eelpart3 for printing

(1)

ESSENTIALS

_{of the English Language}

C

lassical

onversations

®

dialectic discussions for classical communities

SUPPLEMENT

(2)

©2011 Classical Conversations

®

MultiMedia

This downloadable format is available for sale only through Classical Conversations bookstore

(www.ClassicalConversationsBooks.com). If you have received a copy through any other reseller or

venue, it is in violation of copyright law.

Honoring copyright: it is a matter of integrity!

Classical Conversations works diligently to keep costs down and provide helpful resources for your

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www.ClassicalConversations.com

(3)

G E A R

PART III:

Glossary of Abbreviations...394

Scope and Sequence: Grammar Mastery Charts ...395

THE FIRST TRAIL: Loading the Grammar...397

Sentence Classification (Chart A) ... 398

112 Model Sentences: Simple (Chart B) ...400

Verbs (Chart C) ...402

Principal Parts of Verbs (Chart D) ...404

Nouns (Chart E) ...406

Pronouns (Chart F) ...408

112 Model Sentences: Compound (Chart G) ...410

Conjunctions (Chart H) ...412

Adverbs (Chart I) ...414

Prepositions and Interjections (Chart J) ...416

Verb Anatomy —To Be (Chart K) ...418

Adjectives (Chart L)...420

112 Model Sentences: Complex (Chart M) ...422

Verb Anatomy—To Have (Chart N)...424

Verb Anatomy—To Play (Chart O) ...426

112 Model Sentences: Compound-Complex (Chart P) ...428

Verbals (Chart Q) ...430

THE SECOND TRAIL: Dialectic Discussions ...432

Weekly Practice Sentence Overview ...433

Analytical Task Sheet—Blank ...435

Quid et Quo Worksheet, Basic Format—Blank ...437

Quid et Quo Worksheet, Detailed Format—Blank ...439

Each of the Grammar Mastery Charts included in this section is paired as a Master chart and

Student chart.

(4)

GLOSSARY OF ABBREVIATIONS

AJ

Adjective

AP

Appositive

AV

Adverb

C

Conjunction

Cd

Compound (Sentence)

Cd-Cx

Compound-Complex (Sentence)

Cx

Complex (Sentence)

D

Declarative (Sentence)

DO

Direct Object

E

Exclamatory (Sentence)

Imp

Imperative (Sentence)

Int

Interrogative (Sentence)

I

Interjection

IO

Indirect Object

NDA

Noun of Direct Address

OCA

Object Complement Adjective

OCN

Object Complement Noun

OP

Object of the Preposition

P

Pronoun

PA

Predicate Adjective

PN

Predicate Nominative

PNA

Possessive Noun Adjective

PPA

Possessive Pronoun Adjective

Pr

Preposition

S

Simple (Sentence)

SN

Subject Noun

SP

Subject Pronoun

Vh

Verb—helping

Vi

Verb—intransitive

Vl

Verb—linking

Vt

Verb—transitive

(5)

SCOPE AND SEQUENCE:

G R A M M A R M A S T E R Y C H A R T S

WEEK CHARTS

1

 A: Sentence Classification  B: 112 Model Sentences: Simple

2

 C: Verbs

 D: Principal Parts of Verbs

3

 E: Nouns

 F: Pronouns

4

 A: Sentence Classification*  B: 112 Model Sentences: Simple  C: Verbs

 D: Principal Parts of Verbs  E: Nouns

 F: Pronouns

5

 A: Sentence Classification  B: 112 Model Sentences: Simple  C: Verbs

 D: Principal Parts of Verbs  E: Nouns

 F: Pronouns

6

 G: 112 Model Sentences: Compound  H: Conjunctions

7

 I: Adverbs  E: Nouns

8

 J: Prepositions E: Nouns

 G: 112 Model Sentences: Compound  I: Adverbs

9

 K: Verb Anatomy—To Be C: Verbs  D: Principal Parts of Verbs  E: Nouns

10

 L: Adjectives  C: Verbs

 G: 112 Model Sentences: Compound  K: Verb Anatomy—To Be

11

 C: Verbs D: Principal Parts of Verbs

 K: Verb Anatomy—To Be

12

 C: Verbs

WEEK CHARTS

13

 M: 112 Model Sentences: Complex  A: Sentence Classification  E: Nouns  F: Pronouns  H: Conjunctions  I: Adverbs  L: Adjectives

14

 A: Sentence Classification  E: Nouns  H: Conjunctions  I: Adverbs  L: Adjectives

 M: 112 Model Sentences: Complex

15

 N: Verb Anatomy—To Have

 K: Verb Anatomy—To Be

16

 E: Nouns F: Pronouns

17

 L: Adjectives M: 112 Model Sentences: Complex

18

 A: Sentence Classification M: 112 Model Sentences: Complex

19

 O: Verb Anatomy—To Play D: Principal Parts of Verbs

20

 J: Prepositions

 O: Verb Anatomy—To Play

21

 P: 112 Model Sentences: Compound-Complex  Q: Verbals

 H: Conjunctions

22

Reviewall: Work on mastering charts and information

23

24

(6)

(7)

Whenever you learn any subject, you begin by loading the grammar: inputting the vocabulary and facts related to that subject. In English grammar, there are a lot of terms to define, lists to memorize, and charts that show the relationships between the ideas. This is like looking at the individual pieces of a puzzle, then putting the pieces of the puzzle together.

