grammar success in 20 minutes a day 2nd ed (teachers room, grammar)

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  • 8/4/2019 GRAMMAR SUCCESS in 20 Minutes a Day 2nd Ed (Teachers Room, Grammar)

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    N e w Y o r k

    grammar

    SucceSSin 20 minutes

    a Day

    2nd Edition

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    Other titles Of interest frOm

    learningexpress

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    Vocabulary and Spelling Success

    Copyright 2010 LearningExpress, LLC.

    All rights reserved under International and Pan-American Copyright Conventions.

    Published in the United States by LearningExpress, LLC, New York.

    Library o Congress Cataloging-in-Publication Data

    Grammar success in 20 minutes a day. 2nd ed.

    p. cm.ISBN-13: 978-1-57685-721-2 (pbk. : alk. paper)

    ISBN-10: 1-57685-721-2 (pbk. : alk. paper) 1. English languageGrammarProblems, exercises, etc.

    I. LearningExpress (Organization)

    PE1112.G676 2010

    428.2dc22

    2009024478

    Printed in the United States o America

    9 8 7 6 5 4 3 2 1

    ISBN: 978-1-57685-721-2For inormation on LearningExpress, other LearningExpress products, or bulk sales, please write to us at

    LearningExpress

    2 Rector Street

    26th Floor

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    Or visit us at

    www.learnatest.com

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    cnns

    INtroductIoN v

    PreteSt 1

    NouNS n ProNouNS

    LeSSoN 1 Kinds o Nouns 13

    Common, proper, concrete, abstract, collective, and compound nouns

    LeSSoN 2 Noun Usage 19Plural and possessive nouns

    LeSSoN 3 Pronouns 27

    Personal, reexive, demonstrative, relative, interrogative, and

    indefnite pronouns

    verbS

    LeSSoN 4 Verb Types 35

    Action, linking, and helping verbs

    LeSSoN 5 Regular and Irregular Verbs 39Common regular and irregular verbs, problem, and tricky verbs

    LeSSoN 6 Verb Forms and Tenses 49Present and past, present and past participle, and other verb orms;

    basic tense review

    modIfIerS

    LeSSoN 7 Adjectives 57Articles, pronouns as adjectives, and demonstrative and comparative adjectives

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    v

    coNteNtS

    LeSSoN 8 Adverbs 63Common adverbs, comparative adverbs, and how to distinguish adverbs

    rom adjectives

    LeSSoN 9 Prepositions 69Common prepositions and how to distinguish prepositions rom adverbs

    LeSSoN 10 Misplaced Modifers and Tricky Words 73Kinds o modifers, homonyms, and homographs

    SeNteNce Structure

    LeSSoN 11 Sentence Basics 85Subjects, predicates, complements, and direct and indirect objects

    LeSSoN 12 Agreement 91Subject-verb and pronoun-antecedent agreement

    LeSSoN 13 Phrases 97Prepositional, adjective, adverb, verbal, participial, infnitive, gerund, and

    appositive phrases

    LeSSoN 14 Clauses 101Independent, subordinate, noun, adjective, and adverb clauses

    LeSSoN 15 Conjunctions 107Coordinating, corrective, and subordinating conjunctions

    LeSSoN 16 Combining Sentences 113

    Kinds o sentences, including compound, complex, and compound-complex,that enliven writing

    PuNctuatIoN

    LeSSoN 17 End Punctuation 121Periods, question marks, and exclamation points

    LeSSoN 18 Internal Punctuation I 125Commas, colons, and semicolons

    LeSSoN 19 Internal Punctuation II 133

    Apostrophes, hyphens, and dashes

    LeSSoN 20 Internal Punctuation III 139Quotation marks, parentheses, brackets, italics and underlining,

    and parentheses

    PoStteSt 147

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    v

    Inin

    Do your grammar skills need some brushing up? Perhaps you have an exam on the horizon, or you

    want to hone your grammar skills to improve your writing or speech. Whatever the case may be,

    this quick reerence guide will help put you well on your way toward accomplishing your grammar

    goalsno matter how big or small.

    Because English is so complex, rules and guidelines called grammar and usage are necessary to help us bet-

    ter understand its many idiosyncrasies. While language is orever changing to meet our needs, the inner workings

    o a sentence are, or the most part, as constant as the stars, and fguring out these dynamics is like putting a

    puzzle together (or taking it apart).Understanding the inner workings o a sentence can help you with your speech and writingthe essence

    o communication and language. And the benefts you get or your eorts ar outweigh the 20 minutes o your

    day youll spend with this book.

    Beore you begin to progress through the book, take the pretest on the next ew pages to determine what you

    already know and what you might need to ocus on. You might be surprised by just how much you remember!

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    1

    P

    Beore you start your study o grammar skills, get an idea o how much you already know and how

    much you need to learn by taking the pretest that ollows. It consists o 50 multiple-choice questions

    about what is in this book. Naturally, 50 questions can not cover every single concept or rule you will

    learn by working through these lessons, so even i you answer all the questions correctly, it is almost guaranteed

    that you will nd a ew things in the book you did not already know. I you get lots o answers wrong on the

    pretest, do not worrythis book will teach you how to improve your grammar and writing, step by step.

    Record your answers in this book. I it does not belong to you, list the numbers 150 on a piece o paper

    and write your answers there. Take as much time as you need to nish the test. When you nish, check youranswers against the answer key that ollows the test. Each answer lists the lesson o the book that covers the

    concept(s) in that question. I you get a high score on the pretest, you may be able to spend less time with this

    book than you originally planned. I you get a low score, you may nd you will need more than 20 minutes a day

    to learn all that you need to know. Good luck.

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    2

    Pretest

    P

    1. Circle the common nouns.

    chair joy knitted

    Australia supermarket Ohio

    Monticello understanding toddlers

    saucepan dancing hostess

    2. Circle the abstract nouns.

    peace telephone livelihood

    deceit cheerulness jungle

    NASA smile rubber band

    test eyelash patience

    3. Circle the proper nouns.Texas Work Clock

    Puzzle Nancy Mr. Klondike

    Licorice Mexico City Basketball

    IBM Spiderman Mt. Everest

    4. Circle the nouns that are pluralized correctly.

    halves theorys oxen

    casinoes inchs dishes

    valleyes houses mother-in-laws

    booths tooths hippopotami

    5. Circle the hyphenated nouns that are spelled

    correctly.

    sister-in-laws kilowatt-hours

    runner-ups orget-me-nots

    ollow-ups sticks-in-the-mud

    6. Circle the nouns that have been made possessive

    correctly.

    childs hers JodysCongress tooths cactuss

    puppies moms Jasons

    womens his dresss

    7. Circle the antecedents/pronouns that agree in

    gender.

    tree/it Anthony/she

    King Henry/he passenger/it

    kangaroo/his Alice/her

    8. Circle the antecedents/pronouns that agree in

    number.

    kids/him everybody/they

    Kathy and I/it sh/they

    group/it sh/it

    each/he or she woman/we

    both/they

    9. Circle the interrogative pronouns.who when whose

    which whom whomever

    how where what

    10. Circle the subjective case pronouns.

    I went to his house and saw him.

    She brought me an apple and I thanked her.

    They went to Pats and called me.

    11. Circle the objective case pronouns.He threw it toward me.

    Pass me the salt.

    We made them sandwiches.

    12. Circle the refexive case pronouns and underline

    the possessive case pronouns.

    Carlo was angry, but stopped himsel beore

    he said something really mean to his

    brother.

    I was so tired I couldnt orce mysel to get

    dressed and join my riends at the mall.

    Some people take themselves too seriously

    and think its their responsibility to solve

    everyone elses problems!

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    3

    Pretest

    13. Circle the demonstrative pronouns and

    underline the relative pronouns.

    That is the most annoying sound that I have

    ever heard.

    Those are the boxes o blankets that Momplans to take to the SPCA.

    Is this the channel that you were watching?

    14. Circle the action verbs.

    wash be hold cook

    would buy pray gnaw

    put write loan marry

    15. Circle the linking verbs.

    appear took become sat

    eel prove call grow

    study look is lose

    16. Circle the regular verbs and underline the

    irregular verbs.

    orgive grow buy walk

    wash hide sew pet

    sit hear play throw

    17. Circle the correct orm o lay/lie in each

    sentence.

    Joy ound her hairbrush (laying, lying) in the

    suitcase.

    The swing has (lain, laid) broken behind the

    shed or two years.

    The boy had (laid, lain) awake beore getting

    up to play.

    18. Circle the correct orm o sit/set in each

    sentence.

    The class (set, sat) patiently as the teacher

    took attendance.

    Claudias aunt (sits, sets) the table while Gert

    cooks dinner.

    (Setting, Sitting) on the porch on a cool

    summer night is the best.

    19. Circle the correct tricky verb in each sentence.

    Sandy careully (hanged, hung) her new curtains

    on the window.

    Peter tried to (accept, except) Jims

    explanation, but it was dicult.You (can, may) take another glass o

    lemonade i you like.

    20. Identiy the tense o each verb as present, past,

    uture, present perect, past perect, uture

    perect, present progressive, past progressive, or

    uture progressive.

    will drive am driving

    had driven drove

    drive has drivendrives will have driven

    21. Circle the common adjectives in the ollowing

    sentences.

