16 2c A concrete noun names a person, place, or thing that can be perceived by one or more of the senses (sight, hearing, taste, touch, or smell). An abstract noun names an idea, a feeling, a quality, or a characteristic. Concrete Nouns lighthouse, Eleanor Roosevelt, computer, athlete, Mount Hood, storm, statue Abstract Nouns love, hope, honesty, patriotism, independence, satisfaction, dream, freedom, justice EXERCISE 4 Identifying Concrete Nouns and Abstract Nouns Classify both italicized words in each sentence below. On the line before each sentence, write con. for concrete or abs. for abstract. Use a semicolon to separate your answers. EX. con.; abs. [1] Abraham Lincoln had great [2] hopes for the future. __________ Is your [1] class studying [2] history? __________ In a [3] speech before the Virginia Convention in Richmond in 1775, Patrick Henry said, “Give me [4] liberty or give me death.” __________ The flag of the United States flying over Fort McHenry meant [5] victory for the [6] country. __________ Francis Scott Key’s [7] poem expresses the [8] feelings Key had when he saw the flag through the early morning mist. __________ The Pledge of Allegiance ends with the [9] words “with liberty and [10] justice for all.”
© Houghton Mifflin Harcourt Publishing Company Module 2 17 MODULE 2: PARTS OF SPEECH PRONOUNS 2d A pronoun is a word used in place of one noun or more than one noun. Personal Pronouns I, me, my, mine, we, us, our, ours, you, yours, he, him, his, she, her, hers, it, its, they, them, their, theirs Reflexive Pronouns myself, ourselves, yourself, yourselves, himself, herself, itself, themselves Indefinite Pronouns all, another, any, anyone, both, each, everybody, everything, few, many, most, no one, some, several The word that a pronoun stands for is called the pronoun’s antecedent. A P EXAMPLES Alicia carried her umbrella to school. A P Our guests served themselves at dinner. NOTE Some authorities prefer to call possessive forms of pronouns (such as my, his, and their) adjectives. Follow your teacher’s instructions. EXERCISE 5 Identifying Pronouns Underline all the pronouns in the sentences below. EX. [1] Every week, Manuel forced himself to save part of his allowance. [1] Mr. and Mrs. Hernández were celebrating their twenty-fifth wedding anniversary. [2] Manuel decided to take them to their favorite Italian restaurant. [3] The meal would be fairly expensive, but he had been saving for the occasion for a couple of months. [4] “May I come, too?” Sophia asked her brother as she sat down. [5] “Since I can’t afford more than three dinners,” Manuel responded, patting his sister on the arm, “you will have to pay for your meal yourself.”
© Houghton Mifflin Harcourt Publishing Company Module 2 18 EXERCISE 6 Identifying Pronouns and Their Antecedents In the sentences below, underline the pronouns once and their antecedents twice. EX. 1. “I will prove to Pat what a good detective I am,” Sean said. 1. “I went to Hawaii with my brother,” said Irene. 2. Tommy and Aretha said that the sculpture is theirs. 3. “Pedro,” asked Janice, “have you seen the art exhibit?” 4. The Durands bought themselves a new computer. 5. The children will take their sleeping bags with them. 6. Marcia said to Heidi, “I think this book is very entertaining.” 7. Because Mr. Choy left his briefcase at home, he had to go back. 8. Tanya gave her speech for her entire class. 9. Mrs. Díaz told Aaron, “Your story is interesting, but you should add more details.” 10. Felicia said she would meet Molly and Derrick at the library. EXERCISE 7 Using Pronouns in Sentences Replace one of the italicized nouns in each sentence below with a pronoun. Write your sentences on your own paper. EX. 1. Franklin and Denise need a ride home. 1. Franklin and she need a ride home. 1. Katie and Tony went hiking last Saturday. 2. Perry was looking for Mr. Hall. 3. Friends were traveling with Mother to the concert. 4. Did students attend the ceremony for Ms. Rico? 5. Later, Raúl asked George about the test. 6. Chip and his team set a new record. 7. The committee gave our class a new computer. 8. How can Franklin help Keith? 9. Please ask the neighbors to call Tomasa. 10. Darlene and Francesca did well in the play.