In order to help you to load the grammar of the English language, all the terms, lists, and charts have been put in a format that many Essentials students have used success-fully. The first chart (called Sentence Classification, Chart A) is like the box of the puzzle: the whole picture of grammar. All the other charts are like individual pieces of that puzzle. Each chart that needs to be memorized is in this section of the guide. The com-pleted chart is called a “Master” chart. Each master is followed by a “Student” chart which is blank.

Put all the charts into page protectors, then use a dry erase marker to fill in the student chart. At first, you will look closely at the master chart in order to fill in the student chart, but if you concentrate and pay attention while filling in the charts, you will soon be able to fill in the student chart without looking at the master. You should spend about 20 minutes a day studying the charts this way.

Keep practicing over time, and you will be able to write out all the master charts onto blank paper from memory. When you can do that, you will be a grammar “master,” and you will be well prepared to tackle any language.

The charts are listed by the week that they are introduced by your Essentials tutor. Once a chart is introduced, practice it every day for at least a week, then, once a week, review all the charts either by reciting them aloud or filling in all the student charts that have been assigned thus far.

Every day spend about 20 minutes on Grammar Mastery charts, then spend about 20 minutes on the second trail of Essentials: Dialectic Discussions.

T H E F I R S T T R A I L O F E S S E N T I A L S :

(8)

Subject Verb-transitive Direct Object

S

V

t

DO

Jesus

loves

me

Subject Verb-linking Predicate Nominative

S

V

l

PN

Jesus

is

God

Subject Verb-linking Predicate Adjective

S

V

l

PA

Jesus

is

holy

Subject Verb-transitive Indirect Object Direct Object

S

V

t

IO

DO

Jesus made

me

crown

Subject Verb-transitive Direct Object Object Complement Noun

S

V

t

DO

OCN

Jesus

calls

himself

Master

Subject Verb-transitive Direct Object Object Complement Adj.

S

V

t

DO

OCA

Jesus

calls

himself

holy

4 structures

4 pu

rp

os

es

7 patterns

A

Master

112 Different Types of Sentences can be created by combining the four structures × four purposes × seven patterns.

Introduced Week 1

a

Subject Verb-intransitive

S

V

i

Jesus

wept

SENTENCE CLASSIFICATION

Simple

Declarative (.)

Exclamatory (!)

Interrogative (?)

Imperative (. !)

Compound

(FANBOYS) (www.asia.wub, who/which)

Complex

Compound

Complex

(FANBOYS) + www.asia.wub, who/which

8 Parts of Speech:

1. Noun (N)

5. Conjunction (C)

2. Pronoun (P)

6. Interjection (I)

3. Verb (V)

7. Preposition (Pr)

4. Adverb (AV) 8. Adjective (AJ)

5 Parts of a Sentence:

1. Subject (S)

4. End Mark (. ? !)

2. Verb (V)

5. Complete Sense

(9)

4 structures

4 pu

rp

os

es

7 patterns

112 Different Types of Sentences can be created by combining the four structures × four purposes × seven patterns.

A

Student

SENTENCE CLASSIFICATION

Introduced Week 1

8 Parts of Speech:

1.

5.

2.

6.

3.

7.

4.

8. 5 Parts of a Sentence:

1.

4.

2.

5.

3.

(10)

1

2 M

O

D

E

L

S

E

N

T

E

N

C

E

S

Si

m

pl

e S

tru

ctu

re

B

Master Intr oduced W eek 1 A

simple sentence consists of one independent clause and expr

esses a complete thought. (An independent clause contains one

subject-pr

edicate pair

, though the subject or the pr

edicate, or both may be compound.)

KEY

:

Purpose:

D - Declarative, E - Exclamatory

, Int. - Interr

ogative, Imp. - Imperative

Structure:

S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex

Structure/ Purpose

Pattern

Es

se

nt

ia

l S

en

te

nc

e

Structure/ Purpose

Pattern

Es

se

nt

ia

l S

en

te

nc

e

S/D

S-V

i

Je

su

s w

ep

t.

S/E

S-V

i

Je

su

s w

ep

t!

S/D

S-V

t-DO

Je

su

s l

ov

es

m

e.

S/E

S-V

t-DO

Je

su

s l

ov

es

m

e!

S/D

S-V

l-PN

Je

su

s i

s G

od

.

S/E

S-V

l-PN

Je

su

s i

s G

od

!

S/D

S-V

l-P

A

Je

su

s i

s h

ol

y.

S/E

S-V

l-P

A

Je

su

s i

s h

ol

y!

S/D

S-V

t-IO-DO

Je

su

s m

ad

e m

e a

cr

ow

n.