    The pungent aroma o Italian spices lled the

    busy kitchen o the pizzeria.

    Shelley wore a blue dress to the wedding.

    We donated our old car to an automotive

    school where students practice doing

    repairs.

    22. Place the correct indenite article in ront o

    each noun.

    ___ house ___ elephant

    ___ unicorn ___ yellow fower

    ___ one-way street ___ honor

    ___ underdog ___ loaer

    ___ unopened git ___ orange

    ___ hour ___ occasion

    ___ wrist ___ admirer

    ___ upper level

    23. Change the ollowing proper nouns into proper

    adjectives.

    Italy Bahama Arica

    Texas France Hawaii

    America Virginia Denmark

    Caliornia Belgium China

    Japan Inca England

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    4

    Pretest

    24. Determine whether the boldaced word in each

    sentence is a possessive pronoun or a possessive

    adjective.

    His sneakers were worn, so he bought new

    ones.Marissa crossed her ngers and hoped the

    winning ticket would be hers.

    Myuncle showed me an autographed Babe

    Ruth baseball card and said it would one

    day be mine.

    25. Determine whether the boldaced word in each

    sentence is a demonstrative pronoun or a

    demonstrative adjective.

    This is really over the top!Take this money and buy yoursel a treat.

    Watch these careully while they boil.

    26. Determine which orm o comparative or super-

    lative adjective best completes each sentence.

    Terrys (most high, highest) jump in the high

    jump was our eet, six inches.

    Seans bank account was (larger, more large)

    than mine.

    Barbara was (best, better) at chess than herroommate Natalie.

    27. Circle the correct orm o the comparative and

    superlative adverbs in the ollowing sentences.

    Joel was (less, least) active during the winter

    than during the summer.

    The store brands price was the (low, lower,

    lowest) o the three brands.

    This was the (long, longer, longest) day o the

    year.

    28. Determine whether the boldaced word in the

    sentence is an adjective or an adverb.

    The accounting department ran at a ast but

    riendly pace.

    Cory worked hard on improving his tennisswing or the tournament.

    Nora was sent straight to her room or

    disobeying her parents.

    29. Identiy the prepositional phrases in the

    ollowing sentences.

    Ferdinand Magellan was the rst explorer to

    sail around the world.

    Without a doubt, regular exercise is necessary

    or good health.The little monkey ran around Moms living

    room and climbed up the drapes.

    30. Determine whether the boldaced word is a

    preposition or an adverb.

    Holly was beside hersel with ear when the

    child darted into the street.

    I we can reach Hightstown byve, we may be

    able to see the presidents motorcade go by.

    Use caution when you walk across busystreets.

    31. Rewrite each sentence so that the misplaced

    modiers are properly placed.

    The woman was walking her dog with hair

    curlers.

    Walking along the shore the sand burned my

    eet.

    Tina bought a guinea pig or her brother they

    call Butterscotch.

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    5

    Pretest

    32. Using the clues, write the homonyms or

    homographs.

    nished/tossed

    trade event/equitable

    the total/severalshut/nearby

    dispatched/perume

    dress in/goods or sale

    33. Identiy the simple subject in the ollowing

    sentences.

    Next week, Scott and Jennier will get

    married.

    Shopping sprees can be un, but very expensive.

    It may be too soon to tell.

    34. Identiy the simple predicate in the ollowing

    sentences.

    Reading is good exercise or the brain.

    Try again.

    The log, when turned over, revealed a whole

    dierent world.

    35. Identiy whether each boldaced word is a direct

    or an indirect object in the ollowing sentences.Brandy took the pot o fowers and brought it

    into the garden window.

    Grumbling to himsel, Stan dragged the heavy

    garbage cans out to the street.

    He gave her a high-fve to assure her that all

    was well.

    36. Identiy the verb that correctly agrees with the

    subject in each sentence.

    Patty (fy, fies) requently or work.

    All o us (watch, watches) out or one

    another.

    Nobody (want, wants) to play croquet in the

    the backyard with me.

    37. Identiy the verb that correctly completes the

    ollowing sentences.

    Neither Jessica nor Marty (like, likes) to do

    the laundry.

    Spaghetti and meatballs (is, are) my avoriteItalian meal.

    Sally or Zach (is, are) probably going to be the

    valedictorian this year.

    38. Circle the verb that agrees with the indenite

    pronoun in each sentence.

    Everyone (need, needs) to get any homework

    I assign in on time!

    Will somebody (taste, tastes) this lasagna

    beore I serve it to see i its okay?Many (stop, stops) by my oce to get

    directions to your cubicle.

    39. Determine which pronoun best ts or proper

    pronoun/antecedent agreement in each sentence.

    The boys took ________ time walking home

    rom school.

    Nobody saw __________ name on the cast

    list.

    The scared joey hopped to _________ motheror security.

    40. Identiy the adjective and adverb phrases in the

    ollowing sentences.

    Books with weak spines need to be reinorced

    to lengthen their shel lie.

    The lizard scurried across the sidewalk and

    disappeared into the bushes.

    The cashier with the red hair and braces was

    especially helpul.

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    6

    Pretest

    41. Identiy the participial phrases, innitive

    phrases, and gerund phrases in the ollowing

    sentences.

    Hoping to win the lottery, Harriet bought 50

    tickets or tonights drawing.To help pass the time, Jake reads a book that

    he takes along.

    Caring or her ailing grandmother is Loris

    ocus right now.

    42. Identiy the appositive phrases in the ollowing

    sentences.

    Ron, a reeree and mentor, is a air-minded

    and riendly man.

    Jeannine works or KTL, a public relationsrm in Kansas City.

    Molly, my student, has a very anciul

    imagination.

    43. Determine whether each group o words is an

    independent or a subordinate clause.

    I it doesnt rain

    We plan to go

    Take that back

    Because I oversleptCover your mouth

    Remember her birthday

    44. Identiy the adjective clause in each sentence.

    Now I remember the guy that you described

    to me yesterday.

    The house at the end o the road is where my

    ather grew up.

    The room next to the oce is where the

    proessors meet.

    45. Identiy the noun clause in each sentence.

    I can see what you mean.

    What Wendy said took everyone by surprise.

    How it ends remains to be seen.

    46. Identiy the adverb clause in each sentence.

    Unless he gets a pay raise, Brad wont be able

    to buy a new car.

    I could get this job done aster i there were

    not so many distractions!

    Although many cats are loners, they still look

    to humans or ood and shelter.

    47. Identiy the coordinating conjunction(s) and the

    word or group o words it is connecting in eachsentence.

    Logan or Melanie can go to the retreat i they

    want to.

    Karla wanted to visit longer with her riend,

    but she had a long drive home and it was

    late.

    We signed up or the early class so we could

    have the rest o the aternoon ree.

    48. Identiy the simple, compound, complex, andcompound-complex sentences.

    a. We can go to dinner now or we can go ater

    the concert.

    b. When the judge announced the winner, the

    audience clapped loudly and gave him a

    standing ovation.

    c. All o the graduates will receive a degree.

    d. I you try harder, you will certainly achieve

    success.

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    7

    Pretest

    49. Add punctuation where necessary in the

    ollowing sentences.

    Nathans birthday is May 21 1991 which ell

    on a Monday this year

    Mr Roberts let a message asking me to pickup these items staples printer paper

    correction fuid and two boxes o paper

    clips I guess the supply closet got raided

    All o the girls dresses were pink with white

    eyelet rufes on the sleeves edges.

    50. Correctly place quotation marks, commas, and

    end marks in the ollowing sentences.

    Why do we need to know how to add or

    subtract ractions anyway Chris asked Mr.

    Bowen the math teacherIm glad you came to the beach with me my

    cousin whispered because without you I

    couldnt make the most awesome sand

    castle and win the contest

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    8

    Pretest

    1. chair, supermarket, toddlers, saucepan, hostess

    (Lesson 1)

    2. peace, livelihood, deceit, cheerulness, patience

    (Lesson 1)

    3. Texas, Nancy, Mr. Klondike, Mexico City, IBM,

    Spiderman, Mt. Everest (Lesson 1)

    4. halves, oxen, dishes, houses, booths, hippopot-

    ami (Lesson 2)

    5. kilowatt-hours, orget-me-nots, ollow-ups,

    sticks-in-the-mud (Lesson 2)

    6. childs, Jodys, Congress, tooths, cactuss, pup-pies, moms, Jasons, womens, dresss (Lesson 2)

    7. tree/it, King Henry/he, Alice/her (Lesson 3)

    8. sh/they, group/it, sh/it, each/he or she, both/

    they (Lesson 3)

    9. who, whose, which, whom, whomever (Lesson 3)

    10.I went to his house and saw him.

    She brought me an apple and I thanked her.

    They went to Pats and called me.

    (Lesson 3)

    11. He threw it toward me .Pass me the salt.

    We made them sandwiches.

    (Lesson 3)

    12. Carlo was angry, but stopped himselbeore

    he said something really mean to his brother.

    I was so tired I couldnt orce myselto get

    dressed and join myriends at the mall.

    Some people take themselves too seriously and

    think its their responsibility to solve everyone

    elses problems! (Lesson 3)13.That is the most annoying sound that I have

    ever heard.

    Those are the boxes o blankets that Mom plans

    to take to the SPCA.

    Is this the channel that you were watching?