© Houghton Mifflin Harcourt Publishing Company Module 2 19 MODULE 2: PARTS OF SPEECH DEMONSTRATIVE AND RELATIVE PRONOUNS 2e A demonstrative pronoun points out a person, place, thing, or idea. EXAMPLE That is a photograph of the space shuttle Atlantis. [That points out photograph.] A relative pronoun introduces a subordinate clause. EXAMPLE Is this the book that describes the Hopi Snake Dance? [That introduces the subordinate clause that describes the Hopi Snake Dance.] EXERCISE 8 Identifying Demonstrative and Relative Pronouns Underline the demonstrative and/or relative pronouns in the following sentences. EX. 1. This is the best banana bread that I have ever tasted! 1. That island, which lies off the coast of Maine, is quite small. 2. A valve controls the water that flows into the reservoir. 3. Please give me the names of those who are willing to work on Saturday. 4. This is the best time to speak to Professor Kinbote, who might know the answer to your question. 5. My older sister, whose dog is named Padgett, is very fond of all animals. 6. The apple on the plate was picked yesterday, but those that are on the counter were picked two days ago. 7. The book, which has two authors, should be filed under the first author’s name. 8. The sonata, which is usually played on the harpsichord, can also be played on the piano. 9. Why don’t we ask Jovann, to whom the package was addressed? 10. Mr. Garson offered a ride to Dr. Conrad, whose car was being repaired.
© Houghton Mifflin Harcourt Publishing Company Module 2 20 MODULE 2: PARTS OF SPEECH ADJECTIVES 2f An adjective is a word used to modify a noun or a pronoun. To modify a word means to describe the word or to make its meaning more definite. An adjective modifies a word by telling what kind, which one, or how much or how many. What Kind? curly hair, narrow path, fresh fruit, heavy rain Which One? these records, first row, other artists, back door How Much? or How Many? twelve birds, much help, less time, some marbles NOTE Some authorities prefer to call possessive forms of pronouns (such as my, his, and their) and demonstrative pronouns (such as this and these) adjectives. Follow your teacher’s instructions. An adjective may come before or after the word it modifies. EXAMPLES Many sailboats gathered at the harbor entrance. Michael sounded cheerful and enthusiastic on the telephone. The most frequently used adjectives are a, an, and the. These adjectives are articles. A is used before a word beginning with a consonant sound. An is used before a word beginning with a vowel sound. The indicates that a noun refers to someone or something in particular. EXAMPLES How is a frog different from a toad? An artist displayed an example of her work. The coat on the chair is mine. EXERCISE 9 Identifying Adjectives and the Words They Modify Underline the adjectives in the following sentences, and draw an arrow to the word each adjective modifies. Do not include a, an, and the. EX. 1. Sharks are one of the oldest animals on this planet. 1. Some of the biggest and fiercest fish on earth are sharks.
© Houghton Mifflin Harcourt Publishing Company Module 2 21 2. A small number of species of sharks can be found in freshwater rivers, but most live in warm salt water. 3. The skeleton of a shark is made of a hard, elastic substance called cartilage. 4. Many species have torpedo-shaped bodies, while several other species have long, flat bodies. 5. Sharks can move through the water at speeds of up to forty miles an hour. 6. Some sharks can live several weeks without a single meal. 7. A shark usually has sharp teeth for cutting and rounded teeth for grinding. 8. A few sharks, though big, are slow and sluggish. 9. Several sharks, however, are fast and dangerous. 10. Larger sharks often eat smaller ones, including their own young. EXERCISE 10 Using Adjectives to Revise In each sentence below, add interesting adjectives to modify the nouns. Insert a caret (^) where each adjective will appear. Then write your adjective above the caret. large, green clear, blue EX. 1. A ^ turtle swam in the ^ pond. 1. A bear waited in the shadows. 2. Did the beachcomber collect shells and rocks? 3. The women in the town have started a business. 4. Divers searched the bottom of the ocean for treasure. 5. We watched a sunset on the beach. 6. The boys sat in the bleachers. 7. Down the road came a car. 8. Mr. Goldsohn went into the shop to buy a lamp for his collection. 9. The backpack had room for clothes. 10. The river was full after the storm.
© Houghton Mifflin Harcourt Publishing Company Module 2 22 MODULE 2: PARTS OF SPEECH PROPER ADJECTIVES 2g A proper adjective is formed from a proper noun and begins with a capital letter. Proper Nouns Proper Adjectives France French literature Queen Victoria Victorian furniture Ohio Ohio vacation Asia Asian ports Robert W. Bunsen Bunsen burner EXERCISE 11 Identifying Proper Adjectives In the sentences below, underline the proper adjectives, and draw an arrow to the word each proper adjective modifies. EX. 1. Laurence Olivier was a great Shakespearean actor. 1. Students from school will be touring the Rio Grande valley. 2. Huge skyscrapers dominate the New York City skyline. 3. Expedition 58 to the International Space Station included American and Russian astronauts among the crew. 4. British ships were close to the French coast. 5. We saw an exhibit of Mexican art at the museum. 6. The pianist played several Beatles songs. 7. The Greek and Canadian citizens checked their passports before they boarded the plane. 8. That French restaurant serves Italian bread with meals. 9. The new magazine focused on issues impacting the Latin American community. 10. What is your favorite Elizabethan drama?
