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 7 Grammar Practice DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G07_GP_TG_FM.indd 1 29/04/19 1:37 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 5 The Predicate 7 Compound Subjects and Compound Verbs 9 ■ Module Review 11 Module 2 PARTS OF SPEECH Nouns 13 Pronouns 15 Adjectives 17 Demonstrative and Proper Adjectives 19 ■ Module Review 21 Module 3 PARTS OF SPEECH Verbs 23 Linking Verbs 25 Helping Verbs 27 Adverbs 29 ■ Review Exercise 31 Prepositions 32 Conjunctions and Interjections 34 ■ Module Review 36 Module 4 COMPLEMENTS Direct Objects 38 Indirect Objects 40 Predicate Nominatives 42 Predicate Adjectives 44 ■ Review Exercise 45 ■ Module Review 46 Module 5 THE PHRASE Prepositional Phrases 48 Adjective Phrases 50 Adverb Phrases 52 ■ Review Exercise I 54 Verb Phrases and Verbals 55 Participles and Participial Phrases 57 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G07_GP_TG_FM.indd 3 29/04/19 1:37 PM
© Houghton Mifflin Harcourt Publishing Company iv Infinitives and Infinitive Phrases 59 ■ Review Exercise 2 61 ■ Module Review 63 Module 6 THE CLAUSE Independent and Subordinate Clauses 65 The Adjective Clause 67 The Adverb Clause 69 ■ Module Review 71 Module 7 SENTENCE STRUCTURE Simple Sentences 73 Compound Sentences 75 Complex Sentences 79 ■ Module Review 81 Module 8 AGREEMENT Agreement of Subject and Verb 83 Intervening Prepositional Phrases 85 Singular and Plural Indefinite Pronouns 87 All, Any, Most, None, and Some 89 ■ Review Exercise 91 Compound Subjects 93 Collective Nouns and Inverted Sentences 95 Amounts, Titles, and Don’t and Doesn’t 97 Pronoun-Antecedent Agreement 99 ■ Module Review 101 Module 9 USING VERBS CORRECTLY Principal Parts 103 Regular Verbs 105 Irregular Verbs 107 Tense 111 Sit and Set and Rise and Raise 113 Lie and Lay 115 ■ Module Review 117 Module 10 USING PRONOUNS CORRECTLY Case of Pronouns 119 Nominative Case Pronouns 121 Objective Case Pronouns 123 Pronouns as Objects of Prepositions 125 Who and Whom 127 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 G07_GP_TG_FM.indd 4 29/04/19 1:37 PM
© Houghton Mifflin Harcourt Publishing Company v Pronoun Appositives and Reflexive Pronouns 129 ■ Module Review 131 Module 11 USING MODIFIERS CORRECTLY Comparison of Adjectives and Adverbs 133 Irregular Comparison 135 Special Problems in Using Modifiers 137 Double Comparisons 139 Placement of Modifiers 141 Placement of Participial Phrases 143 ■ Module Review 145 Module 12 A GLOSSARY OF USAGE Accept / As (Like) 147 Between / Had Ought 149 Hisself / Try And 151 Well / Your, You’re 153 ■ Module Review 155 Module 13 CAPITAL LETTERS The Pronoun I and Proper Nouns 157 Places and People 159 Groups, Organizations, and Religions 161 Objects, Events, Structures, and Awards 163 Titles 165 First Words, Proper Adjectives, School Subjects 167 ■ Module Review 169 Module 14 PUNCTUATION End Marks and Abbreviations 171 Commas in a Series 173 Commas with Compound Sentences 175 Commas with Sentence Interrupters 177 Other Uses of the Comma 179 More Uses of the Comma 181 ■ Review Exercise 183 Semicolons 185 Colons 187 ■ Module Review 189 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G07_GP_TG_FM.indd 5 29/04/19 1:37 PM
© Houghton Mifflin Harcourt Publishing Company vi Module 15 PUNCTUATION Italics (Underlining) 191 Quotation Marks 193 Apostrophe 197 Other Uses of the Apostrophe 199 ■ Module Review 201 Module 16 SPELLING The Dictionary 203 Spelling Rules 205 Prefixes and Suffixes 207 Suffixes 209 Plurals of Nouns I 211 Plurals of Nouns II 213 ■ Module Review 215 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G07_GP_TG_FM.indd 6 29/04/19 1:37 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 writing lab has several new computers. Please be on time for play rehearsal. Have you read the module on the Civil War? Stop the car now! 1b A declarative sentence makes a statement. It is always followed by a period. EXAMPLES Shanti was elected class president two years in a row. Here are two more suggestions. 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, but you doesn’t usually appear in the sentence. When you doesn’t appear, it is called the understood subject. You is the understood subject even when the person is addressed by name. EXAMPLES [You] Please shut the window. [You] Watch out! Rosaria, [you] please read the first two sentences aloud. 1d An interrogative sentence asks a question. It is followed by a question mark. EXAMPLES How did you know my name? Do you live in Canada? 1e An exclamatory sentence shows excitement or expresses strong feeling. It is followed by an exclamation point. EXAMPLES What an exciting soccer game that was! I can’t believe we are finally at the cabin!
© Houghton Mifflin Harcourt Publishing Company Module 1 2 EXERCISE 1 Identifying Sentences On the line before each sentence, write s. if the group of words is a sentence or n.s. if the group of words is not a sentence. Add correct punctuation if the group of words is a sentence. EX. n.s. 1. Whenever she rides her mountain bike s. 2. Alana wears her helmet whenever she rides her mountain bike _____ 1. Before the music began to play _____ 2. Did Brad send Danielle a bouquet of yellow roses _____ 3. Listening to the distant sound of thunder and seeing lightning crack across the nighttime sky _____ 4. There is a way out of the tunnel _____ 5. There wasn’t much left to eat by the time Malcolm arrived _____ 6. Dr. García uses all the latest equipment in her dental practice _____ 7. Walking to the party _____ 8. Tyrone sat on the beach because he had broken his ankle _____ 9. Imagine what could happen in the future _____ 10. Where did I put my library card EXERCISE 2 Classifying and Punctuating Sentences Classify each of the following sentences by writing dec. for declarative, imp. for imperative, int. for interrogative, or exc. for exclamatory on the line before the sentence. Then add the correct punctuation. EX. exc. 1. How loud that music is! _____ 1. Every year, the island loses sand to the shifting tides and shrinks an inch or two _____ 2. What a frightening experience that was _____ 3. Hang up your coat in the front closet _____ 4. I can’t believe how close to us that dolphin swam _____ 5. Were you able to answer all the questions on that test
© Houghton Mifflin Harcourt Publishing Company Module 1 3 MODULE 1: THE SENTENCE RUN-ON SENTENCES 1a A run-on sentence is two complete sentences punctuated as one sentence. In a run-on, the thoughts run into each other. The reader cannot tell where one idea ends and another begins. RUN-ON Laverne is a finalist in the tennis tournament, let’s watch the match tomorrow. CORRECT Laverne is a finalist in the tennis tournament. Let’s watch the match tomorrow. RUN-ON Laverne plays basketball she’s also on the tennis team. CORRECT Laverne plays basketball, and she’s also on the tennis team. To spot run-ons, 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, you may have found a run-on sentence. To revise run-on sentences, use one of the following methods. (1) Make two sentences. RUN-ON Charles Drew was a doctor and a teacher he taught at Howard University. CORRECT Charles Drew was a doctor and a teacher. He taught at Howard University. (2) Use a comma and a coordinating conjunction. RUN-ON Drew taught classes, he performed operations. CORRECT Drew taught classes, and he performed operations. FYI 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 ideas, you create a comma splice. RUN-ON Drew was a pioneer in blood research, he experimented with plasma. CORRECT Drew was a pioneer in blood research, and he experimented with plasma.