    (Lesson 3)

    14. wash, hold, cook, buy, pray, gnaw, put, write,

    loan, marry (Lesson 4)

    15. appear, become, eel, prove, grow, look (Lesson 4)

    16. orgive grow buy walk

    wash hide sew pet

    sit hear play throw

    (Lesson 5)

    17. lying, lain, lain (Lesson 5)

    18. sat, sets, Sitting (Lesson 5)

    19. hung, accept, may (Lesson 5)

    20. will drive: uture

    had driven: past perect

    drive: presentdrives: present

    am driving: present progressive

    drove: past

    has driven: present perect

    will have driven: uture perect

    (Lesson 6)

    21. pungent, busy, blue, old, automotive (Lesson 7)

    22. a house, a unicorn, a one-way street, an under-

    dog, an unopened git, an hour, a wrist, an upper

    level, an elephant, a yellow fower, an honor, aloaer, an orange, an occasion, an admirer

    (Lesson 7)

    23. Italian, Bahamian, Arican, Texan, French,

    Hawaiian, American, Virginian, Danish, Calior-

    nian, Belgian, Chinese, Japanese, Incan, English

    (Lesson 7)

    24. His: possessive adjective; her: possessive adjec-

    tive; hers: possessive pronoun; My: possessive

    adjective (Lesson 7)

    25.

    This: demonstrative pronoun; this: demonstra-tive adjective; these: demonstrative pronoun

    (Lesson 7)

    26. highest, larger, better (Lesson 7)

    27. less, lowest, longest (Lesson 8)

    28. ast: adjective; hard: adverb; straight: adverb

    (Lessons 7 and 8)

    Anw

    I you miss any o the ollowing questions, you may reer to the designated lesson or urther explanation.

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    9

    Pretest

    29. around the world; Without a doubt; or good

    health; around Moms living room; up the

    drapes (Lesson 9)

    30. beside hersel: preposition; byve: preposition;

    by: adverb; across busy streets: preposition(Lesson 9)

    31. The woman with hair curlers was walking her dog.

    The sand burned my eet while I was walking

    along the shore.

    Tina bought a guinea pig they call Butterscotch

    or her brother.

    (Lesson 10)

    32. through/threw air/air

    sum/some close/close

    sent/scent wear/ware(Lesson 10)

    33. Scott and Jennier; Shopping sprees; It (Lesson 11)

    34. is; Try; revealed (Lesson 11)

    35.pot: direct object; it: direct object; garbage cans:

    direct object; her: indirect object; high-fve:

    direct object (Lesson 11)

    36. fies, watch, wants (Lesson 12)

    37. likes, is, is (Lesson 12)

    38. needs, taste, stop (Lesson 12)

    39. their, his or her, its (Lesson 12)40. with weak spines: adjective phrase

    across the sidewalk: adverb phrase; into the

    bushes: adverb phrase

    with the red hair and braces: adjective phrase

    (Lesson 13)

    41. Hoping to win the lottery: participial phrase

    To help pass the time: innitive phrase

    Caring or her ailing grandmother: gerund phrase

    (Lesson 13)

    42. a reeree and mentor

    a telecommunications company in Kansas City

    my student

    (Lesson 13)

    43. I it doesnt rain: subordinate clause

    We plan to go: independent clause

    Take that back: independent clause

    Because I overslept: subordinate clause

    Cover your mouth: independent clause

    Remember her birthday: independent clause

    (Lesson 14)

    44. that you describedwhere my ather grew up

    where the proessors meet

    (Lesson 14)

    45. what you mean

    What Wendy said

    How it ends

    (Lesson 14)

    46. Unless he gets a pay raise

    i there were not so many distractions

    Although many cats are loners(Lesson 14)

    47. Logan or Melanie

    Karla wanted to visit longer with her riend, but

    she had a long drive home and it was late.

    We signed up or the early class so we could

    have the rest o the aternoon ree.

    (Lesson 15)

    48.a. compound; b. compound-complex; c. simple;

    d. complex

    (Lesson 16)49. Nathans birthday is May 21, 1991, which ell on

    a Monday this year.

    Mr. Roberts let a message asking me to pick up

    these items: staples, printer paper, correction

    fuid, and two boxes o paper clips; I guess the

    supply closet got raided.

    All o the girls dresses were pink with white

    eyelet rufes on the sleeves edges.

    (Lessons 1720)

    50.Why do we need to know how to multiply or

    divide ractions anyway? Chris asked Mr.

    Bowen, the math teacher.

    Im glad you came to the beach with me, my

    cousin whispered,because without you I

    couldnt make the most awesome sand castle

    and win the contest! (Lessons 1720)

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    Nn an Pnn

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    13

    Nouns, the most basic component o language, are naming words. They help us identiy the persons,places, or things we talk about. There are six distinct groups o nouns: common nouns, propernouns, concrete nouns, abstract nouns, collective nouns, and compound nouns.It is important to know about nouns and their unction in speaking and writing because so many other

    parts o speech relate to nouns. So, that is where we will start our grammar reresher. The ollowing page briey

    summarizes the six dierent noun groups and cites the unique qualities that separate them. Then we will look

    at each individual group in more detail.

    Lesson summary

    Learn why the noun, and its six identiiable subgroups, is the un-

    damental component o our language.

    Kn Nn1

    The beginning o wisdom is to call things by their right names.

    Chinese proverb

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    14

    KiNds of NouNs

    T sx Typ Nn

    C nA common noun is a word that speaks o something

    only in a general way, like book, car, andperson. Com-

    mon nouns can be written in singular orm (book, car,

    andperson) or plural (books, cars, andpeople).

    Pp nUnlike common nouns, proper nouns name a very

    specifc person, place, or thing. One distinguishing

    aspect o proper nouns is that theyalways begin with

    a capital letter. Catcher in the Rye, BMW Z4, andAlbert

    Einstein are proper nouns.

    Cct n

    Concrete nouns name something that appeals to your

    senses. For instance, toothbrush, cell phone, moonlight,

    waves, and breezes are all concrete nouns.

    abtct nIn contrast, abstract nouns name belies, concepts,

    and characteristics or qualitiesthings that cant be

    touched, seen, or accrued. For example, composure,

    sovereignty, ree enterprise, daring, and handsome areabstract nouns.

    Cllctiv n

    Collective nouns are words used to name people,

    places, and things in terms o a unit. For instance,

    class,fock, herd, andamilyare collective nouns.

    Cpd nNew words can be ormed by combining two or more

    words, thus creating a compound word. Compounds

    can be made up o a number o speech components,

    including nouns, verbs, adjectives, and adverbs. Some

    examples o compound nouns are motorcycle, onlooker,

    input, and washing machine.

    Many nouns may all into more than one othese categories. For example, the noun school(o fsh)

    is common, concrete, and collective. The noun well-

    beingis abstract and compound.

    A C lk at Nn

    Proper nouns are easily distinguishable rom common

    nouns by their capital letters. But be cautious. Dont

    assume that every word in a sentence that begins witha capital is a proper noun. Basic sentence structure

    dictates that every sentence must begin with a capital

    letterremember that rom English class? Also, what

    might appear to be a proper noun, or some orm

    thereo, could instead be a proper adjective simply

    because it is describing or telling about a noun that

    ollows it in the sentence. For example, the proper

    noun Florida is acting as a proper adjective in the ol-

    lowing sentence because it is used to describe the word

    sunshine.

    Example:

    Almost nothing beats the warmth o Florida

    sunshine.

    In the ollowing sentence, Florida is a proper noun,

    because it is not describing another word.

    Example:

    My amily goes to Florida every summer or

    vacation.

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    15

    KiNds of NouNs

    Pctic

    Determine whether the boldaced words are proper

    nouns or proper adjectives in the ollowing sentences.

    1. Did you ever see the classic flm 2001: A Space

    Odyssey?

    2. We had a quiet dinner at Maison dFrance on

    our frst date.

    3. This UPS tracking code seems to have expired.

    4. He hopes to be accepted at Rutgers University

    in New Jerseynext year.

    5. The Smithsonian Institute comprises more

    than 19 museums in the nations capital o

    Washington, D.C.

    6. A Degas painting once sold or over our million

    dollars at Sothebys, an auction house in Lon-

    don.

    7. You can see or miles rom the top o the Statue

    of Libertyin New York Harbor.

    8. The French toast was exceptionally delicious at

    breakast this morning.

    9. The French toast the New Year with the phrase

    bonne anne!

    Concrete nouns are airly simple to identiy. Theyre

    nouns that appeal to your senseshearing, touch,

    taste, smell, and sight. Besides things like an avalanche,

    a stretch limo, newborn kittens, or a piping hot plate o

    barbeque ribs, things such as air, cells, molecules, and

    atoms are concrete, even though they cant readily be

    seen with the naked eye. Got the idea?