© Houghton Mifflin Harcourt Publishing Company Module 2 23 EXERCISE 12 Using Proper Adjectives in Sentences On the lines after each proper adjective and its noun, write a sentence using the pair of words correctly. EX. 1. African art We saw an exhibition of African art. 1. Chinese vase ____________________________________________________________ 2. Greek alphabet __________________________________________________________ 3. Diego Rivera painting ____________________________________________________ 4. Christian church _________________________________________________________ 5. Angora wool ____________________________________________________________ 6. Dell computer ___________________________________________________________ 7. Pablo Neruda poem ______________________________________________________ 8. Muslim calendar _________________________________________________________ 9. Wagner opera ___________________________________________________________ 10. Louisiana crayfish _______________________________________________________ 11. Betsy Ross flag _________________________________________________________ 12. Jewish synagogue ________________________________________________________ 13. Arthurian legend ________________________________________________________ 14. Navajo culture __________________________________________________________ 15. Danish furniture _________________________________________________________ 16. L’Engle novel ___________________________________________________________ 17. German shepherd ________________________________________________________ 18. Buddhist temple _________________________________________________________ 19. French bread ____________________________________________________________ 20. Colorado beetle _________________________________________________________
© Houghton Mifflin Harcourt Publishing Company Module 2 24 MODULE 2: PARTS OF SPEECH MODULE REVIEW A. Identifying Pronouns, Adjectives, and Single and Compound Nouns Identify each italicized word in the sentences below. On the line before each sentence, write n. for noun, comp. for compound noun, pron. for pronoun, or adj. for adjective. Separate your answers with semicolons. EX. n.; adj. 1.The earth is an active planet. _____ 1. The rocky, outermost layer of the earth is the crust. _____ 2. It encloses the other layers the way an eggshell encloses an egg. _____ 3. Each of the other layers is thicker than the crust. _____ 4. Three kinds of rock—igneous, sedimentary, and metamorphic—make up the crust. _____ 5. The ocean crust is dense and rather thin, while the continental crust is lighter and thicker. _____ 6. Its average thickness is about five miles under the ocean’s waters. _____ 7. Over millions of years, the crust has been shaped into a pattern of flatlands and high mountains. _____ 8. Some of the mountains in the Himalayan range soar more than five miles above sea level. _____ 9. The deepest area of the ocean is at the bottom of the Mariana Trench, more than thirtyfive thousand feet below the surface of the Pacific Ocean. _____ 10. No one has ever gone below the crust of the planet. B. Identifying Pronouns, Adjectives, and Abstract and Concrete Nouns Identify each noun, pronoun, and adjective in the following sentences. Above the word, write abs. for abstract noun, con. for concrete noun, pron. for pronoun, or adj. for adjective. Do not include the articles a, an, and the. adj. con. pron. abs. con. EX. 1. Every woman had her reasons to travel to the West. 1. Jessie Ann Benton led a comfortable early life. 2. Her father, Thomas Hart Benton, was the Democratic senator from Missouri. 3. In 1841, she married John Charles Frémont, who was assigned to the Topographical Corps of the United States Army.
© Houghton Mifflin Harcourt Publishing Company Module 2 25 4. His first job was to map the Dakota country and find the best routes through the frontier. 5. Although Jessie could not accompany John on his journeys, she took a keen interest in them. 6. Jessie helped him turn his account into an interesting report. 7. Later, Jessie got the chance to see the American frontier for herself. 8. The Frémonts settled in California, where they built their first home. 9. In 1856, Jessie helped her husband run as the first Republican candidate for President of the United States. 10. Her personal memoirs and her magazine articles were her contributions to history. C. Writing a Poem with Nouns, Pronouns, and Adjectives Write the letters of your first name vertically on your own paper. Beside each letter, write a line of poetry that begins with that letter and that describes one of your special qualities. Use two nouns, two pronouns, and two adjectives in your poem. Underline and label each noun, pronoun, and adjective. Write n. for noun, pron. for pronoun, and adj. for adjective above the word. EX. Dawn … adj. Dares to be different. adj. n. Always asks unusual questions. pron. adj. n. Wonders if she will be admitted to the drama club. pron. n. pron. Never wants her friends to ignore her.