S/E

S-V

t-IO-DO

Je

su

s m

ad

e m

e a

cr

ow

n!

S/D

S-V

t-DO-OCN

Je

su

s c

al

ls

hi

m

se

lf

M

as

te

r.

S/E

S-V

t-DO-OCN

Je

su

s c

al

ls

hi

m

se

lf

M

as

te

r!

S/D

S-V

t-DO-OCA

Je

su

s c

al

ls

hi

m

se

lf

ho

ly

.

S/E

S-V

t-DO-OCA

Je

su

s c

al

ls

hi

m

se

lf

ho

ly

!

S/Int.

S-V

i

D

id

Je

su

s w

ee

p?

o

r W

ho

w

ep

t?

S/Imp.

S-V

i

W

ee

p.

S/Int.

S-V

t-DO

D

oe

s J

es

us

lo

ve

m

e?

o

r W

ho

lo

ve

s m

e?

S/Imp.

S-V

t-DO

Lo

ve

m

e.

S/Int.

S-V

l-PN

Is

Je

su

s G

od

? o

r W

ho

is

G

od

?

S/Imp.

S-V

l-PN

Be

G

od

.

S/Int.

S-V

l-P

A

Is

Je

su

s h

ol

y?

o

r W

ho

is

h

ol

y?

S/Imp.

S-V

l-P

A

Be

h

ol

y.

S/Int.

S-V

t-IO-DO

D

id

Je

su

s m

ak

e m

e a

cr

ow

n?

o

r W

ho

m

ad

e m

e a

cr

ow

n?

S/Imp.

S-V

t-IO-DO

M

ak

e m

e a

cr

ow

n.

S/Int.

S-V

t-DO-OCN

D

id

Je

su

s c

al

l h

im

se

lf

M

as

te

r?

o

r W

ho

ca

lle

d

hi

m

se

lf

M

as

te

r?

S/Imp.

S-V

t-DO-OCN

Ca

ll

yo

ur

se

lf

m

as

te

r.

S/Int.

S-V

t-DO-OCA

D

id

Je

su

s c

al

l h

im

se

lf

ho

ly

? o

r W

ho

ca

lls

h

im

se

lf

ho

ly

?

S/Imp.

S-V

t-DO-OCA

Ca

ll

yo

ur

se

lf

ho

ly

.

D e c l a r a t i v e ( . ) E x c l a m a t o r y ( ! ) I n t e r r o g a t i v e ( ? ) I m p e r a t i v e ( . ! )

(11)

Si

m

pl

e S

tru

ctu

re

A

simple sentence consists of one independent clause and expr

esses a complete thought. (An independent clause contains one

subject-pr

edicate pair

, though the subject or the pr

edicate, or both may be compound.)

KEY

:

Purpose:

D - Declarative, E - Exclamatory

, Int. - Interr

Structure:

Pattern

Essential Sentence

Structure/ Purpose

Pattern

Essential Sentence

1

2 M

O

D

E

L

S

E

N

T

E

N

C

E

S

B

Student Intr oduced W eek 1

(12)

A verb is a word that asserts an action, shows a state of being, links two words together, or helps

another verb. (V)

Ask, “What is being said about the subject?”

4 VERB TYPES

4 VERB ATTRIBUTES

12 VERB TENSES: TIME (3) × FORM (4)

*In this sentence,“make up” is a compound verb. Consider “up” part of the verb rather than a preposition since there is no object of the preposition.

Intransitive An intransitive verb does not transfer the action from the subject to an

object.

Test: If there is no direct object, the verb is intransitive.

Jesus wept.

Transitive A transitive verb transfers the action from the subject to an object.

Test: The verb is followed by a noun which does not re-name the subject. Jesus loves me.

Linking A linking verb makes an assertion by joining two words.

Test: The verb can be replaced with “=” without changing the meaning.

feel, become, remain, taste, seem, appear, look, sound, stay, smell, grow, am, are, is, was, were, be, being, been

Jesus is God.

Helping A helping verb helps another verb assert action, being, or existence.

Test: There will be another verb in the sentence.

do, does, did, has, have, had, am, are, is, was, were, be, being, been, may, must, might, should, could, would, shall, will, can

Jesus was weeping.

Person 1st (I or we) 2nd (you) 3rd (he, she, it, or they)

Number Singular or Plural

Voice Active (subject performs the action) I love.

Passive (subject receives the action) I am loved.

Mood

Indicative Makes a statement or asks a question Beds get messy while you sleep. Did _{you make your bed?}

Imperative States a command Make up* your bed.

Subjunctive Implies condition contrary to fact or _{expresses a wish} If only your bed were made. I wish my _{bed were made.}

Form: Time: Present Past Future

Simple I play. I played. I shall play.

Perfect

form of “to have” + past participle I have played. I had played. I shall have played.

Progressive

form of “to be” + present participle I am playing. I was playing. I shall be playing.

Perfect Progressive

form of “to have” + “been” + present participle I have been playing. I had been playing. I shall have been playing.

