29
KISS Grammar Exercises Based on
Introductory Lessons in English Grammar
For Use in Intermediate Grades
By Wm. H. Maxwell, M.A.
New York: American Book Company, 1894.
A Supplementary Book of KISS Exercises
© 2008, Ed Vavra
7Introduction
8Exercises for KISS Level One
81.1 Identifying Subjects and Finite Verbs
81. Sentence or Phrase?
92 Arranging Phrases into Sentences
103 Phrases
114 Abstract and Concrete Nouns
115 Abstract and Concrete Nouns
126 Writing Sentences with Nouns
137 Nouns [Fill in the Blanks]
148 Nouns [Fill in the Blanks]
15Common and Proper Nouns
159 Common Nouns
1510 Common Nouns
1611. Common and Proper Nouns
1712. Common and Proper Nouns
18Nouns—Singular and Plural (Number)
1913. Number—Creating Plurals
2014. Number—Irregular Plurals
20Pronouns
2115. Pronouns
2216. Pronouns
23The “Person” in Personal Pronouns
23Personal Pronouns and Number
2417. Personal Pronouns [Recipe Roster]
2418. Personal Pronouns [Recipe Roster]
2519. Personal Pronouns [Fill in the Blanks]
2620. Personal Pronouns [Fill in the Blanks]
2721. Personal Pronouns
2822. Personal Pronouns
2923. Personal Pronouns
3024. Personal Pronouns
3125. Pronouns or Adjectives (Case)? [FiB]
3226. Pronouns (or Adjectives)
3327. Subject / Verb / Complement Patterns
3428. Matching Subjects to Sentences
3529. Matching Subjects to Sentences (Questions)
3630. Supplying Subjects
3731. Supplying Subjects
3832. Creating sentences from subjects
3933. Creating sentences from subjects
4034. Identifying Tenses
4135. Identifying Tenses
4236. Identifying Tenses
4337. Identifying Tenses
4438. Identifying Tenses
4539. Identifying Tenses
4640. Identifying Tenses
471. 2. Adding Complements (PA, PN, IO & DO)
471. Predicate Adjectives
482. Predicate Adjectives
493. Predicate Adjectives (+ Adjectives & Adverbs)
504 Predicate Adjectives (+ Adjectives & Adverbs)
515 Predicate Nouns
526 Predicate Nouns
537 Predicate Nouns [FiB]
548 Predicate Nouns [FiB]
559 Predicate Adjective or Predicate Noun?
5610 Predicate Adjective or Predicate Noun?
5711 Pronouns as Predicate Nouns [Review of Case]
5812 Pronouns and Case [FiB]
5913. Direct Objects
6014. Direct Objects [FiB]
6115. Adding Direct Objects
6216. Writing Sentences with Complements
6317. Mixed Complements
6418. Mixed Complements
6519. Mixed Complements
6620. Mixed Complements
6721. Mixed Complements
681. 3. Adding Adjectives and Adverbs
68Adjectives
68Descriptive Adjectives
691 Descriptive Adjectives [Vocabulary/Word Families]
692 Descriptive Adjectives
703 Descriptive Adjectives
714 Descriptive Adjectives [Fill in the Blank]
725 Adjectives of Quantity
736 Adjectives of Quantity
747 Adjectives [Fill in the Blanks]
75Comparison of Adjectives (1)
768. Comparative Adjectives
769. Comparative Adjectives
77Comparison of Adjectives (2)
7810. Comparative Adjectives
7911. Comparative Adjectives
8012. Comparative Adjectives
8113. Comparative Adjectives [Fill in the Blanks]
8214. Comparative Adjectives [Fill in the Blanks]
8315. Adjectives and Adverbs
8416. Adding Adjectives and Adverbs
85Possessive Nouns as Adjectives
8517. Possessive Nouns Function as Adjectives
8618. Possessive Nouns Function as Adjectives
8719. Possessive Nouns Function as Adjectives
8820. Possessive Nouns Function as Adjectives
8921 Adverbs
9022 Adverbs
9123 Adverbs
9124 Adverbs [Word Families]
9225 Adverbs
931. 4. Coordinating Conjunctions and Compounding
931 Compound Subjects, Verbs, and Complements
942 Compound Subjects, Verbs, and Complements
953 Compound Adjectives and Adverbs
964 Compound Adjectives and Adverbs
971. 5. Adding Prepositional Phrases
971 Prepositions [Fill in the Blanks]
982 Prepositions [Fill in the Blanks]
993 Prepositions [Fill in the Blanks]
1004 Prepositions [Fill in the Blanks]
1015 Prepositional Phrases [Fill in the Blanks]
1026 Prepositional Phrases [Fill in the Blanks]