© Houghton Mifflin Harcourt Publishing Company Module 3 26 MODULE 3: PARTS OF SPEECH VERBS 3a A verb is a word that expresses an action or a state of being. EXAMPLES I lost the keys to the house. [action] Andre is an engineer. [state of being] An action verb may express physical action or mental action. PHYSICAL ACTION greet, repair, drive, whisper, decorate Who borrowed the scissors? MENTAL ACTION recognize, judge, remember, think Imagine his surprise! A transitive verb is an action verb that expresses an action directed toward a person or thing. EXAMPLES Steve helped his brother. [The action of helped is directed toward brother.] Please carry the boxes. [The action of carry is directed toward boxes.] NOTE Words that receive the action of a transitive verb are called objects. EXAMPLE The Chinese printed books from wooden blocks in A.D. 581. An intransitive verb expresses action (or tells something about the subject) without passing the action to a receiver. EXAMPLES The bus skidded on the wet pavement. The woman spoke softly to the children. EXERCISE 1 Identifying Action Verbs Underline the action verb in each of the following sentences. EX. 1. Tina bought an airline ticket to Hawaii. 1. The artist creates clay objects. 2. Ernestine invited the twins to her birthday party. 3. Who forgot the picnic basket? 4. The children surprised their mother with balloons.
© Houghton Mifflin Harcourt Publishing Company Module 3 27 5. Robin Hood challenged the sheriff to a duel. 6. In 1932, Babe Didrikson broke three Olympic records. 7. Dad worries about you. 8. Think of a name for the puppy. 9. We locked the bicycles in the rack in front of the school. 10. Salvador likes the wild animals best. EXERCISE 2 Identifying Transitive and Intransitive Verbs On the line before each sentence below, identify the italicized action verb by writing trans. for transitive or intr. for intransitive. EX. intr. 1. The small boats pulled at their anchor lines. _____ 1. A blanket of warm air slid over the mountains. _____ 2. Thunderstorms rumbled along the edge of the storm front. _____ 3. The wind nudged the smaller boats against the floating docks. _____ 4. The harbor master checked the lines of the rowboats. _____ 5. She climbed into one of the dinghies and started the motor. _____ 6. The boat with its lone passenger headed out into the harbor. _____ 7. Static hissed and crackled from the speaker of the boat’s radio. _____ 8. The harbor master switched to the channel used by fishing boats in the area. _____ 9. The announcer warned everyone about the approaching storm. _____ 10. Weather forecasters predicted gale-force winds by evening. EXERCISE 3 Writing Sentences with Transitive and Intransitive Verbs For each verb below, write two sentences on your own paper. In one sentence, use the verb as a transitive verb and underline its object. In the other, use the verb as an intransitive verb. Label each usage. EX. 1. play 1. My brother plays the oboe in the school orchestra. (transitive) On Saturday, Tanisha plays at Symphony Hall. (intransitive) 1. drive 2. eat 3. leave 4. speak 5. begin
© Houghton Mifflin Harcourt Publishing Company Module 3 28 MODULE 3: PARTS OF SPEECH LINKING VERBS 3b A linking verb links, or connects, the subject with a noun, a pronoun, or an adjective in the predicate. EXAMPLES Thomas Jefferson was the third president of the United States. [Thomas Jefferson = president] The best hitter on the team is she! [hitter = she] The grapefruit tastes sour. [sour grapefruit] Maylin appeared hungry. [hungry Maylin] Commonly Used Linking Verbs Forms of Be am be being was are been is were Other Verbs appear grow seem stay become look smell taste feel remain sound turn Most linking verbs, except the forms of be and seem, may also be used as action verbs. Whether a verb is being used to link words or to express action depends on its meaning in a sentence. LINKING Yesterday, the weather turned colder. ACTION Jason turned the handle of the doorknob. LINKING Her voice sounded stern. ACTION The sentry sounded the alarm. LINKING Her hands remained steady throughout the ordeal. ACTION My brother remained in the car. EXERCISE 4 Identifying Linking Verbs Underline the linking verb in each of the following sentences. Then double underline the words that the verb links. EX. 1. The variety of animal life in the park is remarkable. 1. Yellowstone National Park is home to many kinds of animals. 2. It was the first national park in the United States. 3. Wild animals remain free in this protected wilderness.
