Parts of Speech Cheat Sheet, Lecture notes of English

Download Parts of Speech Cheat Sheet and more Lecture notes English in PDF only on Docsity! Name _____________________________________________ Date ________________________Period _________ GRAMMAR: UNIT ONE Standard(s) Addressed: CCSS Language Standard: Conventions of Standard English: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ESLR: Reflective Communicators: Think, read, write, listen, speak well Directions: At the start of class each day you are to have this paper (or the latest version of it) on your desk. When the bell rings you are to begin working on the activity. You will be responsible for knowing this material for the quiz at the end of each unit. Parts of Speech Cheat Sheet Understanding the parts of speech is so essential to understanding everything that we do with grammar this year, that we’re giving you a cheat sheet you can use for a quick reference as you work to complete each of the grammar activities. You should already know that different types of words do different jobs in a sentence. There are eight different kinds of words, called the parts of speech, and every single (yes, every single) word in a sentence falls into one of those categories. q Nouns q Pronouns q Verbs q Adjectives q Adverbs q Prepositions q Conjunctions q Interjections q And the intern (def: trainee) Articles When you look at a sentence, you can break it apart are give a label to every word. While we admit, this probably doesn’t sound like fun to many (okay, all) of you, it makes understanding grammar a whole lot easier. So, what does each of the parts of speech do? We’re glad you asked! þ A noun is a naming word. It names a person, place, thing, idea, living creature, quality, or action. Examples: cowboy, theatre, box, thought, tree, kindness, arrival þ A pronoun is used instead of a noun, to avoid repeating the noun. Examples: I, you, he, she, it, we, they þ A verb is a word that describes an action (doing something) or a state (being something). Examples: walk, talk, think, believe, live, like, want þ An adjective is a word that describes a noun or a pronoun. It tells you something about the noun or pronoun. Examples: big, yellow, thin, amazing, beautiful, quick, important þ An adverb is a word that usually describes a verb, an adjective, or another adverb. It tells you how something is done. It may also tell you when or where something happened. (Hint: Adverbs often, though not always, end in “-ly.”) Examples: slowly, intelligently, well, yesterday, tomorrow, here, everywhere þ A preposition usually comes before a noun, pronoun, or noun phrase. It joins the noun to some other part of the sentence. Examples: on, in, by, with, under, through, at þ A conjunction joins two words, phrases, or sentences together. Examples: for, and, nor, but, or, yet, so (Note: you can remember all the coordinating conjunctions using the acronym [def: word formed from the first letter of words] F.A.N.B.O.Y.S.) þ An interjection is an unusual kind of word, because it often stands alone. Interjections are words that express emotion or surprise, and they are usually followed by exclamation marks. Examples: Ouch!, Hello!, Hurray!, Oh no!, Ha!, Yikes! þ An article is used to introduce a noun. Examples: the, a, an (Note: this is the entire list of articles . . . yep, there are only three) Grammar Activity #1: “School House Rock! ‘Grammar Rocks’ Part I” Today you will be viewing three segments of School House Rock’s “Grammar Rocks” video series. While you watch and listen to the video, you will need to answer the questions below. As you’re filling in your answers, keep in mind you may not be able to define the grammatical term until the video clip is over. Nouns: “A Noun is a Person, Place, or Thing” 1. What is a noun? _________________________________________________________________________________ 2. List five nouns used in the song. Identify whether the noun is a person, a place, or a thing. _______________________________________________________________________________________________ 3. A noun can also be one more thing that is not mentioned in the song. What else can a noun be? ________________ Pronouns: “Rufus Xavier Sarsaparilla” 1. What is a pronoun? ______________________________________________________________________________ 2. List five pronouns used in the song. __________________________________________________________________ 3. Why do we use pronouns? _________________________________________________________________________ 4. What are three special pronouns that can be used to ask questions? _______________________________________ Adjectives: “Unpack Your Adjectives” 1. What is an adjective? _____________________________________________________________________________ 2. Why do we use adjectives? ________________________________________________________________________ 3. List five adjectives used in the song. _________________________________________________________________ 4. How do you make adjectives out of verbs and nouns? Provide an example. __________________________________ Grammar Activity #2: “School House Rock! ‘Grammar Rocks’ Part II” Today you will be viewing three segments of School House Rock’s “Grammar Rocks” video series. While you watch and listen to the video, you will need to answer the questions below. As you’re filling in your answers, keep in mind you may not be able to define the grammatical term until the video clip is over. Grammar Review: A noun is a ________________, place, thing, or _________________. A pronoun ________________ a noun. An adjective modifies, that is gives more information about, a ______________ or a _______________. Adverbs: “Lolly, Lolly, Lolly, Get