1037 Prepositional Phrases [Fill in the Blanks]
1048 Prepositional Phrases [Fill in the Blanks]
1059 Simple Prepositional Phrases
10610 Simple Prepositional Phrases
10711 Simple Prepositional Phrases
10812 Simple Prepositional Phrases
10913 Simple Prepositional Phrases
11014 Prepositional Phrases from Possessive Nouns
11115 Prepositional Phrases from Possessive Nouns
11216 Changing Adjectives into Prepositional Phrases
11317 Changing Adjectives into Prepositional Phrases
11418 Functions of Prepositional Phrases
11519 Functions of Prepositional Phrases
11620 Functions of Prepositional Phrases
11721 Functions of Prepositional Phrases
1181. 6. Focusing on Punctuation and Capitalization
1181 Punctuating Sentences
1192 Punctuating Sentences
1201. 7. Style, and Logic in KISS Level One
120Abstract Nouns
1211. Abstract Nouns [Vocabulary]
1222 Abstract Nouns [Vocabulary]
1233 Abstract Nouns (Longfellow, “The day is done”) [Vocabulary]
1244 Adverbs of Manner [Logic]
1255 Adverbs of Manner [Logic]
1266 Adverbs of Time and Place [Logic]
127KISS Level Two – Expanding Level One
1272. 4. Palimpsest Patterns
1271 Palimpsest Patterns
1282 Palimpsest Patterns
1292. 5. Aligned and Embedded Prepositional Phrases
1291 Embedded Prepositional Phrases
1302 Embedded Prepositional Phrases
1313 Embedded Prepositional Phrases
1322. 8. The KISS Perspective on the Subjunctive Mood
1321. Subjunctive Mood
1332. Subjunctive Mood
134KISS Level Three – Clauses
1343. 1. 1. Main Clauses
1341 Coordinating Conjunctions [FiB]
1352 Compound Main Clauses
1363 Compound Main Clauses
1374 Compound Main Clauses
1385 Compound Main Clauses
1393. 1. 2. Subordinate Clauses
1391 Conjunctions [FiB]
1402 Conjunctions [FiB]
1413 Adjectival Clauses
1424 Adjectival Clauses
1435 Adjectival Clauses
1446 Adjectival Clauses
1457 Adjectival Clauses (Restrictive and Non-Restrictive)
1468 Adding Adjectival Clauses
1479 Adding Adjectival Clauses
14810 Adverbial Clauses
14911 Adverbial Clauses
15012 Adding Adverbial Clauses
15113 Adding Adverbial Clauses
15214 Adjectival and Adverbial Clauses
15315 Adjectival and Adverbial Clauses
15416 Adding Noun Clauses
15517 Adding Noun Clauses
15618 Mixed Subordinate Clauses
15719 Mixed Subordinate Clauses
15820 Mixed Subordinate Clauses [L1]
15921 Mixed Subordinate Clauses [L1]
16022 Mixed Subordinate Clauses [L1]
16123 Subordinating Conjunctions and Logic
16224 Adverbial Clauses (Cause/Effect)
16325 Adverbial Clauses (Cause/Effect)
16426 Subordinating Conjunctions and Logic
16527 Subordinating Conjunctions and Logic
16628 Subordinating Conjunctions and Logic
167KISS Level Four – Verbals
1671 Gerunds and Gerundives
1682 Gerunds and Gerundives
1693 Gerunds and Gerundives
1704 Infinitives
1715 Infinitives
1726 Infinitives]
1737 Infinitives
174KISS Level Five
1745. 3. Simple Interjections
1741 Interjections [Fill in the Blanks]
1752 Interjections [Fill in the Blanks]
1765.4. Appositives
1761 Appositives
1772 Appositives
1783 Appositives
1795. 7. Passive Voice
1791 Passive Voice
1802 Passive Voice
1813 Passive Voice
1824 Passive Voice
1835 Passive Voice
1846 Passive Voice
1857 Passive Voice
1868 Passive Voice
187Advanced Constructions
1871 Advanced Constructions
1882 Advanced Constructions
Introduction
Ideally, KISS Grammar exercises are based on sentences taken from real texts, but for some things (such as pronouns, and simple sentences with passive verbs) finding appropriate sentences can be a long and difficult task. Out-of-copyright grammar textbooks can thus be a welcome source of sentences that have already been selected and grouped for specific types of exercises. A book published in 1894 may seem too old for appropriate current exercises, but you will probably find that although a few sentences are dated, most are perfectly acceptable for students in the 21st century.