© Houghton Mifflin Harcourt Publishing Company Module 3 29 4. Lodgepole pine trees grow tall and thin, with few branches. 5. They are the most common trees in the park. 6. Visitors to the park are eager for a look at Old Faithful, the geyser. 7. Everyone seems awed by the display. 8. In winter, the buzz of snowmobiles sounds loud in the quiet forest. 9. Near the Gallatin River, a lone bull moose appears quite unconcerned. 10. The mountain air feels unusually raw and cold on this summer day. EXERCISE 5 Identifying Action Verbs and Linking Verbs Underline the verb in each of the following sentences. Then, on the line before each sentence, identify the verb as an action verb or a linking verb by writing a.v. for action verb or l.v. for linking verb. EX. l.v. 1. The great horned owl looks fierce. _____ 1. The owl is one of nature’s most unusual birds. _____ 2. Over five hundred species of owls live in the world. _____ 3. Owls often build nests in old barns and deserted buildings. _____ 4. Owls have sharp talons and short, hooked beaks. _____ 5. Their large eyes point almost directly forward. _____ 6. An owl turns its head completely around sometimes. _____ 7. The owl moves at the slightest noise. _____ 8. Like all birds of prey, they feed on small animals, insects, and other birds. _____ 9. During daylight hours, owls remain still. _____ 10. With the approach of darkness, owls grow more restless. _____ 11. Even total darkness is usually no problem for these birds. _____ 12. At night in the forest, their ears hear the sounds of scurrying animals. _____ 13. An owl can see in dim light. _____ 14. I know owls live in the woods near my house. _____ 15. They make noises after dark.
© Houghton Mifflin Harcourt Publishing Company Module 3 30 MODULE 3: PARTS OF SPEECH HELPING VERBS 3c A verb phrase consists of a main verb preceded by at least one helping verb (also called an auxiliary verb). EXAMPLES A storm is approaching. [The helping verb is is, and the main verb is approaching.] Thunder could be heard in the distance. [The helping verbs are could and be, and the main verb is heard.] The children should have taken their umbrellas. [The helping verbs are should and have, and the main verb is taken.] The baseball game will be canceled because of the storm. [The helping verbs are will and be, and the main verb is canceled.] Commonly Used Helping Verbs Forms of Be am are be been being is was were Forms of Do do does did Forms of Have have has had Other Helping Verbs can could may might must shall should will would Some helping verbs may also be used as main verbs. EXAMPLES I can be ready in five minutes. We have a new substitute teacher. Sometimes the verb phrase is interrupted by another part of speech. In most cases, the interrupter is an adverb. In a question, however, the subject often interrupts the verb phrase. EXAMPLES The moon will completely block the sun. Were you listening to the radio this morning? He did not know the answer. [or didn’t] Notice that not, as in the last example, is never part of a verb phrase.
© Houghton Mifflin Harcourt Publishing Company Module 3 31 EXERCISE 6 Identifying Verb Phrases Underline the verb phrases in each sentence in the paragraph below. Double underline the helping verb or verbs in each phrase. [Note: Some sentences may contain more than one verb phrase.] EX. [1] The inventor of the match had stumbled onto an interesting idea. [1] People have used fire for thousands of years. [2] The idea might seem strange, but until recent years, fire could not be made easily. [3] People would rub sticks together, or they would strike flint on metal. [4] Inventors had long been aware of the problem and had been working for years on a solution, but without much success. [5] Finally, in 1827, the match was invented. [6] Until the mid-1800s, matches were made by hand. [7] Not long after that, matchmaking machines were developed. [8] Today, wooden matchsticks are cut from poplar wood. [9] Then the tips of the matchsticks are dipped in chemicals. [10] Because the entire process takes only a few seconds, some factories can produce more than a million matches an hour. EXERCISE 7 Writing Verb Phrases On your own paper, write complete sentences, using the verb phrases below. EX. 1. was cooking 1. Rafael was cooking when his sister walked into the kitchen. 1. have walked 2. could be 3. were made 4. have been working 5. was born 6. has photographed 7. can mend 8. was making 9. has experienced 10. can be seen
© Houghton Mifflin Harcourt Publishing Company Module 3 32 MODULE 3: PARTS OF SPEECH ADVERBS 3d An adverb is a word used to modify a verb, an adjective, or another adverb. An adverb tells where, when, how, or to what extent (how much or how long). Where The spider hid nearby. The children stayed inside. When I visited my aunt today. Nuru often takes the bus. How The horses moved slowly to the starting gate. The dancer twirled gracefully. To What Extent The boat almost sank. You should rarely talk with your mouth full of food. MODIFYING VERBS Soon everyone went inside. [The adverb soon tells when everyone went, and the adverb inside tells where everyone went.] Peter tried to work alone. [The adverb alone tells how Peter wanted to work.] MODIFYING ADJECTIVES The test was rather hard. [The adverb rather modifies the adjective hard, telling how hard the test was.] Too many students failed the test. [The adverb too modifies the adjective many, telling how many students failed the test.] MODIFYING ADVERBS Quite suddenly, the meeting ended. [The adverb quite modifies the adverb suddenly, telling how suddenly the meeting ended.] The cars moved somewhat sluggishly. [The adverb somewhat modifies the adverb sluggishly, telling how sluggishly the cars moved.] Often an adverb is simply an adjective with –ly added. ADJECTIVE careful easy loud real ADVERB carefully easily loudly really