Your Adverbs Here” 1. What are adverbs? _______________________________________________________________________________ 2. What kind of label does the word “very” get? __________________________________________________________ 3. When you use an adverb to describe a verb, what does it tell you? _________________________________________ 4. What questions does an adverb answer? _____________________________________________________________ 5. List five adverbs used in the song. ___________________________________________________________________ Verbs: “That’s What’s Happening” 1. What is a verb? __________________________________________________________________________________ 2. List five verbs used in the song. _____________________________________________________________________ 3. A verb tells us _________________________ something is _______________________________. Directions: Underline all of the pronouns in each of the following sentences. Then, label any demonstrative pronouns (“D”) and indefinite pronouns (“I”). 1. We talked all night about movies and music. 2. Has anyone read Harper Lee’s To Kill a Mockingbird? 3. Walking along the beach, they saw three starfish washed up on the shore. 4. If he eats spicy food before going to sleep, he will have nightmares. 5. If you don’t stop doing that, you will hurt yourself. 6. I like my salad with its dressing on the side. 7. Someone’s car has a hole in its radiator; it is leaking fluid everywhere. 8. Many of the football players wanted their coach to go for a first down. Grammar Activity #6: “Parts of Speech: Verbs” You may need to review grammar activity #2 to complete the following statement (but we’re hoping you’ll be able to remember it on your own): A verb is a word that describes an _____________ (doing something) or a state (__________ something). We will be spending a lot of time with verbs in the next unit, so this will be a quick review. It is important, however, that you are easily able to recognize them; they’re in every sentence! Action Verbs: For a sentence to be a sentence, people, places, things, or ideas (in other words, nouns) must act in some way. What the nouns do can be physical or mental, but when an action takes place—like when someone is eating or thinking or wondering—the verb is called an action verb. Linking Verbs: Sometimes a verb doesn’t express an action, like in this sentence: Linda is intelligent. The verb “is” links the two parts of the sentence together, but Linda isn’t doing anything. She’s not performing an activity. Instead, she’s being something (intelligent). When a verb expresses being, it’s called a linking verb. Linking verbs are like an equals sign in math. They connect the subject of a sentence (Linda) and another part of speech. Helping Verbs: Some verbs don’t show action or being. Instead, they help other verbs shift into certain tenses (like present tense, future tense . . . don’t worry we’re not going to talk about that today). Verbs that help other verbs are called helping verbs (I had helped Sara with her homework; Daniel will like the cookies). Directions: Read each of the following sentences and underline the verbs. Don’t forget to underline linking and helping verbs; they count too! 1. Kara and Tara’s friendship has lasted through thick and thin. (2) 2. Until Kara met Tara, she had no genuine best friend. (2) 3. Kara thought she knew what made a friendship, but she was wrong. (4) 4. One of her friends from middle school, Jessica, cheered her up when she failed a quiz and consoled her when her pet rat died, but it was not the same. (5) 5. In October Kara and Tara will have been friends for two years. (3) 6. Their friendship is still going strong. (2) 7. If you know Kara and Tara, you know how great their friendship is. (3) 8. Now they use the word “friend” more selectively. (1) 9. If you have just a few great friends in life, you should consider yourself lucky. (3) 10. Have you had a great friend? (2) Grammar Activity #7: “Parts of Speech: Adjectives” You may need to review grammar activity #1 to complete the following statement (but we’re hoping you’ll be able to remember it on your own): An ad ject ive is a word that ________________ a ________ or a pronoun. It tells you something __________ the noun or the ________________. Adjectives give extra information about nouns and pronouns in three ways: by describing, identifying, and quantifying. Describing adjectives do exactly what their name suggests: they describe the noun or pronoun. They answer the question “What kind?” (red sweater, terrible secret) They usually come before the noun/pronoun they modify, but they can also rename the subject of a sentence or appear after a linking verb connecting them to their noun (George is adorable. Rose is lucky. ). When they come after a linking verb, they’re called predicate adjectives, but you don’t need to worry about that . . . yet. Identifying adjectives can help you identify exactly what you’re talking about (I want that one. Those are the answers to the grammar activity. This is not the homework assignment.) Quantifying adjectives sound mathematical because they are (sort of). They answer the question “How many?” (several cookies, a few tardies). Directions: For each of the following sentences underline the adjectives. Above the word label it describing (“D”), identifying (“I”), or quantifying (“Q”). 