(13)

A verb is

4 VERB TYPES

4 VERB ATTRIBUTES

12 VERB TENSES: TIME (3) × FORM (4)

Form: Time: Present Past Future

(14)

Infinitive

Present

Past

Present Participle Past Participle

“to” + verb

present form

verb + “-ed”

verb + “-ing”

verb + “-ed” or “-en” or “-t”

to play

play(s)

played

playing

played

5 PRINCIPAL PARTS OF VERBS

Infinitive

Present

Past

Present Participle Past Participle

to be

am, are, is

was, were

being

been

to do

do, does

did

doing

done

to rise*

rise(s)

rose

rising

risen

to raise*

raise(s)

raised

raising

raised

to lay

lay(s)

laid

laying

laid

to lie

lie(s)

lay

lying

lain

to set

set(s)

set

setting

set

to sit

sit(s)

sat

sitting

sat

to beat

beat(s)

beat

beating

beaten

to break

break(s)

broke

breaking

broken

to write

write(s)

wrote

writing

written

to shake

shake(s)

shook

shaking

shaken

to bring

bring(s)

brought

bringing

brought

to go

go, goes

went

going

gone

to know

know(s)

knew

knowing

known

to ride

ride(s)

rode

riding

ridden

to drink

drink(s)

drank

drinking

drunk

to draw

draw(s)

drew

drawing

drawn

to fall

fall(s)

fell

falling

fallen

to forget

forget(s)

forgot

forgetting

forgotten

IRREGULAR VERBS

* To rise means to get up from a lying, sitting, or kneeling posture. To raise means to move to a higher position or to elevate. To raise is a regular verb, but is shown here for comparison to to rise.

(15)

5 PRINCIPAL PARTS OF VERBS

Infinitive

Present

Past

Present Participle

Past Participle

to be

to do

to rise

to raise

to lay

to lie

to set

to sit

to beat

to break

to write

to shake

to bring

to go

to know

to ride

to drink

to draw

to fall

to forget

Infinitive

Present

Past

Present Participle

Past Participle

IRREGULAR VERBS

(16)

Subject Noun (SN)

Possessive Noun Adjective (PNA)

Indirect Object (IO)

Direct Object (DO)

Object of the Preposition (OP)

Predicate Nominative (PN)

Object Complement Noun (OCN)

Noun of Direct Address (NDA)

Appositive (AP)

NOUN USAGES

Latin Noun Cases:

Nominative

Genitive

Dative

Accusative

Ablative

...the roles or jobs a noun

can have in a sentence.

...ways to describe a noun.

Parent Note:

Some nouns can also be

described as being masculine,

feminine, or neuter, but in

English, gender does not affect

the ending as it does in many

other languages.

Parent Note:

On the EEL Practice Sentence

Sheets, possessive pronouns are

labeled as adjectives as this is the

“job” they play in the sentence.

Quid et Quo drills out the

details.

Teaching Tip:

The first letters of the first five

jobs of a noun spell “SPIDO.”

Pronounce it “speedo” to make

it memorable.

A noun names a person, place, thing, activity, or idea. (N)

To find a subject noun (SN), ask, “Who (verb)?” or “What (verb)?” For other usages, see the Question Confirmation.

Examples

Common

non-specific

dog

Proper

specific, requires a capital letter

Rover

Singular

one

dog

Plural

more than one

dogs

Concrete

can be experienced with the five senses

paw

Abstract

concept, quality, or condition that cannot

_{be experienced with the five senses}

loyalty

Collective

a group composed of members

pack (of dogs)

Compound

two words joined together

doghouse

NOUN ATTRIBUTES

(17)

NOUN USAGES

...the roles or jobs a noun

can have in a sentence.

...ways to describe a noun.

Examples:

A noun

NOUN ATTRIBUTES

(18)

Subjective (Nominative) Pronouns

Objective

Pronouns Possessive Pronouns Possessive Pronoun

Adjectives Reflexive Pronouns Use for: Subject Predicate Nominative Direct Object Object of Preposition Indirect Object Independent: Subject Predicate Adjective Direct Object Object of Preposition Modifiers: Show possession and function as Adjective Indirect Object Direct Object Object of Preposition Predicate Nominative S I N G U L A R

1st Person _I _me _mine _my _myself

2nd Person _you _you _yours _your _yourself

3rd Person

masculine he him his his himself

3rd Person

feminine she her hers her herself

3rd Person

neuter it it (not used) its itself

P L U R A L

1st Person we us ours our ourselves

2nd Person you you yours your yourselves

3rd Person they them theirs their themselves

Test

______ will go. Tom saw ______. The car is ______. He drove ______.

That is _____car. (Subject) saw ___________.

A pronoun replaces a noun in order to avoid repetition. (P)

To find a subject pronoun (SP), ask, “Who (verb)?” or “What (verb)?”