© Houghton Mifflin Harcourt Publishing Company Module 3 33 EXERCISE 8 Identifying Adverbs and the Words They Modify Underline the adverbs in the following sentences, and draw an arrow to the word each adverb modifies. EX. 1. Have you ever wanted to visit Puerto Rico? 1. Tomás and Rosa recently visited their aunt in Puerto Rico. 2. Because of the surrounding mountains, the plane had a fairly difficult approach path for its landing in San Juan. 3. The children were relieved when the plane landed safely. 4. Everyone on the plane clapped loudly for the pilot. 5. Rosa wanted to go quickly to the beach for a swim. 6. Tomás was quite excited about visiting Fort El Morro again. 7. “I want to do so many things with you,” said their aunt. 8. For the first twenty-four hours of their visit, Rosa and Tomás decided to rest quietly. 9. During the rest of the trip, they usually did something different each day. 10. Everyone was completely satisfied with the vacation. 11. Tomás often reads books about Puerto Rico. 12. He searches everywhere for photographs of the country. 13. He and Rosa easily recognize photographs of San Juan. 14. Rosa really enjoys the mountains of Puerto Rico. 15. “Do you know what Puerto Rico’s highest peak is?” Tomás asked yesterday. 16. “It is Cerro de Punta, and we saw it on our vacation,” Rosa answered excitedly. 17. They thought it was more beautiful than other mountains. 18. It stands beautifully in Puerto Rico’s central mountain range. 19. Puerto Rico is quite mountainous. 20. Tomás and Rosa can hardly wait to return.
© Houghton Mifflin Harcourt Publishing Company Module 3 34 MODULE 3: PARTS OF SPEECH REVIEW EXERCISE A. Labeling Action Verbs and Linking Verbs Underline the verbs and verb phrases in the sentences below. Then, on the line before the sentence, identify each verb or verb phrase by writing a.v. for action verb or l.v. for linking verb. EX. l.v. 1. The book about cities looked interesting. ______ 1. A city is a large settlement. ______ 2. The first urban centers developed in Mesopotamia and then in the Nile Valley of Egypt. ______ 3. Many of these early cities were centers of trade. ______ 4. By the fifth century B.C., Athens, Greece, had become a powerful city-state. ______ 5. Rome’s population may have reached one million around A.D. 100. ______ 6. Most Romans lived in shabby apartment buildings. ______ 7. People made these dwellings out of wood and plaster. ______ 8. During the Middle Ages, walls often surrounded the cities. ______ 9. Since the Industrial Revolution, the number of cities has grown dramatically. ______ 10. By the year 2050, cities could be home to the 68 percent of the world’s people. B. Writing Adverbs On each line in the following sentences, use the clues given in parentheses to write an adverb that completes the sentence. EX. 1. In the afternoon, the beach was quite (to what extent) crowded. 1. _______________ (when) Sora and I went to the beach. 2. We found a _______________ (to what extent) deserted spot near the dunes. 3. We _______________ (how) looked over the area. 4. Nearby, some children were _______________ (how) building a sandcastle. 5. In the bay, there were _______________ (how much) high waves. 6. They pounded the shore _______________ (how much). 7. _______________ (to what extent) few swimmers stepped into the rough surf.
© Houghton Mifflin Harcourt Publishing Company Module 3 35 8. Some _______________ (to what extent) large sea gulls stood on the rocks in the distance. 9. Other sea gulls soared _______________ (how) on air currents. 10. Sora _______________ (how) walked towards some sea gulls. 11. She _______________ (to what extent) wanted to feed them. 12. She moved _______________ (where), and the birds seemed to look at her. 13. They flew _______________ (where). 14. “Birds are _______________ (how often) timid,” I told her. 15. The air was _______________ (how) growing colder. 16. We _______________ (how) zipped our jackets. 17. The tide moved in and _______________ (how) knocked down the children’s sandcastle. 18. “I wonder if it will rain _______________ (when),” I said. 19. “The clouds are _______________ (how much) grey, so it might,” Sora said. 20. We _______________ (how) headed home. C. Writing a Report Your club, Students for a Better Environment, has just completed its six-month project to clean up and beautify the community. You have been asked to write a brief report of the activities and results of the project. On your own paper, write ten complete sentences to include in your report. At least once, insert be as a helping verb and as a linking verb. Underline the verb or verb phrase in each sentence. EX. 1. Valerie and Misha recycled their families’ newspapers, glass bottles, and aluminum cans. 2. Two maple trees were planted in front of the post office.