© Houghton Mifflin Harcourt Publishing Company Module 1 4 EXERCISE 3 Identifying and Revising Run-ons On the lines after each run-on sentence below, rewrite the sentence correctly. You can make it two sentences or use a comma and a coordinating conjunction. EX. 1. Tony Garulo has a farm he raises miniature horses there. Tony Garulo has a farm. He raises miniature horses there. 1. The farm is in Pennsylvania it is near the city of Gettysburg. 2. Garulo went to Argentina he learned about Falabella horses there. 3. They look just like full-sized horses they are the size of dogs. 4. They are very tame they seem to enjoy performing. 5. Visitors can watch the miniature horses jump, these animals also dance and pull tiny wagons. EXERCISE 4 Revising to Correct Run-ons On your own paper, rewrite the paragraph below to correct the run-on sentences. Our class went on a spring trip to Baltimore, Maryland, it was really fun. In the morning, we strolled along the Inner Harbor and looked at all the sailboats, we saw a tropical rain forest and a coral reef at the National Aquarium in Baltimore. Later we visited Fort McHenry, the flag waving over this fort gave Francis Scott Key the idea to write “The Star-Spangled Banner.” Finally, we toured the USS Constellation, it was one of the first U.S. warships, and it was built in 1797.
© Houghton Mifflin Harcourt Publishing Company Module 1 5 MODULE 1: THE SENTENCE THE SUBJECT 1f The subject tells whom or what the sentence is about. To find the subject of a sentence, ask who or what is doing something or whom or what is being talked about. The subject may come at the beginning, the middle, or the end of a sentence. EXAMPLES On his trip to the Amazon rain forest, Mr. Bergeron took hundreds of photographs. [Who took photographs? Mr. Bergeron did.] Hanging from the thick tree branch was a hairy sloth. [What was hanging from the tree branch? A hairy sloth was.] The rain forest is the habitat of many interesting animals. [What is being talked about? The rain forest is.] 1g The complete subject consists of all the words needed to tell whom or what a sentence is about. The simple subject is the main word or words in the complete subject. EXAMPLE That spiny little creature is a hedgehog. COMPLETE SUBJECT That spiny little creature SIMPLE SUBJECT creature EXAMPLE Does Groundhog Day in the United States fall on February 2? COMPLETE SUBJECT Groundhog Day in the United States SIMPLE SUBJECT Groundhog Day NOTE In this book, the term subject means the simple subject unless it is defined otherwise. EXERCISE 5 Identifying Subjects Underline the subject in each of the following sentences. EX. 1. The rain forest supports a tremendous diversity of life. 1. Many scientists are now studying rain forest plants. 2. The United States National Cancer Institute knows of over two thousand rain forest plants with cancer-fighting properties.
© Houghton Mifflin Harcourt Publishing Company Module 1 6 3. In her report, Jenna explained the effect of the rain forest on the weather. 4. The rain forest in the Amazon region influences the rainfall there. 5. “El Yunque” is the name of a rain forest in Puerto Rico. 6. With its fierce winds, Hurricane Hugo practically eliminated the Puerto Rican parrot from El Yunque. 7. Roaming the rain forests of New Guinea are huge, ferocious birds called cassowaries. 8. Standing almost as tall as a man, cassowaries have wings but can’t fly. 9. The female cassowary lays four to eight green eggs on the forest floor. 10. Do people know enough about ways to preserve the world’s rain forests? EXERCISE 6 Identifying Complete Subjects and Simple Subjects Underline the complete subject in each of the following sentences. Then draw a second line under the simple subject. EX. 1. Our history teacher told us about the Shona culture. 1. The people of this culture lived in southern Africa many years ago. 2. The buildings of their capital city still stand today. 3. The capital, called Great Zimbabwe, lies near the Sabi River. 4. More than ten thousand people may have lived in the capital city. 5. Every year, fascinated tourists come to this home of one of the great cultures of the ancient world.
© Houghton Mifflin Harcourt Publishing Company Module 1 7 MODULE 1: THE SENTENCE THE PREDICATE 1h The predicate of a sentence is the part that says something about the subject. Like the subject, the predicate may be found anywhere in a sentence. EXAMPLES The Lincoln Memorial is a national monument. High above all the other buildings in Washington, D.C., stands the Washington Monument. Throughout the city we saw historic sites. 1i The simple predicate, or verb, is the main word or group of words in the complete predicate. The complete predicate consists of all the words that say something about the subject. EXAMPLE The author autographed copies of his latest book. COMPLETE PREDICATE autographed copies of his latest book SIMPLE PREDICATE (VERB) autographed A verb phrase has a main verb and one or more helping verbs. Helping verbs include will, can, do, should, would, could, and forms of the verbs be and have. NOTE The words not and never are adverbs, not verbs. They are never part of a verb or verb phrase. EXERCISE 7 Identifying Predicates Underline the complete predicate in each of the following sentences. EX. 1. On July 4, 1986, Americans celebrated the birthday of the Statue of Liberty. 1. Two million people gathered along the shore of New York Harbor. 2. The occasion was the hundredth birthday of Lady Liberty. 3. For the big event, workers repaired the statue. 4. The repairs cost more than sixty-nine million dollars. 5. The Statue of Liberty was ready for her birthday party. 6. She had new elevators, a new torch, and a repaired crown.