    ExamplEs o propEr NouNs by CatEgory

    PeoPle

    ofc President Barack Obama, Mayor Diaz, Ofcer OMalley

    Hc e Benjamin Franklin, Cleopatra, Lewis and Clark

    ac Audrey Hepburn, Tom Hanks, Lucille Ball

    ah Jack London, Shakespeare, O. Henry

    a Picasso, Vincent van Gogh, Georgia OKeee

    PlACes

    se Oklahoma, Michigan, New Jersey

    ren Olive Garden, Red Lobster, Salt Creek Grille

    sce Eiel Tower, Washington Monument, Empire State Building

    sch Penn State University, Central High School, Trinity Elementary

    ThiNgs

    tnn Delta Airlines, Greyhound, Amtrak

    bnee FedEx, Toys R Us, Barnes & Noble

    pdc Hebrew National hot dogs, Microsot Word, Pantene shampoo

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    KiNds of NouNs

    Abstract nouns, on the other hand, name ideas,

    qualities or characteristics, and eelings. Words such as

    pride, resentulness, health, democracy, and love all into

    this category. Do you see the dierence between the

    two?

    PcticIdentiy the boldaced nouns in the ollowing sen-

    tences as either concrete or abstract.

    10. The caring message written in my get-well

    card was evidence o Kims thoughtfulness

    and compassion.

    11. The globalization ocapitalism has becometremendous in the last quarter-centurydue to

    improved technology.

    12. Theres a lot to be said or the age-old adage

    Beautyis in the eye o the beholder.

    13. His intuition told him to swerve right in order

    to avoid the potential accident.

    Take a look at a list o collective nouns, and youresure to get a ew chuckles. Some are airly amiliar,

    such as herd, club,amily, and committee. But did you

    know that a group o oysters is called a bed? That a

    group o butteries is called a kaleidoscope? That a

    group o islands is called a chain? Or that a group o

    ships is called afotilla?

    A collective noun can take either a singular or a

    plural verb, depending on how it is used in the sentence.

    Take the word choir, or instance. In the sentence

    The choir travels to out-o-state perormances

    by bus.

    the choiris taken as a single unit and thereore takes the

    singular verb (the collective group travels). The ollow-

    ing sentence, on the other hand, uses the word choirin

    a plural sense.

    The choir are ftted or new robes every three

    years.

    This implies that all the individual choir members are

    ftted or new robes every three years. While the sen-tence may sound odd, this must obviously be the case,

    as each individual member wears a robe; thegroup as

    a single unit doesnt wear a robe.

    PcticIdentiy the correct verb or pronoun or each collec-

    tive noun in the ollowing sentences.

    14. A dozen roses (is, are) a thoughtul git or Val-entines Day.

    15. A dozen students (is, are) going to the library to

    study or fnals.

    16. The class took (its, their) yearly feld trip to

    Camp Arrowhead this past April.

    17. The class completed (its, their) exam in Ameri-

    can History and did very well.

    18. The committee submitted (its, their) fndings

    on the case to the jury.

    19. The committee took (its, their) seat(s) to hear

    the verdict.

    Remember, i a collective noun reers to a whole

    group, use a singular verb; i the noun reers to

    the people in the group acting as individuals,

    use a plural verb. I youre not sure, the general

    rule is to use the singular. It is almost always

    acceptable.

    tip

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    KiNds of NouNs

    Compound nouns can present writers with issues regarding spelling, rather than usage. There are three ways

    to spell these nouns, which are made up o two or more words. The closed orm reers to two words joined

    without any space between them, such as bandwagon, newspaper, and skyscraper. The open orm has a space

    between several words that create one idea, like water ski and stainless steel. The hyphenated orm uses

    hyphens (-) between the words, like mother-in-law and do-gooder.Be careul to distinguish between words that have dierent meanings as a word pair or as a compound word.

    The ollowing table lists a ew o the most commonly conused compound words.

    Always check the dictionary to fnd out i a com-

    pound word should be hyphenated, since there

    are not any hard and ast rules. For example,

    mini-marthas a hyphen, while another mini-

    compound, miniseries, does not!

    tip

    PcticCan you identiy the six types o nouns in the ollowing sentences? Identiy each boldaced noun as common,

    proper, concrete, abstract, collective, or compound. Some nouns may ft into more than one category.

    20. Place the stamp on the upper right-hand corner o the envelope addressed to Phillip Ware.

    21. It seemed as though the long and brutal snowstorm was starting to give way, and some peace was fnally

    going to ensue.

    22. The armyoants attacked the deenseless caterpillar on my ront sidewalk.

    23.Tristan carried a decko cards with him to pass the time in between performances.

    word PAir meANiNg ComPouNd word meANiNg

    all ready completely prepared already it happened

    all together as a group altogether completely

    every one each individual everyone everybody

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    KiNds of NouNs

    1. proper noun

    2. proper noun

    3. proper adjective (UPS is modiying tracking

    code)

    4. proper noun, proper noun

    5. proper noun, proper noun

    6. proper adjective (Degas is modiyingpainting),

    proper noun, proper noun

    7. proper noun, proper noun

    8. proper adjective (French is modiying toast)

    9. proper noun (here, French is a proper noun

    meaningpeople rom France, and toastis a verb),

    proper noun

    10. concrete, concrete, concrete, abstract, abstract

    11. abstract, abstract, concrete, abstract

    12. concrete, abstract, concrete, concrete

    13. abstract, concrete, concrete

    14. is

    15. are

    16. its

    17. their

    18. its

    19. their

    20. stamp: common, concrete; corner: common,

    concrete; envelope: common, concrete; Phillip

    Ware: proper

    21. snowstorm: common, concrete; peace: com-

    mon, abstract

    22. army: common, concrete, collective; ants: com-

    mon, concrete; caterpillar: common, concrete;

    sidewalk: common, concrete, compound

    23. Tristan: proper; deck: common, concrete, col-

    lective; time: common, abstract; performances:

    common, concrete

    An

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    19

    Plurl

    You can make most, but not all, nouns plural by simply adding -s or -es to the end o the word, like printer/

    printers, lunch/lunches, bill/bills, kiss/kisses, and mall/malls. However, the English language can be tricky. Some

    nouns change completely as plurals, and others do not change at all. But never ear, there are some rules to help

    you know how to make a singular noun plural. Read on!

    Lesson summaryPluralize singular nouns, and turn them into possessives with

    easespelling tips included.

    nu U2The plural of tragedy is tragedies, but other than Shakespeares,

    why would anyone want to go through more than one?

    Mim Granahan, American actor,

    playwright, director (1972 )

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    noUn Usage

    PcticDecide whether to add -s or -es to the end o each

    word in order to make it plural.

    1. book

    2. strength

    3. bush

    4. box

    5. package

    6. choice

    7. edge

    8. reedom

    9. ogre

    10. ox

    11. pencil

    12. ax

    Making Singular nounS Plural

    1. add -st th d f mt wrd t mk thm plurl.

    grill/grills, paper/papers, snake/snakes, razor/razors

    The plural form of nouns like these, referred to as count nouns, is rather predictable.

    2. add - t th d f wrd di with -ch, -s, -sh, -ss, -x, d -z.

    punch/punches, gas/gases, garlic press/garlic presses, brush/brushes, box/boxes, fez/fezes

    It would be strange to try and pronounce dresss or crashs if we didnt put an e in front of the s, which

    forms another syllable.

    3. Ch -f, -lf, r -fet th d f wrd t -ves.

    leaf/leaves, half/halves, knife/knives

    Be careful; there are exceptions to this rule, for example, chief/chiefs, giraffe/giraffes.

    4. Ch -yt -ieswh th -yfllw ct.

    party/parties, battery/batteries, penny/pennies, baby/babies

    5. Jut dd -sftr -ywh th -y i prcdd by vwl.

    guy/guys, day/days, play/plays, key/keys, boy/boys

    6. add -est wrd di with -otht fllw ct.

    tornado/tornadoes, potato/potatoes, echo/echoes, hero/heroes

    7. simply dd -st wrd di with -otht fllw thr vwl.

    patio/patios, video/videos, radio/radios

    Be careful; there are exceptions to this rule. For example, banjo/banjos, piano/pianos.

    8. Fr hyphtd cmpud u, dd -st th wrd tht i chi i umbr.

    passer-by/passers-by, brother-in-law/brothers-in-law

    9. Thr r rul fr plurlizi irrulr u; yu mut mmriz thm.

    mouse/mice, deer/deer, child/children, man/men, foot/feet, person/people, stimulus/stimuli, tooth/teeth,

    octopus/octopi, die/dice, louse/lice, ox/oxen

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    noUn Usage

    Identiy the correct plural or each o the boldaced words.

    13.half halves hals

    14.chief chieves chies

    15.life lies lives

    16.giraffe giraes giraves

    17.oaf oas oaves

    18.shelf shelves shels

    19.sniff snis snives

    20.wife wives wies

    21.safe saes saves

    22.wolf wolves wols

    23.monkey monkies monkeys

    24.library

    librarys libraries

    25.candy candies candys

    26.story storys stories

    27.chimney chimneys chimnies

    28.essay essays essaies

    29.daisy daisys daisies

    30.alley alleys allies

    31.delay delaies delays

    32.family amilies amilys

    33.domino dominoes dominos

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    noUn Usage

    34.radio radioes radios

    35.volcano volcanos volcanoes

    36.tomato tomatoes tomatos

    37.torpedo torpedos torpedoes

    38.hero heroes heros

    39.echo echos echoes

    40.piano pianoes pianos

    41.mosquito mosquitoes mosquitos

    42.silo siloes silos

    43.studio studios studioes

    44.six-year-old sixes-year-old six-year-olds

    45.go-between goes-between go-betweens

    46.editor-in-chief

    editors-in-chie editor-in-chies

    47.runner-up runners-up runner-ups

    48.great-grandmother greats-grandmother great-grandmothers

    49.singer-songwriter singers-songwriter singer-songwriters

    50.sister-in-law sister-in-laws sisters-in-law

    51.city-state cities-state city-states

    52.deer deers deer

    53.woman womans women

    54.goose geese gooses

    55.child childs children

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    23

    noUn Usage

    Dictionaries oten list two plurals or a word, as

    with the word cactus: plural, cactior cactuses.