© Houghton Mifflin Harcourt Publishing Company Module 3 36 MODULE 3: PARTS OF SPEECH PREPOSITIONS 3e A preposition is a word that shows the relationship of a noun or a pronoun to another word in the sentence. Notice how a change in the preposition changes the relationship between cat and tree in each of the following examples. EXAMPLES The cat in the tree is mine. The cat beside the tree is mine. The cat in front of the tree is mine. Prepositions that consist of more than one word (for example, in front of ) are called compound prepositions. Commonly Used Prepositions aboard because of during near to about before except next to toward above behind for of under according to below from off underneath across beneath in on until after beside in addition to out onto against besides in front of out of up along between inside over upon along with beyond in spite of past with among but (except) instead of since within around by into through without aside from down like throughout Some words may be used as either prepositions or adverbs. To tell an adverb from a preposition, remember that a preposition is always followed by a noun or pronoun called its object. ADVERB Sheep grazed in the field beyond. PREPOSITION Sheep grazed in the field beyond the fence. ADVERB Walk around to the back of the store. PREPOSITION Walk slowly around the track.
© Houghton Mifflin Harcourt Publishing Company Module 3 37 EXERCISE 9 Writing Prepositions Write a preposition on each line to complete the sentences below. Use a variety of prepositions. EX. 1. A blizzard descended on the city without warning. 1. Early ________ the morning, the children raced ________ the window. 2. A heavy blanket ________ snow lay ________ the streets and sidewalks. 3. Adela shouted ________ joy ________ the sight. 4. Immediately, she turned ________ the television set and listened ________ the school cancellations. 5. The newscaster announced that school had been canceled ________ the day ________ the storm. 6. ________ breakfast, Adela and her brother Diego grabbed their jackets ________ the closet and raced ________ the stairs. 7. A snowplow was clearing away the snow ________ the street ________ their apartment building. 8. Parked cars were buried ________ an avalanche of snow. 9. Grim-faced pedestrians plodded ________ the drifts. 10. ________ the bitter cold and high winds, the children delighted ________ the first blizzard of the season. EXERCISE 10 Writing Sentences with Adverbs and Prepositions Use each of the words below in two sentences, first as an adverb and then as a preposition. Underline and label each use of the designated words. Write the sentences on your own paper. EX. 1. behind 1. I left my book behind. (adverb) Workers piled rocks behind the shed. (preposition) 1. before 2. aboard 3. below 4. inside 5. up 6. along 7. near 8. before 9. in 10. out
© Houghton Mifflin Harcourt Publishing Company Module 3 38 MODULE 3: PARTS OF SPEECH CONJUNCTIONS AND INTERJECTIONS 3f A conjunction is a word used to join words or groups of words. Coordinating conjunctions connect words or groups of words used in the same way. Coordinating Conjunctions and but or nor for so yet EXAMPLES Kai or Samuel will work in the booth. [two nouns] My horse is slow but steady. [two adjectives] We rode beyond the pasture and through the woods. [two prepositional phrases] The baby was hungry, so Dad fed him. [two clauses] For is used as a conjunction if it connects groups of words that are clauses. On all other occasions, for is used as a preposition. CONJUNCTION Everyone liked her, for she was kind and understanding. PREPOSITION Ruby reached for the apple. Correlative conjunctions are pairs of conjunctions that connect words or groups of words used in the same way. Correlative Conjunctions both … and neither … nor not only … but also either … or whether … or EXAMPLES Both Jupiter and Saturn have rings. [two nouns] Please drive me either to the bus stop or to the train station. [two prepositional phrases] Not only did Luís drop the ball, but he also fell into the dugout. [two clauses]
© Houghton Mifflin Harcourt Publishing Company Module 3 39 EXERCISE 11 Identifying Coordinating Conjunctions and Correlative Conjunctions Underline the conjunctions in the paragraph below. Then, above the underlined word, identify each conjunction as coordinating or correlative by writing coor. for coordinating or corr. for correlative above the chosen word. coor. EX. 1. Did Romans have toys or games? [1] Information about children’s playthings in ancient Rome is interesting whether you still play with toys or consider yourself too old for them. [2] Not only did children in ancient Rome have toys to play with, but they also had many of the same kinds of toys youngsters play with today. [3] Did you know that babies played with squeaky animals and that Roman children had miniature carts and horses? [4] We also know that board games were popular, for many have been found in the ruins of Roman dwellings. [5] Robbers and Twelve Lines were two of the most popular board games. 3g An interjection is a word used to express emotion. It does not have a grammatical relation to other words in the sentence. An interjection is set off from the rest of the sentence by an exclamation point or a comma. EXAMPLES Yikes! That water is cold. Aha! I knew you were hiding there. Oh, you always know the answer. EXERCISE 12 Writing Interjections On your own paper, write five sentences to describe your reaction to the news that you have just won a million dollars. In each sentence, use a different interjection from the list below. EX. 1. Great! Great! I have a lot of ideas about how to spend this money. 1. Wow! 2. Hurrah! 3. My, 4. Oh, 5. Surprise!