© Houghton Mifflin Harcourt Publishing Company Module 1 8 7. At the celebration, spectators saw a dazzling display of fireworks. 8. Forty thousand fireworks soared into the sky over the harbor. 9. From the enormous crowd of people came a loud chorus of cheers and applause. 10. This was one of the largest displays of fireworks in the history of the United States. EXERCISE 8 Identifying Complete Predicates and Verbs Underline the complete predicate in the sentences below. Then write the verb or verb phrase on the line following the sentence. EX. 1. You should have brought pictures of your vacation. should have brought 1. A local actor and comedian writes funny stories about his childhood. _______________________________________________________________________ 2. The library will be closed on Fridays during the summer. _______________________________________________________________________ 3. The boys want pizza and salad for supper. _______________________________________________________________________ 4. I can never remember our new telephone number. _______________________________________________________________________ 5. Put the dirty dishes in the sink. _______________________________________________________________________
© 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 word is and or or. EXAMPLES The bear and the badger hibernate in the winter. [Bear and badger are both subjects of the verb hibernate. The two parts of the subject are connected by and.] Freda, Thomas, or his sister will baby-sit for the Grants. [Freda, Thomas, and sister are all subjects of the verb phrase will baby-sit. The three parts of the subject are connected by or.] 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 to join the verbs. EXAMPLE Kim trained hard and then worked as a camp counselor. [Both verbs, trained and worked, have the same subject, Kim.] Namir may set the table, serve the meal, or wash the dishes. [Namir is the subject of the verbs may set, serve, and wash.] Sometimes the subject of a sentence is difficult to locate. In such cases, find the verb first and then ask yourself whom or what the verb is referring to. EXAMPLES In English class, we are reading poetry. [The verb phrase is are reading. Who are reading? We are reading. We is the subject of the sentence.] In the bowl were ripe fruit and cheese sticks. [Were is the verb. What were in the bowl? The answer is fruit and sticks. Fruit and sticks are the subjects.] EXERCISE 9 Identifying Compound Subjects Circle the verb and underline the compound subject in each of the following sentences. EX. 1. Nutrition and health are interesting topics. 1. Apples and oranges are healthful choices for a snack. 2. Vitamin C and dietary fiber are found in apples.
© Houghton Mifflin Harcourt Publishing Company Module 1 10 3. However, oranges and the juice of oranges contain five times as much vitamin C. 4. Iron and vitamins are plentiful in whole wheat bread. 5. White eggs and brown eggs are equally nutritious. EXERCISE 10 Identifying Compound Verbs In the following sentences, circle the verbs or verb phrases that make up the compound verb and underline the subjects. EX. 1. Some people can operate huge machines but will not touch a computer. 1. The sun gives light and provides warmth. 2. Baby penguins stand on their parents’ feet and cuddle. 3. John bought tickets but never arrived for the play. 4. Dodo birds and dinosaurs once existed but now are extinct. 5. In late autumn the leaves on the oak tree turn bright red and fall to the ground. 6. Staple or clip the pages of your report together. 7. The Titanic hit an iceberg and sank. 8. The math problems looked hard but were really very simple. 9. Will Father drive us to the movie and take us home later? 10. Magda read the book and then wrote a review of it for the school newspaper.
© Houghton Mifflin Harcourt Publishing Company Module 1 11 MODULE 1: THE SENTENCE MODULE REVIEW A. Identifying Sentences by Purpose On the line before the sentence, identify each sentence by writing dec. for declarative, imp. for imperative, int. for interrogative, or exc. for exclamatory. Then add the correct punctuation mark. EX. int. 1. Would you rather see a movie about baseball or watch a baseball game? _____ 1. Mom, please get a new movie while you are out _____ 2. What a great baseball movie that was _____ 3. How long will it take for your mother to return _____ 4. We can make some popcorn while we wait _____ 5. Don’t touch that hot pan B. Identifying Complete Subjects and Complete Predicates Underline the complete subjects once and the complete predicates twice in the following sentences. EX. 1. The entire population of the city welcomed the winning team back home. 1. The baseball team had never won a championship in the history of our school. 2. During the season, the players and coaches worked hard. 3. Their dedication to the game was obvious. 4. Among their greatest achievements was perfect attendance by each player. 5. People in this town may never again feel such pride and joy. C. Identifying Simple Subjects and Verbs Underline the simple subjects and the verbs or verb phrases twice in the following sentences. EX. 1. Dorothea Dix became a schoolteacher at the age of fourteen. 1. This amazing woman also wrote children’s books. 2. In 1841, she visited a jail in Massachusetts.
© Houghton Mifflin Harcourt Publishing Company Module 1 12 3. The jail housed not only criminals but also people with mental disorders. 4. The Massachusetts schoolteacher was horrified. 5. Because of Dorothea’s work, states built proper hospitals for people with mental health problems. D. Using Compound Subjects and Compound Verbs in Writing You live in the year 2300. You have been on a long journey into space. On the lines below, write notes for a log that tells about your experience. Write your notes in sentence form. Include and label at least five compound subjects and five compound verbs in your notes. Use your own paper if you need more space. These are some of the questions you might answer in your notes. 1. What did you see on your journey? 2. Did you make any stops? If so, where? 3. What was the most unusual experience you had on your journey? 4. What was the most amusing thing that occurred on the journey? 5. What was the most frightening thing that happened on your journey? comp. verb EX. June 14, 2300—After twenty-five days in space, we saw and photographed an amazing meteor collision. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
© Houghton Mifflin Harcourt Publishing Company Module 2 13 MODULE 2: PARTS OF SPEECH NOUNS The words in our language are classified into groups according to the jobs they perform in sentences. These groups are called the eight parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. 2a A noun is a word that names a person, place, thing, or idea. Persons Yo-Yo Ma, children, choir Places Utah, desert, restaurant, island Things llama, money, plants, Nobel Prize Ideas truth, justice, love, freedom 2b A proper noun is a specific name for a particular person, place, thing, or idea. It always begins with a capital letter. A common noun is a general name for a group of persons, places, things, or ideas. It is not capitalized. Proper Nouns Common Nouns Michelangelo painter South America continent USA Today newspaper Charles Dickens author Notice that some nouns are made up of more than one word. Such nouns are called compound nouns. As the following examples show, the parts of as compound noun may be joined or written separately. EXAMPLES tablecloth Hollywood Abraham Lincoln brother-in-law high school Labor Day 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, and smell). An abstract noun names an idea, a feeling, a quality, or a characteristic. Concrete Nouns sea, drumbeat, yogurt, deer, roses Abstract Nouns loyalty, curiosity, health, grace, sweetness
© Houghton Mifflin Harcourt Publishing Company Module 2 14 EXERCISE 1 Identifying and Classifying Nouns Underline each of the nouns in the sentences below. Then on the line before each sentence, write con. if the noun is concrete or abs. if it is abstract. If there is more than one noun in a sentence, separate your answers with a semicolon. EX. con.; con. 1. The jellyfish is an unusual animal. _____ 1. I feel joy each time I walk on the beach. _____ 2. The Milky Way contains several hundred billion stars. _____ 3. Harriet thought an eternity had passed. _____ 4. Thomas Edison was among the pioneers in making movies. _____ 5. In ancient Greece, winning athletes were awarded a leafy crown. EXERCISE 2 Revising Sentences by Using Proper Nouns On the lines after each sentence below, revise the sentence by substituting a proper noun for each common noun. You may need to change some of the other words in the sentences. You may also make up proper names. EX. 1. My parrot sounds just like my uncle. ____________________________________ Paco sounds just like Uncle Mort. 1. The president traveled to his hometown. _____________________________________ _______________________________________________________________________ 2. That novel was written by my best friend. ____________________________________ _______________________________________________________________________ 3. A story about a large building was in the newspaper. ___________________________ _______________________________________________________________________ 4. This popular actress stars in a newly released movie. ___________________________ _______________________________________________________________________ 5. My cousin moved to a city in a faraway country. _______________________________ _______________________________________________________________________
© Houghton Mifflin Harcourt Publishing Company Module 2 15 MODULE 2: PARTS OF SPEECH PRONOUNS 2d A pronoun is a word used in place of a noun or more than one noun. EXAMPLE Gather the chickens and put the chickens in the henhouse. Gather the chickens and put them in the henhouse. Following are examples of pronouns: Singular I, me, my, mine, you, your, yours, he, him, his, she, her, hers, it, its, myself, yourself, himself, herself, itself, this, that, everybody, someone Plural we, us, our, ours, you, your, yours, they, them, their, theirs, ourselves, yourselves, themselves, these, those An antecedent is the word that a pronoun stands for (or refers to). EXAMPLE Because the senator thought the crowd looked bored, she finished her speech early. [Senator is the noun that she and her refer to.] Sometimes an antecedent is not stated. EXAMPLES I hoped Kameron would enjoy our party. Francis wondered who was at the door. EXERCISE 3 Identifying Pronouns and Antecedents Underline all pronouns in the following sentences. Put two lines under the antecedent of each pronoun. Write none if a pronoun has no antecedent. EX. 1. Leo said that he would run the business. 1. Startled by its own shadow, the pony slipped out of its halter. 2. Mr. Chisholm spent most of his vacation on the island of Hawaii. 3. Please buy the red flowers, for they are the most colorful.