1. Many Caribbean countries are troubled. (3) 2. Pale North Americans and Europeans enjoy these warm havens during their hemisphere’s long, cold winters. (6) 3. All residents of the Caribbean, however, must deal with this natural hazard: hurricanes. (3) 4. In addition, individual islands have their own dilemmas. (2) 5. One Caribbean island, Anguilla, has no arable [def: land that can be used for growing crops] land, so crops do not grow. (4) 6. Its economic health depends heavily on the tourist industry. (2) 7. The small island of Montserrat is highly subject to volcanic explosions. (3) 8. Continued eruptions have left half the island uninhabitable. (3) 9. The poorest country is Haiti. Those people have suffered so much. (2) 10. Many residents of Haiti were left with nothing after the hurricane last year. (2) Grammar Activity #8: “Parts of Speech: Adverbs” You may need to review grammar activity #2 to complete the following statement (but we’re hoping you’ll be able to remember it on your own): An adverb is a word that usually describes a _____________, an adjective, or another _______________. It tells you ________ something is done. It may also tell you ________ or ____________ something happened. Adjectives give extra information about nouns and pronouns, but if you need to give extra information about another part of speech, you’ll need to call in an adverb. Adverbs answer the question “How?” Adverbs can be catalogued in four basic ways: time, place, manner, and degree. ü Time: these adverbs tell when, how often, and how long (today, yesterday, weekly, briefly) ü Place: these adverbs tell where, to where, and from where (here, there, nearby, forward) ü Manner: these adverbs often end in “-ly” and tell how something is done (slowly, precisely, well) ü Degree: these adverbs tell how much or how little (substantially, greatly, partly, too) Directions: Underline all the adverbs in the following narrative. Hint: there are 28 adverbs (14 in the first paragraph, 14 in the second). It was so hot! We sweated as we marched slowly under the scorching sun. Our wool band uniforms grew (2) heavier and heavier, clinging more and more tightly to our bodies. Suddenly, the tuba player fell backward. (7) Several paramedics rushed to him and quickly moved him to the sideline. Still we marched on, regally and precisely. (5) Then, a flute player fell down. The front three rows marched away because they had not seen the girl faint. (4) The rest of the band stopped, however. Watching the chaos, the band director blew his whistle sharply. Now the (2) front rows stopped abruptly—a half-dozen paces away. Several parents began vigorously fanning the flute player. (3) The band director told us to take off our jackets and hats. We laid them neatly on the curb. Firefighters and (2) paramedics began passing cups of water around. Finally, the flute player revived and someone carefully helped her (3) to the shade. (0) Grammar Activity #9: “Parts of Speech: Prepositions” You may need to review grammar activity #3 to complete the following statement (but we’re hoping you’ll be able to remember it on your own): A prepos it ion usually comes ____________ a noun, _____________, or noun phrase. It __________ the noun to some other part of the sentence. Prepositions introduce prepositional phrases, which contain nouns and, sometimes, adjectives. A prepositional phrase, like an adjective or adverb, modifies (def: changes, usually by adding information) another word in a sentence, usually a noun or a verb. Prepositions answer questions like “Where?,” “When?,” and “How so?” Directions: Underline all of the prepositions in each of the following sentences. To help you in your search, at the end of the sentence we have included the number of prepositions you should identify. 1. The Willis Tower (formerly the Sears Tower) in Chicago, Illinois, remains one of the world’s tallest buildings since its completion on 3 May 1973. (4) 2. At a height of 1,450 feet, it held the record as the tallest building for 25 years. (4) 3. If spread across a single level, the building’s 4.56 million square feet would cover 105 acres. (1) 4. Miles of electrical wiring (1,500) and plumbing (25) run through the tower. (2) 5. An elevator system with 104 cars services the 110 floors above three lower levels. (2) 6. Each floor is divided into 75-square-foot column-free modules. (1) 7. The building’s base has nine modules, several of which terminate at different levels, leaving two at the top. (3) 8. A restaurant on the 99th floor offers breathtaking views in all directions. (2) Grammar Activity #10: “Parts of Speech: Conjunctions” You may need to review grammar activity #3 to complete the following statement (but we’re hoping you’ll be able to remember it on your own): A con junct ion __________ two words, ____________, or sentences together. There are three kinds of conjunctions: coordinating, correlative, and subordinating. ü A coordinating conjunction usually connects a word to a word, a phrase to a phrase, a clause to a clause. A coordinating conjunction coordinates because it joins parts of sentences that are equal. There are not too many 11. Though I don’t think I’ll be able to make it for long, Aaron says I’ll be walking around easily once I get used to the pack on my shoulders. a. Adverb; noun; adjective b. Preposition; verb; article c. Interjection; adjective; pronoun d. Conjunction; verb; adverb 12. When we go up into the mountains, we will have to adjust to the higher elevations. a. Preposition; noun; adverb b. Conjunction; pronoun; adjective c. Adverb; adjective; noun d. Noun; conjunction; verb Grammar Activity #13: ”The Basic Sentence” We’re going to start building on your knowledge of the parts of speech by taking a look at the next grammatical step: sentences. The basic sentence is composed of a subject and a predicate (also known as a verb). The subject is the part of the sentence about which something is said. The subject is always a noun; a pronoun; or a word, clause, or phrase that functions as a noun (don’t worry about this last part right now). The predicate is the part of the sentence that shows action or says something about the subject, that is, it is the sentence’s verb. 1. Look at the following groups of words; circle the letters of those you believe form complete sentences. a. Teenagers work. b. Many teenagers work after school. c. Many teenagers work after school to earn spending money. 