Most of these exercises will be distributed in the grade-level books with many probably going in the “Review” sections for grades four through seven.. (These “Review” sections are also intended for use by students who are just starting KISS at the respective grade level.) Because they were prepared in this MS Word document, I decided to make this document itself available as a source of supplemental exercises for those who are working independently of those grade-level books. A few sentences from Maxwell’s original have been dropped, some have been slightly revised, and some have been shifted to different exercises. (Pages eleven to fourteen are missing in my copy so obviously the exercises on them were not used.)
The exercises have been organized according to KISS Levels with sub-sections that numerically match the explanations in The KISS Handbooks for Teachers and Parents. Some basic instructional material on types of nouns, pronouns, etc. has been included here, but otherwise students should use the instructional materials for the KISS Levels. (See the KISS Samplers.)
Note that almost all of the exercises in this book are based on very simple sentences, typical of those in most grammar textbooks. Almost all the sentences on passive verbs, for example are very simple, with no verbals or subordinate clauses. By themselves, these exercises will not enable students to reach the KISS objective, but even within KISS students need to learn to recognize basic constructions before they start exploring them in the context of the more advanced sentences that they actually read and write. Because these sentences are so simple, most of the exercises do not have analysis keys. (As one member of the KISS list noted, there are plenty of analysis keys for simple sentences already on the KISS site.) There are some analysis keys on the site. You can find them by following the link to the on-line version of these exercises. (See the link on the “Printable Workbooks Page.”)
Ed Vavra
March 2008
Exercises for KISS Level One
1.1 Identifying Subjects and Finite Verbs
1. Sentence or Phrase?
Which of the following are sentences? Draw a line through each of the following that is NOT a sentence.
1. Fire burns.
2. Full of apples.
3. On the floor.
4. Take your books.
5. Is he well?
6. Bitten by a dog.
7. Eating a red apple.
8. In the rain.
9. The earth is round.
10. May I go with you?
11. On a square piece of velvet.
12. Why did you fall?
13. In the running water.
14. The rose is red.
15. Helping his mother.
16. Sugar is sweet.
17. Go home at once.
18. At my home by the sea.
19. During the storm.
20. Dare to be true.
21. Writing a letter.
22. When did you come?
23. Life is short.
24. Wasting his time.
2 Arranging Phrases into Sentences
Put the following words and phrases into proper order for a meaningful sentence.
1. Always, of the wind, the trees, must bear, fiercest, the blasts, tallest
2. A mouse, the cat, gray, poor, has eaten, fierce, little
3. At the foot, near a spring, of the hill, stood, of the water, the farmhouse, clearest
4. A few, will ring, in minutes, for the dismissal, the bell, of school
5. His watch, of burglars, kept, Mr. Smith, during the night, through fear, under his pillow, always
6. Are dressed, of the year, in colors, in the fall, the most beautiful, the woods, everywhere
7. For wild flowers, the girls, to the woods, are going, on Saturday, of our class, with the teacher
8. Broken from the cliff, rolled, great, into the river, with a splash, a large rock
9. Ran, frightened, this morning, by the cars, along the street, a horse, at great speed
10. With their mother, near the lighthouse, John and I, gathering pretty shells, some children, yesterday, were watching, along the beach
11. In shallow water, into the small streams, many kinds, of the year, to lay their eggs, go, in the spring, of fish, up the rivers
12. Are fattened, on chestnuts, entirely, the hogs, and, acorns, of the country, many, in parts
3 Phrases
Use each of the following phrases in a sentence.