© Houghton Mifflin Harcourt Publishing Company Module 2 16 4. Because he was so tired from chopping wood, the lumberjack took his lunch break early. 5. Rafael said, “I am ready to go home now.” 6. “For some reason, I thought New Hampshire was in the other direction,” said Jaime. 7. Grandfather won the race in his age group. 8. “Adam, you should clean your room thoroughly before you go out,” said Mother. 9. Jason said, “Alejandro, do you want to ride with me?” 10. I asked Andrés if he had done his homework. EXERCISE 4 Identifying Nouns and Pronouns Rewrite each sentence, replacing the underlined words or phrases with pronouns. [Note: If necessary, rearrange some of the words.] EX. 1. Leonardo da Vinci was a great painter, but Leonardo da Vinci was also an inventor. Leonardo da Vinci was a great painter, but he was also an inventor. 1. Leonardo da Vinci painted Leonardo da Vinci’s masterpiece the Mona Lisa in the early 1500s. ________________________________________________________________ _______________________________________________________________________ 2. Some people disagree about the real name of the painting Mona Lisa—the real name of the painting could be La Gioconda. _________________________________________ _______________________________________________________________________ 3. Lisa del Giocondo was the model for the painting, and Lisa del Giocondo had no eyebrows. _____________________________________________________________ _______________________________________________________________________ 4. Because Mona Lisa’s smile is unusual, Mona Lisa’s smile has caused many arguments. _______________________________________________________________________ 5. Because many painters wanted to paint like da Vinci, many painters copied da Vinci’s masterpiece. ___________________________________________________________ _______________________________________________________________________
© Houghton Mifflin Harcourt Publishing Company Module 2 17 MODULE 2: PARTS OF SPEECH ADJECTIVES 2e An adjective is a word that modifies 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 noun or a pronoun by telling what kind, which one, how much, or how many. What Kind? Which One or Ones? How Many or How Much? long weekend last year thirty days fast skates his toys no wheels cheerful nurse our friend ninety people NOTE Some teachers prefer to call possessive forms of pronouns (such as our, your, his, and their) adjectives. Follow your teacher’s instructions regarding possessive forms. Sometimes an adjective comes after the word that it modifies. EXAMPLE The play was funny. [The adjective funny modifies play.] The most commonly used adjectives are a, an, and the. These adjectives are called articles. A and an are called indefinite articles because they refer to someone or something in general. The is called a definite article because it refers to someone or something in particular. When a noun modifies another noun or a pronoun, it is considered an adjective. Nouns Nouns Used as Adjectives compact compact car summer summer storm city city lights turkey turkey dinner
© Houghton Mifflin Harcourt Publishing Company Module 2 18 EXERCISE 5 Identifying Adjectives Underline the adjectives in the sentences below, and draw two lines under the noun or pronoun each adjective modifies. Do not include the articles a, an, and the. EX. 1. Many students rode on the purple bus. 1. Most tornadoes occur on hot, humid days. 2. When we toured the city, we saw shiny, new skyscrapers next to old, historical buildings. 3. Summer temperatures lasted for only two months. 4. She saw many stars in the clear sky. 5. The moon weighs eighty-one billion tons. EXERCISE 6 Using Nouns as Adjectives Pick four words from the group below. For each word, write two sentences on the lines provided. Use each word first as a noun, then as an adjective. EX. annual 1. The annuals in our garden are daisies. . The annual picnic always attracts a large crowd. dress wood committee boat Lincoln scratch black Texas seafood speech cat flower 1. _______________________________________________________________________ _______________________________________________________________________ 2. _______________________________________________________________________ _______________________________________________________________________ 3. _______________________________________________________________________ _______________________________________________________________________ 4. _______________________________________________________________________ _______________________________________________________________________
© Houghton Mifflin Harcourt Publishing Company Module 2 19 MODULE 2: PARTS OF SPEECH DEMONSTRATIVE AND PROPER ADJECTIVES 2f This, that, these, and those can be used both as adjectives and as pronouns. When they modify a noun, they are called demonstrative adjectives. When they are used alone, they are called demonstrative pronouns. Demonstrative Adjectives How long did it take you to come to this conclusion about that subject? These pearls are superior to those pearls. Demonstrative Pronouns This came from Tanzania, and that came from Zambia. These belong with those. 2g A proper adjective is formed from a proper noun. Proper Nouns Proper Adjectives Poland Polish hat Fourth of July Fourth of July cookout Galileo Galilean method Asia Asian countries EXERCISE 7 Identifying Demonstrative Adjectives and Pronouns In each of the following sentences, underline the demonstrative adjectives once, and underline the demonstrative pronouns twice. EX. This is a story about those bears. 1. The weather has been very hot in this part of the state. 2. That chair beside the table was made by my grandfather. 3. Fruit is my favorite food during this time of year.
© Houghton Mifflin Harcourt Publishing Company Module 2 20 4. Those who wish to go to the beach should follow this path. 5. These basketball sneakers were made in Korea. EXERCISE 8 Identifying Common and Proper Adjectives In the following paragraph underline the common adjectives once , and underline the proper adjectives twice. Do not include the articles a, an, and the. EX. [1] Denim jeans originated in an Italian town. [1] There, a cotton cloth similar to denim was used to make work clothes. [2] The town, Genoa, was known to French weavers as Genes. [3] An immigrant tailor, Levi Strauss, came to San Francisco during the 1850s. [4] He sold heavy canvas for making tents. He realized that the gold miners quickly wore out their trousers from the hard work. [5] Strauss made many overalls for the miners from his heavy-duty fabric. [6] After a few years, he replaced this canvas material with a softer fabric, denim. [7] Strauss borrowed an idea from a Russian Jewish tailor to strengthen the pockets by adding copper rivets at the pocket seams. [8] He used blue fabric so that stains would not show. [9] The San Francisco denim became quite famous. [10] In 1935, these practical trousers became very popular when a fashion magazine ran an advertisem*nt for them.