2. In each of the sentences above underline the word that acts as each sentence’s subject once, underline the word(s) that act as the sentences’ verb (predicate) twice. 3. Look at the following groups of words; circle the letters of those you believe form complete sentences. a. They are. b. They are students. c. They are students hoping to succeed in college. 4. In each of the sentences above underline the word that acts as each sentence’s subject once, underline the word(s) that act as the sentences’ verb (predicate) twice. Grammar Activity #14: “Sentence Structure” Sentence structure refers to the way sentences are built using words, phrases (word groups without subjects and verbs), and clauses (word groups with subjects and verbs). Clauses are the most important because they make statements—they tell who did what (or what something is) in a sentence. 1. Look at the following sentence: We bought oranges at the farmer’s market on Main Street. Which of the words tell who? ____________ What did “who” do? ______________________. Put this together ___________________________________________________________________. This is the sentence’s clause. Which groups of words tell us where we did something? ________________________________. This is a phrase. We can leave phrases out of a sentence (because they don’t have a subject and verb) and still have a sentence, but we cannot leave a clause out of a sentence and still have a sentence. When a “sentence” is missing its clause, it is called a fragment. 2. Look at the following “sentences”; circle the letters of those you believe to be sentences and underline those you believe to be fragments. For the sentences, above what you consider to be the subject of the sentence, write “S”; above the verb, write “V.” a. Wandering around the mall all afternoon. b. The neighborhood cat sat on my porch. c. She beat me at Wii tennis. d. Because I tried to do too many things at once. Grammar Activity #15: “Identifying Subjects and Verbs” All sentences must have a subject (a noun or pronoun) and a predicate (verb) and express a complete thought. For the sentences below, underline the subject once and the predicate twice. Remember these tips as you look for the subject and predicate. When looking for the subject, ask yourself, “Who or what is this sentence about?” When looking for the predicate, remember that it is a verb, and a verb is “what you do.” 1. Many aspects of daily life depend upon electricity. 2. Electricity is a basic part of the matter in the universe. 3. In the human body, electrical signals carry information to and from the brain. 4. Electrical signals tell the brain what the eyes see, what the ears hear, and what the fingers feel. 5. The brain, using electrical signals, tells muscles to move. 6. During the 1800s, people learned to use electricity to do work. 7. Soon inventors learned to generate electrical energy in large quantities. 8. Electricity has many practical applications. 9. Lighting, one practical application, has changed the way people live. 10. Without electricity, modern manufacturing would be impossible. Grammar Activity #16: “Recognizing Subjects” Once you have located the verbs in sentences, it’s easier to find the subjects—the words that tell who or what does the action or the form of be in the verbs. 1. Use the time test to find the verb; change the sentence to another time. a. Alicia swims a mile every lunch hour. b. (last year) Alicia _____________ a mile every lunch hour. To show the change in time, or tense, we changed the verb. 2. Once you have found the verb, you can locate the subject of the verb by asking yourself: a. Who or what ________? (verb) b. Who or what _______ a mile at every lunch hour? (verb) c. The answer is ___________, so __________ is the subject of the verb ____________. 3. Use the two steps to identify the subject and verb in each of the following sentences. a. Most people work in conventional occupations, like accounting, teaching, or retail sales. § (five years ago) Most people _________________ in conventional occupations, like accounting, teaching or retail sales. § Who or what _________________? (verb) Verb = Subject = b. Some people have more interesting careers. § (20 years ago) § Who or what _______________? Verb = Subject = c. They become chefs, lawyers, or circus performers. § (back then) § Who or what _______________? Verb = Subject = Grammar Activity #17: “Finding Subjects and Verbs” Using the tricks of the two steps, identify the subjects and verbs in each sentence below. Underline the subject once and the verb twice. (Hint: some sentences have more than one verb.) 1. Travelers often carry food and other products from one country to another. 2. They ride trains or take planes to their new destinations. 3. Customs officials check passengers for illegal foods or other contraband. 4. Sometimes, customs officers catch smugglers of very unusual items. 5. One woman from Australia made the news recently. 6. There were two odd things about her skirt. 7. It looked very puffy and made a sloshing noise. 8. Customs officers found fifty-one live tropical fish in an apron under her skirt. 9. The apron had special pockets and held fifteen plastic bags. 10. Officials arrested the woman and confiscated her cargo. Source: Underwatertimes.com, June 6, 2005 (Yes, this is a true story.)