1. nearly finished
2. very frequently
3. in John’s hands
4. in the sea
5. over the mountain
6. as soon as possible
7. running along the road
8. around South America
9. on the roll of honor
10. without his books
11. by studying too much
12. in the poems of Whittier
13. almost at home
14. for his sake
15. on the top of the house
16. from New York to London
17. at the bottom of the sea
18. near the Statue of Liberty
19. on the playground
20. at a difficult task
4 Abstract and Concrete Nouns
Directions: Write the names of:
1. Ten things that you see in the room.
2. Ten things that are good to eat.
3. Ten birds or fishes.
4. Ten four-footed animals.
5. Ten kinds of trees.
5 Abstract and Concrete Nouns
Directions: Write the names of:
1. Ten articles of clothing.
2. Ten kinds of tools used by men.
3. Ten kinds of materials used in building houses.
4. Ten parts of the human body.
5. Ten things that can be seen along the street.
6 Writing Sentences with Nouns
1. Write sentences in which the following words are used as nouns.
2. If the word can be used as a verb, write a sentence in which it is used as a verb. Underline the subject(s) once, and verb(s) twice in your sentence.
house
bird
star
steam
mice
milk
rain
snow
wrist
hand
window
button
paws
train
elbow
toys
step
walk
fish
lesson
blot
watch
slate
coast
sail
clock
river
chain
lock
skate
7 Nouns [Fill in the Blanks]
Directions:
1. Fill in the blanks with nouns.
2. Underline every subject once and every verb twice.
1. We found the nest with _______________ in it, but the _______________ had flown away.
2. Because of the storm, I took an _______________ with me and wore a thick _____________.
3. The _______________ went to the _______________ and gathered more than a _______________ of nuts.
4. He spent all his _______________ for _______________, _______________, and _______________.
5. When the _______________ are late at _______________ the _______________ always requires their parents to send an _______________.
6. Hoping to find a shorter _______________, the _______________ left their companions at the _______________ and were lost in the _______________.
7. The farmer warned the ____________ not to take any of his ____________ or ____________.
8 Nouns [Fill in the Blanks]
Directions:
1. Fill in the blanks with nouns.
2. Underline every subject once and every verb twice.
1. The _______________ fell into the _______________ and shouted for his _______________ and _______________ in a very loud _______________.
2. A fierce _______________ owned by _______________ _______________ bit a small _______________ on the _______________ and _______________ and tore his _______________ and _______________.
3. A hungry _______________ once saw some _______________ on a high _______________. After several _______________ to get the _______________, the disappointed animal consoled himself by saying, “Well, it’s no matter, I’m sure; for _______________ are a sour _______________ of _______________.”
4. The _______________ had a _______________ in which he stored his _______________, _______________ and _______________.
5. The _______________ waved their _______________, and beat their _______________, and marched out of the _______________.
6. _______________ and _______________ tossed a rubber _______________ until it rolled into the _______________ and was lost.
Common and Proper Nouns
A common noun is a noun that is used as the name of a class of things.
cat, forest, hill, fishhook
A proper noun is a name that belongs only to some particular person, place, or thing.
Henry, Boston, Monday, April
Begin every proper noun with a capital letter.
9 Common Nouns
Directions: For each of the following class-names mention two or more individual names of things belonging to the class.
flower
mountain
river
boy
poem
village
city
girl
author
teacher
railroad
lake
ocean
man
woman
sailor
street
ship
country
person
general
carpenter
clerk
pupil
citizen
cape
sea
merchant
father
mother
discoverer
house
book
president
governor
capital
10 Common Nouns
Directions: Mention two or more words that denote smaller classes of the things denoted by the following nouns:
fish
cattle
fruit
bird
animal
road
workman
person
tool
feeling
time-piece
book
dish
insect
officer
document
stream
vehicle
building
disease
quadruped
flower
mineral
science
11. Common and Proper Nouns
Directions: Tell which are common, and which are proper nouns, in the following sentences:
1. On Christmas, Mary received from her mother a beautiful doll.
2. William caught three rabbits in a hollow tree by the meadow.
3. Sicily is an island in the Mediterranean Sea.
4. The people of Russia must endure great cold in winter.
5. Albert owned a large dog called Rover, and a cat called Tabby.
6. A gentleman from Baltimore left the train at Philadelphia.
7. Columbus sailed in three ships from Palos on the third day of August.
8. Napoleon was defeated at the battle of Waterloo, and was sent to the island of St. Helena.
12. Common and Proper Nouns
Directions: Tell which are common, and which are proper nouns, in the following sentences:
1. The Mississippi rises in the State of Minnesota and empties into the Gulf of Mexico.
2. Alexander Hamilton was killed in a duel by Aaron Burr.
3. Murat was a marshal of France, and was said to be the best leader of cavalry in Europe.
4. David Copperfield is one of the best works of fiction written by Charles Dickens.
5. There was a little girl, who had a little curl,
That hung down in the middle of her forehead.