PERSONAL PRONOUNS:

OTHER PRONOUNS:

Demonstrative

Pronouns

this, that, these, those

Interrogative

Pronouns

who, whom, whose, which, what

Indefinite

Pronouns

all, another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, few, many, more, most, neither, nobody, none, one, other, several, some, somebody, someone, such

Relative Pronouns

who, whom, whose, whoever, whomever, that, which, what, whatever

(19)

Subjective (Nominative) Pronouns

Objective

Pronouns Possessive Pronouns Possessive Pronoun

Adjectives Reflexive Pronouns Use for: Subject Predicate Nominative Direct Object Object of Preposition Indirect Object Independent: Subject Predicate Adjective Direct Object Object of Preposition Modifiers: Show possession and function as Adjective Indirect Object Direct Object Object of Preposition Predicate Nominative S I N G U L A R 1st Person 2nd Person 3rd Person masculine 3rd Person feminine 3rd Person neuter P L U R A L 1st Person 2nd Person 3rd Person Test

A pronoun

PERSONAL PRONOUNS:

OTHER PRONOUNS:

Demonstrative

Pronouns

Interrogative

Pronouns

Indefinite

Pronouns

Relative Pronouns

(20)

1

2 M

O

D

E

L

S

E

N

T

E

N

C

E

S

Co

m

po

un

d

St

ru

ctu

re

G

Master Intr oduced W eek 6 A

compound sentence consists of at least two independent clauses joined by a coor

dinating conjunction (a semicolon may be used in

some cases). KEY : Purpose: D - Declarative, E - Exclamatory , Int. - Interrogative, Imp. - Imperative Structur e: S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex

St

ruct

ur

e/

Pur

pos

e

Pat

ter

n

Es

sent

ial Sent

ence

St

ruct

ur

e/

Pur

pos

e

Pat

ter

n

Es

sent

ial Sent

ence

Cd/D

S-V

i

Jesus w

ept, y

et He sang

.

Cd/E

S-V

i

Jesus w

ept, y

et He sang!

Cd/D

S-V

t

-DO

Jesus lo

ves me, so He lo

ves y

ou.

Cd/E

S-V

t

-DO

Jesus lo

ves me, so He lo

ves y

ou!

Cd/D

S-V

l

-PN

Jesus is God, and He is King

.

Cd/E

S-V

l

-PN

Jesus is God, and He is King!

Cd/D

S-V

l

-P

A

Jesus is hol

y, f

or He is ali

ve.

Cd/E

S-V

l

-P

A

Jesus is hol

y, f

or He is ali

ve!

Cd/D

S-V

t

-IO-DO

Jesus made me a cr

own, so He ga

ve me a

famil

y.

Cd/E

S-V

t

-IO-DO

Jesus made me a cr

own, so He ga

ve me

a f

amil

y!

Cd/D

S-V

t

-DO-OCN

Jesus calls himself

Master

, but He calls me

friend.

Cd/E

S-V

t

-DO-OCN

Jesus calls himself

Master

, but He calls

me friend!

Cd/D

S-V

t

-DO-OCA

Jesus calls himself

hol

y, and I call Him

wonderful.

Cd/E

S-V

t

-DO-OCA

Jesus made me hol

y, so He made us

joyful!

Cd/Int.

S-V

i

Did J

esus w

eep

, and did He sing?

Cd/Imp

.

S-V

i

John, w

eep

, but P

aul, sing

.

Cd/Int.

S-V

t

-DO

Does J

esus lo

ve me, and does He lo

ve y

ou?

Cd/Imp

.

S-V

t

-DO

John, pr

each the gospel, and P

aul, lo

ve

the poor

.

Cd/Int.

S-V

l

-PN

Is J

esus God, or is He King?

Cd/Imp

.

S-V

l

-PN

John, be a witness, but P

aul, be a

ser

vant.

Cd/Int.

S-V

l

-P

A

Is J

esus hol

y, and is He ali

ve?

Cd/Imp

.

S-V

l

-P

A

John, be hol

y, y

et P

aul, be merciful.

Cd/Int.

S-V

t

-IO-DO

Did J

esus mak

e me a cr

own, and did He gi

ve

me a f

amil

y?

Cd/Imp

.

S-V

t

-IO-DO

John, gi

ve me hope, and P

aul, tell me a

stor

y.

Cd/Int.

S-V

t

-DO-OCN

Did J

esus call himself

Master

, and did He call

me friend?

Cd/Imp

.

S-V

t

-DO-OCN

John, consider me a ser

vant, but P

aul,

call me a saint.

Cd/Int.

S-V

t

-DO-OCA

Did J

esus mak

e me hol

y, or did He mak

e me

merciful?

Cd/Imp

.

S-V

t

-DO-OCA

John, consider me hol

y, but P

aul,

consider me depra

(21)

1

2 M

O

D

E

L

S

E

N

T

E

N

C

E

S

Co

m

po

un

d

St

ru

ctu

re

G

Student Intr oduced W eek 6 A

compound sentence consists of at least two independent clauses joined by a coor

dinating conjunction (a semicolon may be

used in some cases).