© Houghton Mifflin Harcourt Publishing Company Module 2 21 MODULE 2: PARTS OF SPEECH MODULE REVIEW A. Identifying Nouns, Pronouns, and Adjectives Identify each italicized word in the sentences below by writing n. for a noun, pron. for a pronoun, or adj. for an adjective on the lines before the sentences. Separate your answers with a semicolon. EX. n.; pron. 1. Laverne spent many hours practicing her speech. _____ 1. The construction workers stopped for a lunch break. _____ 2. If history repeats itself, we are in for one big surprise. _____ 3. When you are thirsty, heat becomes less bearable. _____ 4. After the celebration, Jiro walked to the train station. _____ 5. In swimming, the front crawl used to be called the Australian crawl. _____ 6. Tasmania is part of Australia. _____ 7. The Tasmanian devil has black fur with white patches. _____ 8. Did Picasso paint this picture or sculpt that monument? _____ 9. Did you buy a British novel? _____ 10. Even though she is reading that speech, the ideas in it are from John. B. Identifying Pronouns and Antecedents In the sentences below, underline each pronoun once , and double underline its antecedent. [Note: A sentence may have more than one pronoun.] EX. 1. The director said that she would promote the play by placing ads in the local paper. 1. Mr. Mayor, are you going fishing? 2. Louis Armstrong, known to his fans as “Satchmo,” had a friendly smile. 3. We, the people, have decided to override the director’s decision. 4. Ask Wenona if she brought her sandwiches for the picnic. 5. “I am my own best friend,” said the small boy.
© Houghton Mifflin Harcourt Publishing Company Module 2 22 C. Identifying Adjectives In the following paragraph, underline the adjectives once and underline the words that they modify twice. Do not include a, an, and the. EX. 1. The popular author James Herriot has written several books. [1] One excellent book was made into a popular television series. [2] The setting for Herriot’s powerful stories is beautiful Yorkshire, England, where the grassy hills make a rich background for several memorable characters. [3] All the major characters are not humans, though. [4] Because Herriot is a real-life veterinarian, most of these outstanding stories feature animals. [5] In many ways, Herriot’s books are unforgettable tours through the small, rural towns of the northern part of England. D. Using Nouns, Pronouns, and Adjectives You are a copywriter for a radio station. You have been asked to write a brief advertisem*nt for a new amusem*nt park. This park will open in your hometown this summer. Remember that good advertising is brief and clear. Use your five senses: sight, hearing, taste, smell, and touch. On your own paper, write a short radio spot of at least five sentences. Then underline the nouns, draw two lines under the pronouns, and circle each adjective. Do not circle a, an, and the. EX. Leave the twentieth century behind! Journey back to prehistoric times! You can hear the powerful roar of the Allosaurus. You can see the Stegosaurs as they munch on leaves. Yes, all these sights can be seen at exciting, new Dinosaur Park on Highway 49. Get your tickets and join us today.
© Houghton Mifflin Harcourt Publishing Company Module 3 23 MODULE 3: PARTS OF SPEECH VERBS 3a A verb is a word that expresses an action or a state of being. EXAMPLES The rabbit scampered into the bushes. Lionel is in the seventh grade. 3b An action verb is a verb that expresses physical or mental action. EXAMPLES Cara built a model airplane. Remember your books! 3c A transitive verb is an action verb that expresses an action directed toward a person or thing. EXAMPLES The grocer helped the customers. Only the hardiest plants survived the frost. With transitive verbs, the action passes from the doer—the subject—to the receiver of the action. Words that receive the action of transitive verbs are called objects. 3d An intransitive verb expresses action (or tells something about the subject) without passing the action to a receiver. EXAMPLES The audience clapped. His eyeglasses shattered on the pavement. A verb may be transitive in one sentence and intransitive in another. EXAMPLES Leta sang a song. [transitive] Leta sang softly. [intransitive] EXERCISE 1 Identifying Action Verbs Underline the action verb in each of the following sentences. EX. 1. Dolphins remember sounds. 1. In San Francisco we visited an aircraft carrier. 2. Throw the ball to the pitcher. 3. Yoshi saw the notice on the bulletin board.
© Houghton Mifflin Harcourt Publishing Company Module 3 24 4. Who waters the plants every day? 5. First, melt the butter in the skillet. EXERCISE 2 Identifying Transitive and Intransitive Verbs Identify the italicized action verbs by writing trans. for transitive or intr. for intransitive on the line before each sentence. EX. trans. 1. Look carefully through the early morning mist. _____ 1. The Statue of Liberty stands in New York Harbor. _____ 2. The people of France gave the statue to the United States. _____ 3. The French people raised most of the money themselves. _____ 4. Frédéric Auguste Bartholdi designed the statue. _____ 5. The statue rises above star-shaped Fort Wood. EXERCISE 3 Writing Sentences with Transitive and Intransitive Verbs Choose five verbs from the group below. Use each verb to 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. You may use different tenses of the verb. Identify each verb by writing transitive or intransitive. EX. 1. draw Monet drew sketches of the waterlilies. (transitive) Monet drew quickly. (intransitive) bake forget join play stop turn watch
© Houghton Mifflin Harcourt Publishing Company Module 3 25 MODULE 3: PARTS OF SPEECH LINKING VERBS 3e A linking verb is a verb that links, or connects, the subject of a sentence with a noun, a pronoun, or an adjective in the predicate. EXAMPLES Nancy Lopez is a golfer. [The verb is connects golfer with the subject Nancy Lopez.] Most of the runners seemed tired after the race. [The verb seemed links tired with the subject runners.] Linking Verbs Formed from the Verb Be am has been may be is have been might be are had been can be was will be should be were shall be would have been Other Linking Verbs appear become feel grow look remain seem smell sound stay taste turn Some words may be either action verbs or linking verbs, depending on how they are used. ACTION Farmers grow a variety of crops. LINKING Children grow taller each year. [The verb links taller with the subject children.] ACTION Look at the seeds through the microscope. LINKING Look happy! [The verb links happy with the understood subject you.]
© Houghton Mifflin Harcourt Publishing Company Module 3 26 EXERCISE 4 Identifying Linking Verbs Underline the linking verb in each of the following sentences. EX. 1. Her name sounded unfamiliar to me. 1. Is Kimiko a new student in our school? 2. At first, she appeared shy and nervous. 3. Like many immigrants, she often felt homesick. 4. After a few weeks at school, she became more confident. 5. With the support of the teacher and students, she grew comfortable in her new surroundings. 6. The English language now seems easier for her. 7. After having studied it for several years, Kimiko is fluent in Chinese. 8. In Japan she had been a member of a gymnastics team. 9. The sport of gymnastics looks very difficult to me. 10. Maybe someday I can be a gymnast like Kimiko. EXERCISE 5 Identifying Linking Verbs Underline the linking verb in each of the following sentences. Put two lines under the two words connected by each linking verb. EX. 1. Mars was the Roman god of war. 1. The planet Mars appears red in the nighttime sky. 2. It is smaller than the earth. 3. Throughout the ages, Mars has been a source of mystery. 4. An icecap at the south pole remains frozen during the entire Martian year. 5. During autumn and winter, the icecap grows larger.