    Either is acceptable, but generally, the frst one

    given is preerred.

    TiP

    Piv

    Possessive nouns are words that imply ownership

    something belonging to something else. The rst

    thing to do is determine whether the word being used

    actually implies possession.

    sigl PivLook at the sentence the bird nests had eggs inside. The

    word nests, while it ends with -s, is plural, not posses-

    sive. To make nestor any singular noun possessive, add

    an apostrophe and -s(s) to the end, as in child/childs,bread/breads, or music/musics.

    Example:

    The childs older sister was myneighbors friends

    babysitter.

    What this sentence tells us is that the older sister o the

    child was the babysitter o the riend o my neighbor.

    In other words, the sister belonged to the child, the

    riend belonged to the neighbor, and the neighbor

    belonged to me.

    PcticWrite the possessive orm o the ollowing phrases.

    63. the contract o the actor

    64. the graduation o Sabrina

    65. the price o the car

    66. the ront door o the house

    67. the ball glove o Matt

    Pll PivMaking a plural noun possessive is a bit dierent.

    Most plural nouns end with -s, except or irregular

    nouns (see page 20) like mouse/mice, child/children,

    man/men, deer/deer, and so on. With a regular noun,

    simply add an apostrophe afterthe -s (s), as ingirls/

    girls, schools/schools, or newspapers/newspapers.

    Example:

    The districts administrators secretariescontracts

    were approved.

    56.moose mooses moose

    57.mouse mice mouses

    58.alumnus alumnuses alumni

    59.phenomenon phenomena phenomenons

    60.cactus cactuses cacti

    61.analysis analysises analyses

    62.criterion criterias criteria

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    noUn Usage

    This sentence tells us that the contracts o the secretar-

    ies o the administrators o the district were approved.

    In other words, the administrators belonged to the

    district, the secretaries belonged to the administra-

    tors, and the contracts belonged to the secretaries.Irregular nouns, such as teeth or people, are

    treated like singular nouns, and -s is added to orm

    their possessives.

    Example:

    The geeses V ormation in the sky was impres-

    sive as they few overhead.

    Pctic

    Write the possessive orm o the ollowing phrases.

    68. the dictionaries o the writers

    69. the calendars o the doctors

    70. the hills o ants

    71. the islands o the countries

    72. the toys o the children

    When you are conronted with a singular noun

    ending in -s, and you need to make it posses-

    sive, you can do one o two things: add -s or

    add an apostrophe ater the -s.

    exmpl:

    T new shoes hurt her eet, but shewore them anyway.

    T new shoes hurt her eet, but she

    wore them anyway.

    Some words sound awkward with the added -s

    at the end(Mosess, Dickenss, Williamss, etc.).It is recommended that you simply add an apos-

    trophe ater the -s at the end o such names, but

    the matter is let to your discretion.

    TiP

    Pll Fd with Whats a rule without an exception? There are a ew

    instances where you may need to use apostrophe -s

    (-s) to make a plural. For example, you should add -s

    to pluralize an abbreviation that has more than one

    period, such as Ph.D. orM.D.

    Example:

    M.D.s and Ph.D.s denote doctorates in medi-

    cine and philosophy.

    Also, when you need to write an expression with

    words and letters that usually are not seen in the plu-

    ral ormlike if, and, or but, or Pand Qadd -s to

    the word or letter.

    Example:

    There are no is, ands, or buts about it, she

    wont be going to the concert tomorrow. She

    should have minded her Ps and Qs and kept

    her comments to hersel.

    You make some single-letter abbreviations pluralby doubling the letter: p (page)/pp (pages), l

    (line)/ll (lines). Other abbreviations, like units o

    measure, do not change to become plural: 1 km

    (kilometer)/10 km (kilometers), 1 in. (inch)/6 in.

    (inches).

    TiP

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    noUn Usage

    1. books

    2. strengths

    3. bushes

    4. boxes

    5. packages

    6. choices

    7. edges

    8. reedoms

    9. ogres

    10. oxes

    11. pencils

    12. axes

    13. halves

    14. chies

    15. lives

    16. giraes

    17. oas

    18. shelves

    19. snis

    20. wives

    21. saes

    22. wolves

    23. monkeys24. libraries

    25. candies

    26. stories

    27. chimneys

    28. essays

    29. daisies

    30. alleys

    31. delays

    32. amilies

    33. dominoes34. radios

    35. volcanoes

    36. tomatoes

    37. torpedoes

    38. heroes

    39. echoes

    40. pianos

    41. mosquitoes

    42. silos

    43. studios

    44. six-year-olds

    45. go-betweens

    46. editors-in-chie

    47. runners-up

    48. great-grandmothers

    49. singer-songwriters

    50. sisters-in-law

    51. city-states

    52. deer

    53. women

    54. geese

    55. children

    56. moose

    57. mice

    58. alumni

    59. phenomena60. cacti

    61. analyses

    62. criteria

    63. the actors contract

    64. Sabrinas graduation

    65. the cars price

    66. the houses ront door

    67. Matts ball glove

    68. writers dictionaries

    69. doctors calendars70. ants hills

    71. countries islands

    72. childrens toys

    awr

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    27

    Pronouns take the place o, or reer to, a specic noun in a sentence. To use pronouns correctly, makesure they agree in gender, number, and person with the noun they are replacing or reerring to (the

    antecedent, or reerent noun).

    Lesson summaryA pronoun is more than a word that takes the place of a noun.

    Learn about pronoun categories and cases, and the importance

    of making them agree in number, gender, and person.

    P3We were always together, and were requently mistaken or

    twins. We shared everything, and on my birthday, gits were

    bestowed on him too; on his, upon me. Each had orgotten

    the rst person singular o the personal pronoun, and not

    until comparatively late in lie did I learn to use I and

    me in the place o we and us.

    Georg Moritz Ebers

    German novelist and Egyptologist (18371898)

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    28

    Pronouns

    G

    The English language has three genders: masculine,

    eminine, and neuter. A pronouns gender tells i it is

    replacing (or reerring to) a masculine, eminine, or

    neuter noun. To reer to a male, we use he, his, and

    him; to a emale, she, her, and hers; and to animals or

    things, itand its.

    Examples:

    Joseph took Wandas car to the mechanic.

    He took her car to the mechanic.

    He took it to the mechanic.

    In todays society, we are moving away rom gender-

    specic titles and using more inclusive words, such aspolice ocer, re ghter, mail carrier, andfight atten-

    dant, rather than policeman, reman, mailman, and

    stewardess. It is never correct, however, to reer to

    people as it, so the pronouns he and she must still be

    used when reerring to a particular person.

    nmb

    A pronoun that takes the place o or reers to a singular

    noun (one person, place, or thing) must be singular as

    well. The same applies to plural pronouns and nouns.

    Examples:

    I an employee wants to park in the hospital

    parking lot, then he or she must apply or the

    appropriate tag to do so.

    Employees who need to renew their parking tags

    must show their current hospital ID cards.

    Words like anybody, anyone, everybody, everyone, each,

    neither, nobody, and the like are singular and musttake a singular pronoun:

    Everybody must have his or her ID card

    validated.

    To avoid awkward language, it is sometimes bet-

    ter to recast the sentence in the plural:

    Employees must have their ID cards validated.

    P

    English grammar has three persons: rst, second, and

    third. First-person pronouns like I, me, we, and us

    include the speaker. Second-person pronouns involve

    onlyyou,your, andyours. Third-person pronounshe,

    she, it, they, them, and so oninclude everybody else.

    Examples:

    I went with myamily to Yellowstone State Park.

    You wouldnt have believed your eyesthe

    scenery was amazing.

    Doug said he would take photos with his new

    camera.

    Cg C

    Pronouns are divided into ve categories: personal,

    demonstrative, relative, indenite, and interrogative,

    and our cases: subjective, objective, possessive, and

    refexive.

    Pl PPersonal pronouns can reer to the speaker or speak-

    ers (rst person), or to those being spoken to (second

    person), or to those who are spoken about (third

    person). The ollowing table shows the subjective casepersonal pronouns, which are pronouns used as the

    subject o a sentence.

    Subjective caSe PerSonal PronounS

    First Person seCond Person third Person

    Sg I you he, she, it

    P we you they

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    Pronouns

    In a sentence containing a pronoun, the word the pronoun reers to is called the antecedent.

    Example:

    Trent is a bricklayer. He builds homes and buildings.

    The antecedent or the pronoun he is Trent.

    Example:

    Lydia took her to the bank.

    Because there is no antecedent mentioned or the pronoun her, this sentence is unclear.

    Objective case pronouns are used as objects (receivers o action) in a sentence. (See Lesson 11 or more

    about objects.) The ollowing table shows the objective case personal pronouns.

    The ollowing sentences show how objective case pronouns are used.

    Please give me the envelope to put in the mailbox.

    Should I send him to boarding school this year or not?