(22)

COORDINATING

conjunctions connect grammatically equal words or groups of words such as

compound subjects, compound verbs, or compound sentences. Remember: FANBOYS.

for

and

nor

but

or

yet

so

either/or

neither/nor

both/and

whether/or

not only/but also

not/but

Examples:

either Tom or Sue

whether Tom or Sue

neither Tom nor Sue

not only Tom but also Sue

both Tom and Sue

not Tom but Sue

More subordinating conjunctions:

after

how

though

as if

in order that

until

as long as

lest

whenever

as soon as

so that

wherever

as though

than

why

before

that

but that

Examples:

We play when we are young.

When we are young, we play.

Since we are young, we play.

We play because we are young.

We play before we eat.

Note: some of these words can also be used as

prepositions.

SUBORDINATING

conjunctions introduce adverbial subordinate clauses and relate them to the word

they modify. They are used in complex sentences. Remember: www.asia.wub.

when

while where .

as since if although .

whereas unless because

CORRELATIVE

conjunctions always come in pairs and connect words of equal importance.

RELATIVE PRONOUNS

introduce adjectival

subordinate clauses and relate them to the word they

modify. They are used in complex sentences.

CONJUNCTIVE ADVERBS

that

who

whom

whose

which

Example: The boy who cried wolf was not being truthful.

accordingly

hence

nevertheless

although

however

similarly

besides

indeed

still

consequently

moreover

therefore

furthermore

meanwhile

thus

A conjunction is a word used to connect words, phrases, or clauses together. (C)

(23)

A conjunction is

(24)

An adverb modifies a verb, adjective, or another adverb. (AV)

Adverbs answer the questions

:

Types of One-Word Adverbs:

Degrees of Adverbs:

Types of Multi-Word Adverbs:

How? When? Where? Why?

How often?

How much?

To what extent?

Under what condition?

SIMPLE

POSITIVE

PHRASE

FLEXIONAL

COMPARATIVE

CLAUSE

AFFIRMATIVE

SUPERLATIVE

NEGATIVE

The boy ran in the field.

Where did the boy run? in the field

The boy ran when his friend called him.

When did the boy run? when his friend called him

one-word adverb, no

suffix

adjective + -ly

yes, certainly

swiftly

more swiftly

most swiftly

no, not, never

NOTE:

Sometimes a noun can be used as an adverb. (We ran home. We ate pizza yesterday.)

(25)

An adverb modifies

Adverbs answer the questions

:

Types of One-Word Adverbs:

Degrees of Adverbs:

Types of Multi-Word Adverbs:

Examples:

(26)

A preposition relates a noun or pronoun to another word. (Pr)

Prepositions are always followed by a noun which is called the “object of the preposition.” The preposition, its object, and the modifiers between them create a “prepositional phrase.”

about

above

across

after

against

along

amid

among

around

at

atop

before

behind

below

beneath

beside

between

beyond

but

by

concerning

down

during

except

for

from

in

inside

into

like

near

of

off

on

onto

out

outside

over

past

regarding

since

through

throughout

to

toward

under

underneath

until

up

upon

with

within

without

Note that some of these words can act as adverbs when they are not followed by a noun.

For example:

outside used as a preposition: I went outside the house. outside used as an adverb: I went outside.

Parent Tip:

While studying this list, take a moment and teach your student about alphabetical order.

Note: sometimes two or more words can act as a preposition:

according to due to in addition to up to ahead of because of by way of in back of in case of in front of in spite of instead of out of

with the exception of except for

along with away from

An interjection is a word or phrase used as a strong expression of feeling or emotion. (I)

An interjection is set apart from the sentence by either an exclamation mark or a comma. Oh! My dog has fleas!

J

Master

P R E P O S I T I O N S

Introduced Week 8

(27)

An interjection is

A preposition

a___________________

____________________

b___________________

____________________

c___________________

d___________________

____________________

e____________________

f___________________

____________________

i___________________

____________________

l___________________

n___________________

o___________________

____________________

p___________________

r___________________

s___________________

t___________________

____________________

u___________________

____________________

w___________________

____________________

J

Student

P R E P O S I T I O N S

Introduced Week 8

(28)

V

E

R

B

A

N

A

T

O

M

Y

:

(Use the infinitiv

e f or m to name a v erb)

To Be

INDICA

TIVE MOOD

, A

CTIVE

V

OICE

Pr esent: Past: Pr esent Participle: Past Participle:

K

Master Intr oduced W eek 9 SI M PL E TE N SE PE R FE C T TE N SE (fo rm o f “ to h av e” + p as t p ar tic ip le ) Pr es en t Pa st Fu tu re Pr es en t Pa st Fu tu re 1s t P er so n Si ng ul ar I I a m . I w as . I s ha ll be . I h av e b ee n. I h ad b ee n. I s ha ll ha ve b ee n. 2n d Pe rs on S in gu la r _You Yo u ar e. Yo u w er e. Yo u w ill b e. Yo u ha ve b ee n. Yo u ha d be en . Yo u w ill h av e b ee n. 3r d Pe rs on S in gu la r H e/ Sh e/ It H e/ Sh e/ It is. H e/ Sh e/ It w as . H e/ Sh e/ It w ill b e. H e/ Sh e/ It ha s b ee n. H e/ Sh e/ It ha d be en . H e/ Sh e/ It w ill h av e be en . 1s t P er so n Pl ur al W e W e a re . W e w er e. W e s ha ll be . W e h av e b ee n. W e h ad b ee n. W e s ha ll ha ve b ee n. 2n d Pe rs on P lu ra l Yo u (a ll) Yo u ar e. Yo u w er e. Yo u w ill b e. Yo u ha ve b ee n. Yo u ha d be en . Yo u w ill h av e b ee n. 3r d Pe rs on P lu ra l Th ey Th ey ar e. Th ey w er e. Th ey w ill b e. Th ey h av e b ee n. Th ey h ad b ee n. Th ey w ill h av e b ee n. PR O G R ES SI V E TE N SE (f or m o f “ to b e” + p re se nt p ar tic ip le ) PE R FE C T PR O G R ES SI V E TE N SE (fo rm o f “ to h av e” + “ be en ” + pr es en t p ar tic ip le ) Pr es en t Pa st Fu tu re Pr es en t Pa st Fu tu re 1s t P er so n Si ng ul ar I I a m b ei ng . I w as b ei ng . I s ha ll be b ei ng . I h av e b ee n be in g. I h ad b ee n be in g. I s ha ll ha ve b ee n be in g. 2n d Pe rs on S in gu la r _You Yo u ar e b ei ng . Yo u w er e b ei ng . Yo u w ill b e b ei ng . Yo u ha ve b ee n be in g. Yo u ha d be en b ei ng . Yo u w ill h av e b ee n be in g. 3r d Pe rs on S in gu la r H e/ Sh e/ It H e/ Sh e/ It is be in g. H e/ Sh e/ It w as b ei ng . H e/ Sh e/ It w ill b e be in g. H e/ Sh e/ It ha s b ee n be in g. H e/ Sh e/ It ha d be en be in g. H e/ Sh e/ It w ill h av e be en b ei ng . 1s t P er so n Pl ur al W e W e a re b ei ng . W e w er e b ei ng . W e s ha ll be b ei ng . W e h av e b ee n be in g. W e h ad b ee n be in g. W e s ha ll ha ve b ee n be in g. 2n d Pe rs on P lu ra l Yo u (a ll) Yo u ar e b ei ng . Yo u w er e b ei ng . Yo u w ill b e b ei ng . Yo u ha ve b ee n be in g. Yo u ha d be en b ei ng . Yo u w ill h av e b ee n be in g. 3r d Pe rs on P lu ra l Th ey Th ey ar e b ei ng . Th ey w er e b ei ng . Th ey w ill b e b ei ng . Th ey h av e b ee n be in g. Th ey h ad b ee n be in g. Th ey w ill h av e b ee n be in g.

am

, a

re

, is

w

as

, w

er

e

be

in

g

be

en

(29)

V

E

R

B

A

N

A

T

O

M

Y

:

(Use the infinitiv

e f or m to name a v erb)

To

MOOD

V

OICE

Past: Pr esent Participle: Past Participle:

K

Student Intr oduced W eek 9 SI M PL E TE N SE PE R FE C T TE N SE (fo rm o f “ to h av e” + p as t p ar tic ip le ) Pr es en t Pa st Fu tu re Pr es en t Pa st Fu tu re t P er so n Si ng ul ar I d Pe rs on S in gu la r _You d Pe rs on S in gu la r H e/ Sh e/ It t P er so n Pl ur al W e d Pe rs on P lu ra l Yo u (a ll) d Pe rs on P lu ra l Th ey PR O G R ES SI V E TE N SE (f or m o f “ to b e” + p re se nt p ar tic ip le ) PE R FE C T PR O G R ES SI V E TE N SE (fo rm o f “ to h av e” + “ be en ” + pr es en t p ar tic ip le ) Pr es en t Pa st Fu tu re Pr es en t Pa st Fu tu re t P er so n Si ng ul ar I d Pe rs on S in gu la r _You d Pe rs on S in gu la r H e/ Sh e/ It t P er so n Pl ur al W e d Pe rs on P lu ra l Yo u (a ll) d Pe rs on P lu ra l Th ey

(30)

DESCRIPTIVE

DEGREE

POSSESSIVE

tell “what kind?”

beautiful, glorious, honest, crimson, smooth, brave, etc.

strong (positive), stronger (comparative), strongest (superlative)

tell “whose?”

Possessive Noun Adjectives

the girl’s smile, the book’s cover

Poss. Proper Noun Adjectives

Joshua’s book, Timothy’s diligence

Possessive Pronoun Adjectives

my, your, his, her, its, our, their

An adjective modifies a noun or pronoun by describing, qualifying, or limiting. (AJ)

Types of One-Word Adjectives:

Types of Multi-Word Adjectives:

What kind?

Which?

How many?

Whose?

PHRASE

CLAUSE

LIMITING

The boy in the field chased the cat. Which boy? The boy that is in the field.

The boy who played baseball chased the cat. Which boy? The boy who played

base-ball.

tell “how many?” or “which?”