6. Then outspake brave Horatius, the captain of the gate:
“To every man upon this earth death cometh soon or late.”
Nouns—Singular and Plural (Number)
Number is that form or use of a word by which id denotes one or more than one. The singular number of a noun is the form or use of it that denotes one. The plural number of a noun is the form or use of it that denotes more than one.
Five rules for forming plurals.
Rule 1. Most nouns add s to the singular to form the plural.
books, rats, lions, cars
Rule 2. When the singular ends in a hissing letter or letters, such as s, z, sh, ch (sounded as in the word church), and x, the plural is formed by adding es to the singular.
hisses, kisses, sashes, latches
Rule 3. When the singular ends in y preceded by a vowel, the plural is formed by adding s to the singular.
bays, keys, volleys, toys, guys
Rule 4. When the singular ends in y preceded by a consonant, the y is changed into i and es is added to form the plural.
spy—spies, sky—skies, belfry-belfries
Rule 5. Most nouns ending in f or fe form their plurals by adding s to the singular; some by dropping the f or fe and adding ves.
fifes, skiffs, cliffs, strifes, half—halves, shelf—shelves
13. Number—Creating Plurals
Directions: Write the plural of each of the following nouns, and give the number of the rule for making it.
sailor
horse
donkey
star
watch
pony
lady
chief
wife
monkey
apple
knife
valley
lash
church
watch
mass
tiger
fox
story
circus
rose
tree
camp
witness
turkey
life
calf
half
cow
river
lake
wolf
kiss
glove
dove
muff
rush
grass
glass
window
lamp
piece
thief
strife
eye
fly
sigh
bench
leaf
loaf
dwarf
beef
sheaf
brush
boss
index
suffix
prefix
coach
14. Number—Irregular Plurals
Many nouns form their plurals irregularly. There is no better way to learn these forms than to study them one by one. A few are given below. Study them so that you will be able to give the plural when you hear the singular, or the reverse.
Singular
Plural
Singular
Plural
ox
mouse
goose
man
woman
child
tooth
oxen
mice
geese
men
women
children
teeth
foot
penny
cow
brother
die
cherub
seraph
feet
pennies or pence
cows or kine
bothers or brethren
dies or dice
cherubs or cherubim
seraphs or seraphim
Pronouns
A pronoun denotes a person or thing without naming it. The antecedent of a pronoun is the name of the person or thing denoted by the pronoun. Antecedent means “going before,” and the word is used because the name of the person or thing denoted by a pronoun generally occurs in the sentence before the pronoun.
15. Pronouns
Directions: Improve the following sentences by using pronouns instead of certain other words:
1. Frank learned Frank’s lessons before Frank went to school.
2. The kitten ate the kitten’s breakfast.
3. Robert and George took Robert’s and George’s skates and went to the lake.
4. The girls ate the girls’ lunch under a large tree.
5. Jennie and Bertie are happy because Jennie and Bertie are good.
6. The little dog ate the little dog’s meat and drank the little dog’s milk.
7. The children were frightened at the elephant because the elephant was so large.
8. My brother was cutting wood, and my brother cut my brother’s foot.
9. Mary said that Mary had finished Mary’s work, but Mary was mistaken.
10. John’s father told John that John must learn John’s lesson before John went to school.
11. Walter said, “Give Walter Walter’s dinner.”
16. Pronouns
Directions:
1. Circle the pronouns and draw a line from each circle to the antecedent.
1. Frank’s kite flew so high that he could scarcely see it.
2. “Children,” said Aunt Sue, “you must be quiet at your play, or I shall send you to bed.”
3. King Midas valued his royal crown because it was made of gold.
4. The sun was shining on the sea,
Shining with all his might;
He did his very best to make
The billows smooth and bright.
5. The wind blew with all his strength a cold blast; but the fiercer he blew, the tighter did the man clasp his cloak around him.
6. “What a selfish dog you are!” said the ox; “you can not eat the hay yourself, nor will you let me eat it.”
7. The herald bade Cinderella sit down on a stool in the kitchen, and himself put the slipper on her pretty little foot, which it fitted exactly.