    I gaveyou fowers or graduation, remember?

    Personal pronouns can also show possessionto whom something belongs. The ollowing table shows the

    possessive case personal pronouns.

    The ollowing sentences show how possessive case pronouns are used.

    This old gray house is mine; the new white one over there is his.

    Hers, around the corner, is getting its roo replaced. Myroo probably needs replacing soon. Our neighbors

    are getting their driveway repaved.

    Remember,youris a possessive pronoun andyoure is a

    contraction meaning you are. Try not to confuse the

    two inyoure-mails or other thingsyoure writing!

    tiP

    Lastly, refexive case pronouns, sometimes called selsh pronouns, are used to show a subject perorming

    some kind o action upon itsel. Refexive pronouns can act only as objects in a sentence, never as subjects. The

    ollowing table shows the refexive case personal pronouns.

    objective caSe PerSonal PronounS

    First Person seCond Person third Person

    Sg me you him, her, it

    P us you them

    PoSSeSSive caSe PerSonal PronounS

    First Person seCond Person third Person

    Sg my, mine your, yours his, her, hers, its

    P our, ours your, yours their, theirs

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    Pronouns

    The ollowing sentences show how refexive pronouns

    are used. Notice that they are used only as objects.

    He cut himsel on the edge o the can while

    opening it.

    It was obvious they thought o themselves as

    experts.

    The computerized car drove itsel during the

    demonstration.

    PcticIdentiy the case o the boldaced pronouns in each o

    the sentences.

    1. Marcy had obviously orgotten when her term

    report was due.

    2. I wore the weirdest vampire costume to the Hal-

    loween party.

    3. It is really none o my business, he mumbled.

    4. She likes their ruit salad best.

    5. It was supposed to rain again; the weather has

    been dreary lately.

    6. Kenneth turned the corner recklessly in his new

    car and scratched it.

    7. The squirrel balanced itselon the tree branch

    high above me.

    8. Riley took his book and placed it on the table

    next to him.9. He applied or a credit card online today and

    theyapproved him.

    10. Liza had to buyhersela new pair o glasses

    because her sister accidentally sat on them and

    broke them.

    Dttiv PThe our demonstrative pronounsthis, that, these,

    and thosereer to things in relation to number and

    distance. These pronouns can act as a subject or an

    object, as the ollowing table shows.

    Demonstrative pronouns look like this in sentences:

    This tastes awul, Mom!

    I should take these and give them to Shelly.

    Those are his, not yours.

    I want that or my collection.

    rltiv PThe relative pronounsthat, which, who,and whom

    relate (or reer back) to another noun that precedes it

    in the sentence, and introduce clauses that describe

    earlier nouns or pronouns.

    Examples:

    I own the boat that won the race.

    The manwho drove it is my best riend, Jack.He is someone on whom I rely or skill and

    expertise.

    We have entered into the next race, which is on

    Friday.

    DemonStrative PronounS

    sinGular Plural

    n this theseF that those

    reFlexive caSe PerSonal PronounS

    First Person seCond Person third Person

    Sg myself yourself himself, herself, itself

    P ourselves yourselves themselves

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    Pronouns

    Here are some examples o how indenite pronouns

    are used in sentences.

    Both amilies took their daughters camping in

    Jackson Hole, Wyoming.

    Each girl brought her journal with her.

    All o the campers are expected to keep their sites

    litter-ree.

    Itgtiv PInterrogative pronouns are pronouns that begin

    questions: who, whom, whose, which, and what.

    Examples:

    Who put the milk in the reezer?

    What is the sum o 12 and 31?

    Towhom does this black jacket belong?

    Which direction do I head to get to Spring

    Lake?

    Whose pen is on the foor over there?

    When these pronouns are not acting as interrogative

    pronouns, they also play the roles o relative and per-sonal pronouns in sentences.

    Notice that who and whom reer to a person, while

    which and thatreer to things. Use thatto signiy inor-

    mation that is necessary (restrictive) to the meaning o

    the sentence, and which to signiy inormation that is

    discretionary (nonrestrictive), in that even i it isremoved, the meaning o the sentence is not altered.

    Heres an easy way to remember whether to use

    who or whom: use who when youd use she or

    he andwhomwhen youd use heror him. Exam-

    ples: Who is calling? She is. To whom should I

    give the letter? To him!

    tiP

    inDeFinite PronounS

    sinGular Plural Both

    another anyone no one both all

    anybody anything nobody few most

    everyone everybody one many none

    everything nothing someone several some

    each either somebody

    something

    Idfiit PIndefnite pronouns reer to unspecied people, places, or things. Some indenite pronouns are always singular,

    some are always plural, and others can be both, depending on what or whom theyre reerring to. See the ollow-

    ing table or the classications.

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    Pronouns

    PcticDetermine whether the boldaced pronoun is demon-

    strative, relative, indenite, or interrogative.

    11.No one is supposed to be going.

    12.That is the best idea Ive heard all day.

    13. The supervisor gave her the Monroe account

    that needed immediate attention.

    14.Whose idea was it to paint the deck red?

    15. Chris told me that somebodysaw someone on

    your bike.

    16. It was Gregwho called our house at two oclockthis morning.

    17. Ino one helps anybody, then what is the point

    o continuing?

    18.What can I say? I planned this rom the get-go.

    19. Ever since last year, ewhave stayed on, except

    or Charlie.

    20. They played the team that had a horrible losing

    streak, and lost.

    aw

    1.her: possessive

    2.I: subjective

    3.It: subjective

    4.She: subjective; their: objective

    5.It: subjective

    6.his: possessive; it: objective

    7.itsel: refexive; me: objective

    8.his: possessive; it: objective; him: objective

    9.He: subjective; they: subjective; him: objective

    10.hersel: refexive; her: possessive; them, them:

    objective

    11.No one: indenite

    12.That: demonstrative

    13.that: relative

    14.Whose: interrogative

    15.somebody: indenite; someone: indenite

    16.who: relative

    17.no one: indenite; anybody: indenite

    18.What: interrogative; this: demonstrative

    19.ew: indenite

    20.that: relative

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    Verbs are doing words that are a necessary part o any sentence. This chapter covers three types overbs: action verbs, linking verbs, and helping verbs. As you can tell, they all do something!Action V

    Most action verbs represent a visible action, one that can be seen with our eyes. For example, waltz, surf,gallop,chop, row, swing, andpunch are action verbs.

    Identiying such doing words in a sentence is generally easy. But some action verbs are more dicult to

    identiy because the action is ar less obvious, as in depend,yearn,foresee, understand, consider, require, mean,

    remember, and suppose. It is helpul to remember that mentalverbs are action verbs too, even though they are

    less visible than the others.

    Lesson summary

    Some action and linking verbs look the same. Learn how to tell the

    difference, and get some help with helping verbs along the way.

    V T4After the verb to love, to help is the most beautiful verb

    in the world.

    Bertha von Suttner, Austrian writer, pacist, and rst

    woman to win the Nobel Peace Prize (18431914)

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    Verb Types

    When compiling a resume, always use strong

    action verbs to describe your school and work

    experiences. Words like developed, created,

    improved, coached, volunteered, documented,

    and achieved catch the eye of a prospective

    employer.

    Tip

    Pctic

    Identiy the action verbs in the ollowing sentences.

    1. I assumed that you would bring your swimsuit

    because the invitation stated pool party.2. As I walked home, I noticed a box o abandoned

    kittens on the sidewalk.

    3. Many people have the ill-conceived notion that

    natural means pesticide-ree.

    4. They will close the theater or two weeks while

    workers install the new seats.

    5. Lets go downtown and spend some time at the

    museum.

    6. Alexs laptop wouldnt reboot ater the unexpected

    power surge at the oce earlier in the day.

    7. Brush corn on the cob with butter and salt, wrap

    it in heavy-duty aluminum oil, and roast it on

    the grill or a delicious treat.

    linking V

    Unlike the action verb, the linking verb expresses a

    state o being or a condition. Specically, it links, or

    connects, a noun with an adjective (a descriptor) or

    another noun (an identier) in a sentence.

    Example:

    Nathan and Sara are hardworking students.

    The noun students identies or renames the com-

    pound subjects,Nathan and Sara; hardworkingis an

    adjective describing the noun students; and the verb

    are links the two components together.

    Example:

    Collinwas tired ater his gol game.

    The adjective tired describes the subject, Collin, and

    the verb was links the two components together.

    Some linking verbs can be tricky to identiy

    because they appear to be action verbs. Their job in

    the sentence is to clariy the condition or state o the

    noun to which they are connected. The verbs in the

    ollowing list can act not only as action verbs, but also

    as linking verbs.

    appear become eel grow look

    prove remain seem smell sound

    stay taste come lie prove

    act turn all get

    How can one tell which role these tricky verbs are

    playing? Lets take a look at the word turned, used in

    two dierent ways.

    The Ferris wheel turned slowly as it began its

    initial rotation.

    Here, the Ferris wheel perormed an action: It turned.

    Can you visualize the huge wheel slowly rotating, with

    the riders in the cars, as it warms up? The word turned

    here is an action-oriented verb. Lets look at another

    example:

    One rightened rider turned green as the ride

    began to speed up quickly.

    Here, the word turned connects the describing word,

    or adjectivegreento the subjectrider. In this

    example, turned is acting as a linking verb, not an

    action verb.