© Houghton Mifflin Harcourt Publishing Company Module 3 27 MODULE 3: PARTS OF SPEECH HELPING VERBS 3f A verb phrase contains a main verb and one or more helping verbs. EXAMPLES Theo did remember his overdue books. I might have seen your jacket in the lunch room. The painting may have been painted by Winslow Homer. 3g A helping verb helps the main verb to express action or a state of being. EXAMPLES Soon the judges will be announcing the winner. The meat should have been cooked more thoroughly. Helping Verbs am is are was were be being been have has had do does did may might must can could shall should will would Sometimes a verb phrase is interrupted by another part of speech, such as a pronoun or an adverb. EXAMPLES Am I singing only in the second act? He does not have a new car. EXERCISE 6 Identifying Verb Phrases and Helping Verbs Underline each verb phrase in the following paragraph. Draw a second line under the helping verb. EX. 1. Have you ever played tennis? [1] Tennis can be traced back to an old French game. [2] Over the years, the rules of the game have remained largely the same. [3] However, the players’ equipment has changed greatly. [4] During the twelfth and thirteenth centuries, players would hit the ball with the palms of their hands. [5] The sheepskin ball was filled with sawdust. [6] Later, pieces of wood and gloves were used instead of hands. [7] By the middle of the fifteenth century, strung rackets had been invented. [8] Today, many professional players do not use wooden rackets. [9] Modern racket frames are made from a combination of materials, such as fiberglass, graphite, and metal. [10] Different kinds of stringing have also been tried.
© Houghton Mifflin Harcourt Publishing Company Module 3 28 EXERCISE 7 Identifying Verb Phrases and Helping Verbs Underline the verb phrases in the sentences below. Draw a second line under the helping verbs. EX. 1. Abraham Lincoln was born in Kentucky. 1. By his eighth birthday, Lincoln had moved twice. 2. As a young man he had become a lawyer. 3. By 1848, he had been elected to the United States Congress. 4. He was elected to the office of President of the United States in 1860. 5. He is regarded for his honesty. 6. George Washington was born in 1732 in Westmoreland County, Virginia. 7. Although smart, he never did receive much formal education. 8. In 1759, he was married to Martha Custis. 9. Congress had chosen him as commander of the Continental Army by 1776. 10. He would become the first United States president in 1789.
–ly = slowly Adjectives Ending in –ly daily friendly lively early kindly lonely
© Houghton Mifflin Harcourt Publishing Company Module 3 30 EXERCISE 8 Identifying Adverbs Underline the adverbs in the following sentences. Draw an arrow to the word that each adverb modifies. [Note: A sentence may contain more than one adverb.] EX. 1. A rather large boat sailed past. 1. The denim skirt was too long and too expensive. 2. Was the sun shining then? 3. Emilio will soon call his relatives in Costa Rica. 4. Suddenly, giant hailstones pounded the area, and extremely high winds uprooted many trees. 5. Yesterday, the seventh-grade class visited the Smithsonian Institution in Washington, D.C. 6. The huge tiger growled fiercely and angrily. 7. Later, the traffic in the city seemed unusually heavy. 8. My cat seldom goes outside. 9. Kamaria always does her homework before supper. 10. Our old clock works amazingly well. EXERCISE 9 Choosing Adverbs to Modify Adjectives The adverb very is used far too often to modify adjectives. Write five sentences that each use an adverb other than very to modify one of the adjectives below. Use a different adverb with each adjective. Write your answers on your own paper. EX. 1. strong 1. This elephant is incredibly strong. 1. clever 3. happy 5. neat 7. sweet 9. tired 2. dishonest 4. narrow 6. nervous 8. taller 10. valuable
© Houghton Mifflin Harcourt Publishing Company Module 3 31 MODULE 3: PARTS OF SPEECH REVIEW EXERCISE A. Identifying Action Verbs and Linking Verbs Underline the verb in each of the following sentences. Then on the lines before the sentences, identify the verb by writing a.v. for action verb or l.v. for linking verb. If the verb is a linking verb, double underline the two words that it connects. EX. l.v. 1. Not all dinosaurs looked fierce. _____ 1. Can you picture a dinosaur in your mind? _____ 2. These creatures ruled the planet for millions of years. _____ 3. Dinosaurs had skeletons like those of birds. _____ 4. Some of these skeletons have been preserved as fossils. _____ 5. Like the skins of reptiles, dinosaur skins might have felt scaly. _____ 6. Some meat-eating dinosaurs were huge. _____ 7. The largest dinosaurs might have been warmblooded. _____ 8. Some plant-eaters were the size of chickens. _____ 9. Scientists do not know the color of dinosaurs. _____ 10. The true appearance of dinosaurs will probably remain a mystery. B. Writing Adverbs Rewrite the following sentences on your own paper. Make them more precise by adding to each a different adverb that answers the question in parentheses. EX. 1. The teacher gave the instructions. (how?) 1. The teacher gave the instructions slowly. 1. The team had gone to the stadium. (when?) 2. It was an enjoyable trip. (to what extent?) 3. The deer ran across the meadow. (how?) 4. During the storm the girls went. (where?) 5. Did Carlos buy the tickets? (when?)
© Houghton Mifflin Harcourt Publishing Company Module 3 32 MODULE 3: PARTS OF SPEECH PREPOSITIONS 3i A preposition is a word that shows the relationship between a noun or a pronoun and another word in the sentence. Notice how changing the prepositions in the following sentences changes the relationship of Martha to lake and of bushes to house. EXAMPLES Martha walked beside the lake. Martha walked to the lake. Martha walked toward the lake. The bushes around the house need trimming. The bushes behind the house need trimming. The bushes in front of the house need trimming. Commonly Used Prepositions aboard before for off toward about behind from on under above below in out underneath across beneath in front of out of unlike after beside inside over until against between instead of past up along beyond into since up to among by like through upon around down near throughout with as during next to till within at except of to without Some words may be used as prepositions or as adverbs. Remember that a preposition always has an object. An adverb never does. If you can’t tell whether a word is used as an adverb or a preposition, look for an object. PREPOSITION I climbed aboard the ship. [Ship is the object of the preposition aboard.] ADVERB I climbed aboard. [Aboard is an adverb modifying the verb climbed; it tells where.]