Article adjectives

a, an (indefinite articles); the (definite article)

Number

one car, a million books

Demonstrative

This book is wonderful.

Indefinite

Some books are on the shelf.

Interrogative

Which book was on the shelf?

NOTE:

Sometimes a noun can be used as an adjective.

What kind of collar? dog collar What kind of light? porch light

Adjectives answer the questions:

(31)

An adjective

Types of One-Word Adjectives:

Types of Multi-Word Adjectives:

Adjectives answer the questions:

L

Student Introduced Week 10

tell “what kind?”

beautiful, glorious, honest, crimson, smooth, brave, etc.

tell “whose?”

tell “how many?” or “which?”

(32)

M

Master Intr oduced W eek 1 3

1

2 M

O

D

E

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S

E

N

T

E

N

C

E

S

Co

m

pl

ex

S

tru

ctu

re

A

complex sentence is a sentence that consists of at least one independent clause and at least one subor

dinate clause (www .asia.wub). KEY : Purpose: D - Declarative, E - Exclamatory , Int. - Interr

Structure:

St

ruct

ur

e/

Pur

pos

e

Pat

ter

n

Es

sent

ial Sent

ence

St

ruct

ur

e/

Pur

pos

e

Pat

ter

n

Es

sent

ial Sent

ence

Cx/D S-Vi _(S-Vi)

Jesus, who laughed, w

ept.

Cx/E

S-Vi _(S-Vi)

Jesus, who laughed, w

ept!

Cx/D S-Vt -DO (S-Vt -DO )

Jesus, who w

ept tear

s, lo

ves me.

Cx/E S-Vt -DO (S-Vt -DO )

Jesus, who w

ept tear

s, lo

ves me!

Cx/D S-Vl -PN (S-Vl -PN)

Jesus, who is man, is God.

Cx/E S-Vl -PN (S-Vl -PN)

Jesus, who is man, is God!

Cx/D S-Vl -P A (S-Vl -P A)

Jesus, who is good, is hol

y.

Cx/E S-Vl -P A (S-Vl -P A)

Jesus, who is good, is hol

y!

Cx/D S-Vt -IO -DO (S-Vt -IO -DO )

Jesus, who made y

ou a home, made me a

cr

own.

Cx/E S-Vt -IO -DO (S-Vt -IO -DO )

Jesus, who made y

ou a home, made me a

cr

own!

Cx/D S-Vt -DO -O CN (S-Vt -DO -OCN)

Jesus, who calls himself

Master

, made me a

saint.

Cx/E S-Vt -DO -OCN (S-Vt -DO -OCN)

Jesus, who calls himself

Master

, made

me a saint!

Cx/D S-Vt -DO -O CA (S-Vt -DO -OCA)

Jesus, who calls himself

hol

y, made me hol

y.

Cx/E S-Vt -DO -OCA (S-Vt -DO -OCA)

Jesus, who calls himself

hol

y, made me

hol

y!

Cx/Int. S-Vi _(S-Vi)

Did J

esus, who laughed, w

eep?

Cx/Imp . S-Vi _(S-Vi)

W

eep

, if

you lo

ve.

Cx/Int. S-Vt -DO (S-Vt -DO )

Does J

esus, who w

ept tear

s, lo

ve me?

Cx/Imp . S-Vt -DO (S-Vt -DO )

Lo

ve me, because it changes me.

Cx/Int. S-Vl -PN (S-Vl -PN)

Is J

esus, who is man, God?

Cx/Imp . S-Vl -PN (S-Vl -PN)

Be King

, since Y

ou ar

e God.

Cx/Int. S-Vl -P A (S-Vl -P A)

Is J

esus, who is good, hol

y?

Cx/Imp . S-Vl -P A (S-Vl -P A)

Be selfless, while I am selfish.

Cx/Int. S-Vt -IO -DO (S-Vt -IO -DO )

Did J

esus, who made y

ou a home, mak

e me a

cr

own?

Cx/Imp . S-Vt -IO -DO (S-Vt -IO -DO )

Mak

e me a cr

own, when I gi

ve y

ou m

y

hear

t.

Cx/Int. S-Vt -DO -O CN (S-Vt -DO -OCN)

Did J

esus, who calls himself

Master

, mak

e me

a saint?

Cx/Imp . S-Vt -DO -OCN (S-Vt -DO -OCN)

Mak

e me a saint, as y

ou mak

e me an

heir

.

Cx/Int. S-Vt -DO -O CA (S-Vt -DO -OCA)

Did J

esus, who calls himself

hol

y, mak

e me

hol

y?

Cx/Imp . S-Vt -DO -OCA (S-Vt -DO -OCA)

Mak

e me hol

y, while y

ou mak

e me

loving

.

(33)

1

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Student Intr oduced W eek 1 3

m

pl

ex

S

tru

ctu

re

A

complex sentence is a sentence that consists of at least one independent clause and at least one subor

dinate clause (www .asia.wub). : Purpose: D - Declarative, E - Exclamatory , Int. - Interr