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    Verb Types

    One easy way to tell whether a verb is an actionverb or a linking verb is to replace the verb in question

    with a verb orm obe (rom the preceding table), or a

    linking verb like seemed or became. I the new sentence

    still makes sense, then you have a linking verb. I the

    sentence loses its meaning, then you have an action

    verb. For instance:

    The armer grewseveral prize-winning tomatoes

    this season.

    Lets replacegrew with is:

    The armer is several prize-winning tomatoes

    this season.

    Or, lets use the word seemed:

    The armer seemed several prize-winning toma-

    toes this season.

    Neither choice works, which means that grew is an

    action verb, not a linking verb, in this sentence.

    Lets try another example.

    The bee stew we had or dinner tasted delicious.

    This time, lets replace tasted with was:

    The bee stew we had or dinner was delicious.

    Or, lets use the word looked:

    The bee stew we had or dinner looked delicious.

    Both choices make sense, because in this sentence

    tasted is a linking verb, not an action verb.

    Pctic

    Determine whether the boldaced verbs in the ollow-

    ing sentences are action or linking verbs.

    8. It appears that the only solution to this

    problem is starting over, said Trudy.

    9. The group appears dismayed at that prospect,

    she thought to hersel.

    10. Dennis was asked to prove beyond a shadow o a

    doubt that the butler did it.

    11. There was no doubt in his adversarys mind that

    his argument would prove aulty.

    12. The sign says to staybehind the line when

    viewing the work o art.

    13. We stayed quiet while the tour guide explained

    the painting.

    14. We tasted the orange sherbet and ordered a pint

    to take home.

    15. We decided that it tasted delicious.

    Common Helping Verbs

    a a wa w d d dd

    hav had ha ay ht ut ha w ca

    hud wud cud uht

    linking Verbs

    a a wa w

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    Verb Types

    Hing V

    Helping verbs enhance the main verbs meaning by

    providing us with more inormation about its tense.

    A main verb may have as many as three helping

    verbs in ront o it in a sentence.

    Examples:

    Martinwalked quickly to the bus stop to avoid

    being late.

    Martin had walked quickly to the bus stop to

    avoid being late.

    Martin must have walked quickly to the bus stop

    to avoid being late.

    A main verb with helping verbs is called a verb

    phrase. It is important to remember that a helping

    verb need not be right next to the main verb in the

    sentence. For instance, we could rewrite the last sen-

    tence so that the adverb quicklyseparates the helping

    verbs mustand have rom the main verb walked.

    Example:

    Martin must have quicklywalked to the bus stopto avoid being late.

    I you were asked to identiy the verb phrase, you

    would eliminate the adverb quicklyand give must have

    walked as the answer.

    The range o a verb phrase is dened as both the

    main verb plus its auxiliaries, as previously explained,

    and the main verb plus its auxiliaries, its comple-

    ments, and other modiers. So some instructorsmight expect you to identiy the previous verb phrase

    as must have walked quickly to the bus stop.

    Pctic

    Identiy the verb phrases in the ollowing sentences.

    16. We could have driven to the city, but we took

    the train instead.

    17. Nancy would not have thrown the paper away i

    she had known it was important.

    18. William had already read the book twice, so he

    must have easily discussed it with the teacher.

    19. Next time, i you should need help, please eel

    ree to ask. I would be very happy to help.

    20. The dealer will go to the fea market to nd good

    antique deals.

    21. I didnt realize that she had already gone;

    otherwise, I would have given her the moneyearlier.

    22. The skier might have won the race had she not

    gotten her pole stuck in the snow.

    Anw 1. assumed, bring, stated

    2.walked, noticed

    3.means

    4.close, install

    5.go, spend

    6.reboot

    7.Brush, wrap, roast

    8.action

    9.linking

    10.action

    11.linking

    12.action

    13. linking

    14.action

    15.linking

    16.could have driven

    17.would have thrown, had known

    18.had read, must have discussed

    19.should need, would be

    20.will go

    21. did realize, had gone, would have given

    22.might have won, had gotten

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    Most, but not all, verbs ollow a simple and predictable pattern when expressing past action. Theseverbs, called regular verbs, can be changed rom the present tense to the past tense by simplyadding -ed or -d.Example:

    Those musicians playjazz well. But last evening, they surprised the crowd and played some blues.

    Irregular verbs, on the other hand, do not ollow any pattern when orming the past tense, so they require

    memorization.

    Example:

    Put the tennis racquets away in the storage bin, please, said Coach. I put them away already, replied

    Kevin.

    Here, the irregular verbputstays the same whether it is past or present. Some other verbs that ollow suit are

    cost, burst, bid, cut, and set.

    On the ollowing pages, youll fnd a list o common irregular verbs.

    Lesson summary

    Become better acquainted with the pesky past-tense verbs that

    do not end with -ed, and learn about proper usage with tricky

    verbs such as lay/lie and sit/set.

    Rr IrrrVr5

    Theyve a temper, some o themparticularly verbs: theyre

    the proudestadjectives you can do anything with, but not

    verbshowever, I can manage the whole lot o them!

    Lewis Carroll, British author, mathematician, and

    clergyman (18321898)

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    RegulaR and IRRegulaR VeRbs

    CoMMon Irregular Verbs

    PResent Past Past PaRtIcIPle

    be was/were been

    beat beat beaten

    become became become

    begin began begun

    bite bit bitten

    blow blew blown

    break broke broken

    bring brought brought

    broadcast broadcast broadcast

    build built built

    buy bought bought

    catch caught caught

    choose chose chosen

    come came come

    cost cost cost

    cut cut cut

    do did done

    draw drew drawn

    drink drank drunk

    drive drove driven

    eat ate eaten

    all ell allen

    eed ed ed

    eel elt elt

    ght ought ought

    nd ound ound

    fy few fown

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    RegulaR and IRRegulaR VeRbs

    CoMMon Irregular Verbs (Continued)

    PResent Past Past PaRtIcIPle

    orbid orbade orbidden

    orget orgot orgotten

    orgive orgave orgiven

    reeze roze rozen

    get got gotten

    give gave given

    go went gone

    grow grew grown

    hang hung hung

    have had had

    hear heard heard

    hide hid hidden

    hit hit hit

    hold held held

    hurt hurt hurt

    keep kept kept

    know knew known

    lay laid laid

    lead led led

    learn learned/learnt learned/learnt

    leave let let

    lend lent lent

    let let let

    lie lay lain

    light lit lit

    lose lost lost

    make made made

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    RegulaR and IRRegulaR VeRbs

    CoMMon Irregular Verbs (Continued)

    PResent Past Past PaRtIcIPle

    mean meant meant

    meet met met

    mistake mistook mistaken

    mow mowed mowed/mown

    pay paid paid

    prooread prooread prooread

    put put put

    quit quit quit

    read read read

    ride rode ridden

    ring rang rung

    rise rose risen

    run ran run

    say said said

    see saw seen

    seek sought sought

    sell sold sold

    send sent sent

    sew sewed sewed/sewn

    shake shook shaken

    shave shaved shaved/shaven

    shine shone shone

    shoot shot shot

    show showed showed/shown

    shrink shrank shrunk

    shut shut shut

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    RegulaR and IRRegulaR VeRbs

    CoMMon Irregular Verbs (Continued)

    PResent Past Past PaRtIcIPle

    sing sang sung

    sink sank sunk

    sit sat sat

    sleep slept slept

    slide slid slid/slidden

    speak spoke spoken

    speed speeded/sped speeded/sped

    spend spent spent

    spread spread spread

    spring sprang sprung

    stand stood stood

    steal stole stolen

    stick stuck stuck

    sting stung stung

    strike struck struck/stricken

    strive strove striven/strived

    swear swore sworn

    swim swam swum

    take took taken

    teach taught taught

    tear tore torn

    tell told told

    think thought thought

    throw threw thrown

    understand understood understood

    upset upset upset

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    RegulaR and IRRegulaR VeRbs

    If this list seems way too long to memorize, try

    memorizing three or four words a day and use

    them somewhere in conversation during the

    next 24-hour period!

    TIp

    Pctic

    Determine whether the boldaced verb in the sentenceis correct. Make any necessary corrections.

    1. Tomorrow, wewill left early in the morning or

    the airport.

    2. Mr. Brown, our neighbor, spend the weekend

    cleaning his pool.

    3. The sun shine brightly all day today.

    4. I was beginning to has second thoughts about

    quitting.

    5. We arewatched the game rom the privacy o

    the box.

    6. For now, wewill head north, then east.

    7. Mom sewn me a new set o placemats or the

    picnic table each summer.

    8. When I was little, I was oten mistookor my

    twin sister.

    9. Yesterday, our band practiced at Joes house.

    10. The vegetables or tonights dinner have already

    been cutted.

    CoMMon Irregular Verbs (Continued)

    PResent Past Past PaRtIcIPle

    wk wk wk

    w w w

    w wt wt

    wi w w

    wid wd wd

    wit wt witt

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    RegulaR and IRRegulaR VeRbs

    To lie means to rest or recline or to be positioned. Instead

    o a noun, a prepositional phrase or an adverb usually

    ollows the verb to complete the sentence or thought.

    Example:

    The large old oak tree lies at the edge o the feld.

    The cattle have lain in its shade or over a

    century.