© Houghton Mifflin Harcourt Publishing Company Module 3 33 EXERCISE 10 Writing Prepositions Write a different preposition on the line in each of the sentences below. EX. 1. My poodle lay on the sofa. 1. The person _____ the counter is the owner. 2. Several sheep were grazing _____ the fence. 3. The helicopter flew _____ the clouds. 4. The woman who lives _____ us plays the oboe. 5. Your napkin is lying _____ the table. 6. The books _____ my desk are overdue at the library. 7. The flowers _____ the house bloomed early. 8. I looked _____ my brother when I came home. 9. Please meet me _____ the science museum. 10. The painting _____ the mantel was created by a famous artist. EXERCISE 11 Identifying Adverbs and Prepositions Identify the italicized word in each of the sentences below as either an adverb or a preposition. On the line before each sentence, write adv. for adverb or prep. for preposition. EX. prep. 1. Is the story of John Henry based on an actual event? _____ 1. In American folklore, John Henry is a legendary character. _____ 2. This African American became the Paul Bunyan of railroad construction. _____ 3. Using a hammer, he pounded steel spikes down into rocks. _____ 4. Other steel drivers were amazed by his strength. _____ 5. Spectators came from miles around to watch him compete against a machine.
© Houghton Mifflin Harcourt Publishing Company Module 3 34 MODULE 3: PARTS OF SPEECH CONJUNCTIONS AND INTERJECTIONS 3j A conjunction is a word that joins words or groups of words. (1) Coordinating conjunctions connect words or groups of words used in the same way. Coordinating Conjunctions and but for nor or so yet EXAMPLES bridges or tunnels [two nouns] powerful yet gentle [two adjectives] before recess and after lunch [two prepositional phrases] The alarm didn’t go off, so I was late for school. [two complete ideas] The word for may be used either as a conjunction or as a preposition. When for joins groups of words that are independent clauses or sentences, it is used as a conjunction. In most cases, it is used as a preposition. CONJUNCTION Guido is studying, for he has a test tomorrow. PREPOSITION Guido is studying for his test. NOTE When for is used as a conjunction, a comma should always come before it. (2) Subordinating conjunctions are used to introduce a subordinate clause. Subordinating Conjunctions after although as if as soon as because before if since than unless until when wherever while EXAMPLES When I toured Mexico last summer, I saw several beautiful murals. Although the United States is more than two hundred years old, many Europeans think of it as a young country. Before they arrived at the camp, they had to climb the mountain. As soon as the alarm goes off, I will get out of bed. (3) Correlative conjunctions are pairs of conjunctions that connect words or groups of words used in the same way. Correlative Conjunctions either/or both/and not only/but also not/but neither/nor whether/or no sooner/than EXAMPLES Both Jupiter and Saturn have rings. [two nouns] We will go either to the movies or to the ball game. [two prepositional phrases] Not only did Wilma play the piano, but she also sang two songs. [two complete ideas]
© Houghton Mifflin Harcourt Publishing Company Module 3 35 EXERCISE 12 Identifying Conjunctions Underline the conjunction in each of the following sentences. [Note: A sentence may contain more than one conjunction.] EX. 1. That animal is either an alligator or a crocodile. 1. Both the alligator and the crocodile are reptiles. 2. A crocodile has fewer but sharper teeth than the alligator. 3. Not only are crocodiles more vicious, but they are also more active than alligators. 4. These reptiles look alike, yet it is easy to tell them apart. 5. Neither alligators nor crocodiles are found in many areas, for they have been widely hunted. 6. While the guide was explaining the route to us, we saw a crocodile run across the swamp. 7. Although it was only May, the temperature was over 90 degrees. 8. No sooner did we leave the car than we started sweating. 9. It was a fun yet exhausting day! 10. We learned a lot about alligators and crocodiles. INTERJECTIONS 3k An interjection is a word that expresses strong emotion. An interjection has no grammatical relationship to the rest of the sentence. Usually an interjection is followed by an exclamation point. EXAMPLES Wow! That sounds exciting. Ugh! These books are heavy. Whew! I’m exhausted. Sometimes an interjection is set off by a comma or commas. EXAMPLES Oh, I just stubbed my toe. That should take, oh, one hour to complete. EXERCISE 13 Writing Interjections You have just seen an exciting mystery movie. Write five sentences about the movie. In each sentence, use a different interjection from the list below. Underline the interjections that you use. Write your answers on your own paper. [Remember that an interjection may be set off either by an exclamation point or by a comma.] EX. 1. Aha! I know who the villain is. oh oops ouch ugh well wow yes
© Houghton Mifflin Harcourt Publishing Company Module 3 36 MODULE 3: PARTS OF SPEECH MODULE REVIEW A. Identifying Verbs, Adverbs, Prepositions, Conjunctions, and Interjections Identify the part of speech of each italicized word in the sentences below. On the line before each sentence, write v. for verbs, adv. for adverbs, prep. for prepositions, conj. for conjunctions, and intj. for interjections. EX. adv. 1. Have you ever seen the strong man at the circus? _____ 1. Circus strong men can bend steel with their bare hands. _____ 2. Well, a blacksmith can bend steel also. _____ 3. Many years ago, blacksmiths supplied people with a variety of everyday items. _____ 4. They made cooking utensils, tools, plows, and sometimes even metal toys. _____ 5. Today, factories make most of the metal products on the market, but not all of them. _____ 6. Surprise! Blacksmiths are still at work in some places. _____ 7. Their most important piece of equipment is a forge. _____ 8. The blacksmith heats metal in the forge. _____ 9. Then the softened metal is shaped by being hammered or pressed. _____ 10. Plunging the hot metal into water cools the metal so that it keeps its new form. B. Identifying Action Verbs and Linking Verbs In the following sentences, underline each action verb and put two lines under each linking verb. EX. 1. Sonya brought her bike to a local shop for repairs. 1. Wenona carried her books to school. 2. Annie and Lily gave Roscoe their calculator. 3. Jesse helped me with the problem. 4. A pigeon is building its nest on the platform.
© Houghton Mifflin Harcourt Publishing Company Module 3 37 5. The twins are moving to Oregon in the fall. 6. Chicken soup tastes wonderful. 7. Marini has become a leader in her class. 8. Derrick showed his rock collection to the class on Thursday. 9. Vince, are you ready for the contest? 10. The bike is not new, but it is in excellent condition. C. Identifying Adverbs and Prepositions In the sentences below, identify each italicized word as either an adverb or a preposition. On the line before each sentence, write adv. for adverb or prep. for preposition. EX. adv.; prep. 1. He watched uneasily as the deer walked in the garden. _____ 1. Three people fell off the boat suddenly. _____ 2. Fortunately, another boat was passing by when the accident happened. _____ 3. The people who fell were among the many treated for injuries. _____ 4. At the end of the trip, we were repeatedly asked to report what we had seen. _____ 5. I had never been in a storm like that before. D. Writing Sentences On your own paper, write ten sentences that meet the following requirements. Underline the word that you are asked to use in each sentence, and identify how it is used. EX. 1. Use up as an adverb and as a preposition. 1. All the graduates stood up.—adverb The firefighter climbed up the ladder.—preposition 1. Use hard as an adjective and as an adverb. 2. Use before as an adverb and as a preposition. 3. Use so as an adverb and as a conjunction. 4. Use yet as a conjunction and as an adverb. 5. Use well as an interjection and as an adjective.