© Houghton Mifflin Harcourt Publishing Company Module 3 40 MODULE 3: PARTS OF SPEECH MODULE REVIEW A. Identifying Different Parts of Speech Identify each italicized word or word group in the following sentences. Write v. for verb, adv. for adverb, prep. for preposition, conj. for conjunction, and intj. for interjection on the line before each sentence. EX. v.; prep. 1. We have been reading a collection of fables. ___________ 1. The bus never arrived, and we were late for class. ___________ 2. Well, my friend, your troubles are finally over. ___________ 3. The light above the table was neither old nor valuable. ___________ 4. Both Mac and his brother were hiding behind the shed. ___________ 5. Yikes! I should not have taken that advanced course. ___________ 6. According to scientists, the earliest forms of life before the dinosaurs possibly were in the sea. ___________ 7. The sailboat capsized, but fortunately no one drowned. ___________ 8. Which is fiercer, the leopard or the lion? ___________ 9. Last night, local painters and sculptors were honored at the museum’s opening. ___________ 10. The fruit were carefully inspected for bruises. B. Identifying Action Verbs and Linking Verbs In the paragraph below, underline the action verbs and verb phrases once. Underline the linking verbs and verb phrases twice. EX. [1] According to the story, the coyotes seemed happy that Pecos Bill lived with them. [1] They say that one day Bill was riding in a wagon when it hit a rock. [2] The jolt sent him up in the air, but he did not become frightened. [3] He landed in the middle of a pack of coyotes, but he remained calm. [4] After that, Bill stayed with the pack and joined them in their hunts. [5] To most people the coyotes appeared wild, but to Pecos Bill they were gentle.
© Houghton Mifflin Harcourt Publishing Company Module 3 41 C. Identifying Adverbs and Prepositions Underline the adverbs and prepositions in the following sentences. Above each underlined word, write adv. for adverb and prep. for preposition. adv. prep. EX. 1. Today manatees are on the endangered species list. 1. Manatees usually live in shallow water, among thick sea grasses. 2. They regularly feed on shallow-water plants and vegetation beneath the water. 3. Manatees are very important because of their eating habits. 4. They often keep waterways clear of thick vegetation. 5. Generally, manatees move slowly along the surface of the water. 6. They often live alone or in herds of fifteen to twenty. 7. Tired sailors would mistake manatees for mermaids, in spite of a manatee’s somewhat odd appearance. 8. A manatee has two small flippers, as well as one large flipper at the end of a rather round body. 9. This animal also has a square snout with whiskers. 10. Many manatees are injured yearly by motor boats. D. Writing Sentences On your own paper, write two sentences in which each of the words below is used as the part of speech given in parentheses. Underline the words in the sentences, and write their parts of speech after the sentences. EX. 1. wish (noun and verb) After you blow out the candles, make a wish. (noun) I wish David were here. (verb) 1. on (adverb and preposition) 2. taste (noun and verb) 3. well (interjection and adverb) 4. my (interjection and pronoun) 5. few (pronoun and adjective) 6. for (conjunction and preposition) 7. long (adjective and adverb) 8. green (noun and adjective) 9. down (adverb and preposition) 10. run (noun and verb) 11. over (adverb and preposition) 12. catch (noun and verb) 13. house (noun and adjective) 14. terrific (adjective and interjection) 15. ring (noun and verb) 16. off (adverb and preposition)
© Houghton Mifflin Harcourt Publishing Company Module 3 42 17. swim (noun and verb) 18. water (noun and adjective) 19. loud (adjective and adverb) 20. below (adverb and preposition)