    In these sentences, the prepositional phrases at the

    edge, o the feld, in its shade, and or over a century

    clariy the writers thought.

    Lie/layare intransitive verbsthey dont need to

    act on anything. You lie down now, or, you lay

    down last night. Just you. But lay/laidare transitive

    verbsthey need some object to manipulate. Youcan laya blanket on the bedin fact, last night

    you laidone there!

    TIp

    Pctic

    In each sentence, select the correct orm o the verb

    layor lie.

    11. Sylvia has (laid, lain) on the soa all aternoon in

    despair.

    12. The broken bottle (lay, laid) at the side o the

    road unnoticed.

    13. Jason should fnd his camera (laying, lying) in

    the back o his closet.

    14. The old dog has (lain, laid) on the ront porch

    every day or years.

    15. Bianca (lay, laid) her scissors on the counter and

    picked up the brush.

    16. The new bride and her groom (lie, lay) their

    wedding photos on the table.

    17. Grandma complained she had (laid, lain) awake

    or hours beore alling asleep last night.

    18. Thom (laid, lain) the racquet on the bench and

    went to get a cool drink o water.

    19. Dad says he is (laying, lying) new carpet in the

    den next Wednesday.

    20. The map shows that the treasure chest is (laying,

    lying) just below this rock.

    Prm Vr

    Conjugating irregular verbs can be a bit challenging. But there are two pairs o irregular verbs that present an

    additional challenge because they sound alike, even though they do not mean the same thing: lay/lie and set/sit.

    To laymeans toplace or putan object somewhere. This object, a noun, must always ollow the verb lay, making

    that noun what we call a direct objectthe object that directly receives the action rom the verb it ollows.

    Example:

    Martin laid the blanket on the grass beore layingthe basket o delicious ood on it.

    lay or lIe

    PResent PResent PaRtIcIPle Past Past PaRtIcIPle

    , (am, is, are, was) i id (have, has) id

    PResent PResent PaRtIcIPle Past Past PaRtIcIPle

    i, i (am, is, are, was) i (have, has) i

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    RegulaR and IRRegulaR VeRbs

    To sitmeans to be situated or to be seated or resting.

    Like the verb lie, it is usually ollowed by a preposi-

    tional phrase or an adverb or urther clarifcation.

    Example:

    I usuallysit in the ront row o the theater or an

    unobstructed view o the perormance. When

    I have sat urther back, I ound I could not see

    the actors well.

    Pctic

    In each sentence, select the correct orm o the verb set

    or sit.

    21. The audience (set, sat) patiently as the stage crew

    changed the scene.

    22. My avorite photograph o my cat Milo (sits,

    sets) on my dresser.

    23. (Setting, Sitting) good examples or younger

    children is important.

    24. I was told to (set, sit) my empty glass in the

    sink.

    25. Four students (set, sat) their reports on my desk

    beore the due date.

    26. Hotel rooms oten have a rack to (set, sit) your

    luggage on.

    27. There are many trophies (setting, sitting) in the

    case by the ront lobby.

    28. The owner (set, sat) the pool umbrellas around

    the acility beore opening.

    29. Jane and Robert are (setting, sitting) together at

    the table chatting.

    30. The winding river (sets, sits) just at the oot othe hills.

    To setmeans toplace or putan object somewhere. Like the verb lay, it must be ollowed by a noun.

    Example:

    A harried young mother sets her groceries on the counter and tends to her crying son. She has set a pillow

    on the soa or his nap.

    PResent PResent PaRtIcIPle Past Past PaRtIcIPle

    it, it (am, is, are, was) itti t (have, has) t

    seT or sIT

    PResent PResent PaRtIcIPle Past Past PaRtIcIPle

    t, t (am, is, are, was) tti t (have, has) t

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    RegulaR and IRRegulaR VeRbs

    ohr triky Vr

    Several other verbs need special attention in order to

    be used correctly.

    Most likely, acceptand exceptare oten misused

    because they sound somewhat alike. Their meanings,

    however, are very dierent. To accept means to

    approve, agree, or willingly receive, whereas exceptis

    really a preposition that means excluding or unless.

    Example:

    I would accept your apology or being late today,

    but except or yesterday, you have been late

    every day this week.

    I youre still conused about whether to except or

    accept, remember that when you agree to, or accept,

    something, you are CC-ing eye-to-eye with some-

    one; when you make an exception, you are X-cluding

    something in that agreement.

    Another pair o verbs oten conused in ordinary

    speech is can and may.

    Can means having the ability to do something.

    When you sayCan I help you?what youre really ask-

    ing is whether you have the abilityto help this person.(Unless youre completely indisposed in some way,

    the question leads one to wonder why you would ask

    it in the frst place!)

    May, on the other hand, means having permis-

    sion to do something. When you sayMay I help you?

    you are asking someone to allow you to help him or

    her.

    Example:

    I can help you rake leaves this aternoon onlyater I fnish my other chores. MayI help you

    with it tomorrow instead?

    The verbs hang and lie are unusual because

    they can be either regular or irregular, depending on

    their meaning in a sentence. Ihangreers to a thie

    going to the gallows, then it is a regular verb, and is

    conjugated hang, hanged, hanged. But i it is used inthe sense o hanging out with riends or hanging a

    picture on the wall, then it is an irregular verb, and

    is conjugated hang, hung, hung. Similarly, when lie

    means telling an untruth, its a regular verb, conju-

    gated lie, lied, lied. When it means to recline, it is an

    irregular verb, which we conjugated earlier in this

    lesson.

    Pctic

    In each sentence, select the correct verb to complete

    the sentence.

    31. I said I was sorry, but she just wouldnt (accept,

    except) my apology!

    32. My brother and I (hanged, hung) posters all over

    town about our yard sale.

    33. I loved the movie, (except, accept) or the part

    with the snakes. I really hate snakes!

    34. You (can, may) have a third helping o mashed

    potatoes i you like.

    35. Without hesitation, the king sentenced the

    criminal to be (hung, hanged).

    36. (Can, May) the clown walk the tightrope without

    the umbrella?

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    RegulaR and IRRegulaR VeRbs

    1. incorrect,will leave

    2. incorrect, spent3. incorrect, shone

    4. incorrect, have

    5. incorrect,watching

    6.correct

    7. incorrect, sewed

    8. incorrect, mistaken

    9.correct

    10. incorrect, cutting

    11. lain

    12. lay13. lying

    14. lain

    15. laid

    16. lay

    17. lain

    18. laid

    19. laying

    20. lying21.sat

    22.sits

    23.Setting

    24.set

    25.set

    26.set

    27.sitting

    28.set

    29.sitting

    30.sits31.accept

    32.hung

    33.except

    34.may

    35.hanged

    36.Can

    awr

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    l

    e

    s

    s

    o

    n

    49

    When we speak and write, verb tenses help our listeners and readers understand when somethingis happening. The tricky thing is to remember to be consistent with your verb tenses so youraudience does not get conused. In order to use verb tenses properly, we need to really under-stand the dierences between the our basic verb orms o the English language.

    V F

    Verb orms may look similar to tenses, but they are not. Learning the ollowing basic orms, or principal parts,

    will help you use correct verb tenses later in this lesson.

    Lesson summary

    Since every sentence needs a verb, it is essential to have a basic

    understanding of the four verb forms so you can use verb tenses

    properly. This lesson covers not only the four forms, but verb

    tenses from basic to perfect to progressive!

    V F

    T6The uture is an unknown, but a somewhat predictable un-

    known. To look to the uture we must frst look back upon

    the past. That is where the seeds o the uture were planted.

    I never think o the uture. It comes soon enough.

    Albert Einstein, German scientist and recipient o the

    1921 Nobel Prize in Physics (18791955)

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    Verb Forms and Tenses

    PtThe present orm o a verb is usually the rst entry

    you nd in a dictionary (e.g., care,orgive, mean, etc.).

    Sometimes an -s is added to the end o the present

    orm o the verb when it is used in conjunction with a

    singular noun: she cares, he orgives, it means.

    Pt Pticipl

    The present participle is made by adding the sux

    -ingto the present orm; it is always accompanied by

    a be verb (see Lesson 5), which acts as a helping verb,

    orming what is called a verb phrase: am caring, is

    orgiving, were thinking. Notice that this verb orm

    expresses action that is ongoing.

    PtThe past orm o a verb shows action or existence that

    has already taken place at a point in time beore now

    (e.g., she cared, they orgave, he thought). Remember

    that all regular verbs end in -ed in the past tense,

    whereas irregular verbs end in a variety o ways.

    Pt Pticipl

    The past participle o a verb consists o its past orm,

    accompanied by the helping verb have, has, or had

    (e.g., have cared, has orgiven, had thought, etc.). This

    is true o both regular and irregular verbs.

    Some RegulaR VeRb FoRmS

    PresenT PresenT ParTiciPle* PasT PasT ParTiciPle**

    care, cares am caring cared have cared

    yell, yells are yelling yelled have yelled

    Some IRRegulaR VeRb FoRmS

    PresenT PresenT ParTiciPle* PasT PasT ParTiciPle**

    think, thinks was thinking thought have thought

    grow, grows were growing grew has grown

    IRRegulaR VeRbS WhoSe FoRm DoeS Not ChaNgePresenT PresenT ParTiciPle* PasT