© Houghton Mifflin Harcourt Publishing Company Module 4 38 MODULE 4: COMPLEMENTS DIRECT OBJECTS 4a A complement is a word or a group of words that completes the meaning of a verb. Every sentence has a subject and a verb. In addition, the verb often needs a complement to complete its meaning. s v INCOMPLETE Jared enjoys [what?] s v c COMPLETE Jared enjoys tennis. s v INCOMPLETE Jared is [what?] s v c COMPLETE Jared is an athlete. The direct object is one type of complement. It completes the meaning of a transitive verb. 4b A direct object is a noun or a pronoun that receives the action of a verb or shows the result of that action. A direct object answers the question Whom? or What? after a transitive verb. EXAMPLES The coach called Lana. [Lana receives the action of the verb called and tells whom the coach called.] That company makes equipment for the sports team. [Equipment tells what the company makes.] A direct object can never follow a linking verb because a linking verb does not express action. Also, a direct object is never in a prepositional phrase. LINKING VERB Ms. Castillo is our tennis coach. [The verb is does not express action. Therefore, it has no direct object.] PREPOSITIONAL PHRASE She teaches at our school. [School is not the direct object of the verb teaches. It is the object in the prepositional phrase at our school.] A direct object may be a compound of two or more objects. EXAMPLE I enjoy tennis, baseball, and soccer. [The compound direct object of the verb enjoy is tennis, baseball, and soccer.]
© Houghton Mifflin Harcourt Publishing Company Module 4 39 EXERCISE 1 Identifying Direct Objects Underline the direct object in each of the following sentences. [Remember: A direct object may be compound.] EX. 1. We watched a video about the migration of birds. 1. Jeremy walked the Henderson’s dog each day for a week. 2. Henry lost his wallet and his jacket. 3. After the party, Joni saw your brother at the swimming pool. 4. The school principal posted the rules on the bulletin board. 5. Last night, we rented a movie. 6. As we listened, he answered our questions carefully. 7. I need directions to your house. 8. Ms. Martínez teaches Spanish and French at the high school. 9. Someone left a message on the table for you. 10. The cars and buses on the freeway pollute the air. EXERCISE 2 Writing Sentences with Direct Objects Complete each sentence by adding a direct object. EX. 1. Georgio plays basketball. 1. Beatrice caught the __________. 2. I saw a __________ yesterday. 3. At the game, we met __________. 4. Jim kicked a __________. 5. The pitcher threw a __________. 6. Mimi won the __________. 7. At the end of the season, our team had a __________. 8. All of the players received __________. 9. At the banquet, the coach praised the __________. 10. Of all sports, I particularly like __________.
© Houghton Mifflin Harcourt Publishing Company Module 4 40 MODULE 4: COMPLEMENTS INDIRECT OBJECTS The indirect object is another type of complement. Like a direct object, an indirect object helps to complete the meaning of a transitive verb. A sentence with an indirect object always has a direct object. 4c An indirect object is a noun or pronoun that comes between a verb and a direct object. It tells to whom or to what or for whom or for what the action of the verb is done. EXAMPLES Mario gave me a gift. [The pronoun me is the indirect object of the verb gave. It answers the question “To whom did Mario give a gift?” The noun gift is the direct object.] Juanita left Tom a note. [The noun Tom is the indirect object of the verb left. It answers the question “For whom did Juanita leave a note?” The noun note is the direct object.] Like a direct object, an indirect object may be a compound of two or more objects. EXAMPLE He made his mother and father an anniversary card. [The nouns mother and father are the indirect objects of the verb made. They answer the question “For whom did he make an anniversary card?” The noun card is the direct object.] NOTE Linking verbs do not have indirect objects because they do not show action. Also, an indirect object is never in a prepositional phrase. INDIRECT OBJECT Mr. Chávez offered me a job. PREPOSITIONAL PHRASE Mr. Chávez offered a job to me. EXERCISE 3 Identifying Direct Objects and Indirect Objects In each of the following sentences, underline the direct object once. Underline the indirect object twice. [Remember: Objects may be compound.] EX. 1. I loaned Babette my brown boots. 1. Hillary taught her dog a new trick. 2. I drew them a map of the town center.
© Houghton Mifflin Harcourt Publishing Company Module 4 41 3. Yesterday my mother gave me a ride to school. 4. Helen read the class a poem by Langston Hughes. 5. Please tell us your new address. 6. During her vacation, my aunt sent me a postcard from Puerto Rico. 7. Harold told Kim and Filbert a story before their nap. 8. Sometimes Dr. Milano offers his neighbors vegetables from his garden. 9. Fortunately, the park ranger gave the hikers a warning about the mud slide. 10. I might give my little sister or my little brother this old jacket. EXERCISE 4 Revising Sentences by Using Indirect Objects Rewrite each of the following sentences on your own paper. Use the italicized information to write an indirect object. Underline the indirect objects in your revised sentences. EX. 1. Mr. Desiderato gave an award to Minnie. 1. Mr. Desiderato gave Minnie an award. 1. Minnie told the whole story to us. 2. Last month, she wrote a letter to the city council. 3. She gave to them several ideas about summer programs for kids. 4. They offered summer jobs to Minnie and her classmates. 5. Together, the class taught many games to the neighborhood children. 6. They also offered swimming lessons for the children. 7. The city owed many thanks to Minnie for her ideas and her organizational skills. 8. The neighborhood parents bought a trophy for Minnie. 9. For Minnie and the swimming coaches, all the children brought cards and banners. 10. Minnie had given to the city a summer of fun.
© Houghton Mifflin Harcourt Publishing Company Module 4 42 MODULE 4: COMPLEMENTS PREDICATE NOMINATIVES 4d A subject complement completes the meaning of a linking verb and identifies or describes the subject. There are two kinds of subject complements—the predicate nominative and the predicate adjective. EXAMPLES Ricardo is the leader of the school jazz band. [Leader is the predicate nominative following the linking verb is. It identifies the subject Ricardo.] The sun was bright this morning. [Bright is the predicate adjective following the linking verb was. It describes the subject sun.] 4e A predicate nominative is a noun or pronoun that follows a linking verb and explains or identifies the subject of the sentence. Like other subject complements, a predicate nominative may be compound. EXAMPLES A guanaco is a wild animal from South America. [Animal is a predicate nominative following the linking verb is. It explains the subject guanaco.] Hiroshi became treasurer of our club. [Treasurer is the predicate nominative following the linking verb became. It identifies and explains the subject Hiroshi.] The stars of the show might be Greg and she. [Greg and she are compound predicate nominatives following the linking verb might be. They identify the subject stars.] NOTE Be careful not to confuse a predicate nominative with a direct object. A predicate nominative always follows a linking verb. A direct object always follows an action verb. Also, remember that a predicate nominative is never part of a prepositional phrase. PREDICATE NOMINATIVE Felicia is an artist. DIRECT OBJECT Felicia paints pictures. PREPOSITIONAL PHRASE Felicia may become famous as an artist.