The “Person” in Personal Pronouns
A noun or pronoun is of the first person when it denotes the speaker, as I, me, we, us, etc.:
I was sick. Mary saw us.
A noun or pronoun is of the second person when it denotes the person or thing spoken to, as thou, thee, you, etc.
Thou are the man. Did you go?
A noun or pronoun is of the third person when it denotes the person or thing spoken about, as he, him, she, it, they, etc.
Birds are happiest when they are free.
When the sun rose, he darted his fierce beams on the flowers, and they withered.
Personal Pronouns and Number
Personal pronouns, like nouns, have separate forms to show whether they denote one person or thing, or more than one. In other words, pronouns have number.
Thus, in the following sentences, it is shown by the form of the pronouns that only one person is denoted by each pronoun:
I run. He saw her. She taught him. Thou seest me.
Again, the following pronouns by their form denote the plural number:
We helped you. They escaped us. By their fruits ye shall know them.
The pronouns you, your, yours are used in both numbers.
The hat you said was your hat was not yours.
In this sentence, it is easy to see that the pronouns denote the singular. But in the following sentence they denote the plural number.
You shall all go directly to your homes.
17. Personal Pronouns [Recipe Roster]
Directions: Write sentences containing:
1. him, he, his, referring to an animal.
2. their, them, I, referring to persons.
3. it, she, her, referring to a doll.
4. they, them, referring to plants.
5. she, her, he, his, their, referring to children.
6. he, his, them, referring to boys.
7. we, us, our, referring to persons.
8. she, her, referring to the moon.
9. my, mine, I, referring to a person.
10. us, them, we, theirs, referring to girls.
18. Personal Pronouns [Recipe Roster]
Directions: Write sentences containing:
1. Two or more pronouns in the first person singular.
2. Two or more pronouns in third person plural.
3. Two or more pronouns in first person plural.
4. Two or more pronouns in third person singular.
5. Two pronouns in first person singular and two in third person plural.
6. Two or more pronouns in second person plural.
7. One or more pronouns in first person plural and two or more in second person plural.
8. Three or more pronouns in second person plural.
9. Two or more pronouns in second person plural and one or more pronouns in first person singular.
10. Three or more pronouns in first person singular.
19. Personal Pronouns [Fill in the Blanks]
Directions: Fill the blanks with suitable pronouns, and tell which number is denoted by each.
1. Children are lovable when __________ are good.
2. Whey Mary was old enough, __________ mother sent __________ to school.
3. They have torn __________ clothes.
4. We carried __________ lunch in __________ baskets.
5. Each little bird within __________ nest
Thinks __________ parents love __________ best.
20. Personal Pronouns [Fill in the Blanks]
Directions: Fill the blanks with suitable pronouns, and tell which number is denoted by each.
1. Come with me, and __________ will show __________ where a robin has __________ nest.
2. “__________ am glad __________ have come,” said Fred to Frank, “and __________ hope __________ may play together as __________ did yesterday.”
3. Gustave came across the sea to this country with __________ wife, __________ daughters, and __________ little son.
4. “It’s well __________ ran into the garden,”
Said Eddie, __________ face all aglow;
“For what do __________ think, Mamma, happened?
__________ never will guess it, __________ know.”
5. The man took off __________ hat and coat and laid __________ on a chair.
6. “Oh, dear Papa,” the children cried, “__________ promised to take __________ with __________ on __________ next ride.”
21. Personal Pronouns
Directions: Tell which pronouns denote persons and which do not; draw an arrow to the antecedent of each.
1. I stood on the bridge as you sailed under it.
2. Let us tread lightly and take our places without saying a word.
3. O, what are you doing, my baby
O, what are you doing, I pray?
4. When my ship comes in from over the sea,
Such wonderful things it will bring to me!
5. They climb up into my turret,
O’er the arms and back of my chair;
If I try to escape, they surround me;
They seem to be everywhere. –Longfellow.
22. Personal Pronouns
Directions: Tell which pronouns denote persons and which do not; draw an arrow to the antecedent of each.
1. Lives of great men all remind us
We can make our lives sublime. –Longfellow.
2. Whatsoe’re you find to do,
Do it, boys, with all your might.
3. Which is your lot, my girl and boy?
Is it a life of ease and joy?
4. Little Rosy Red-cheek said unto a clover:
“Flower, why were you made?
I was made for mother,
She hasn’t any other;
But you were made for no one, I’m afraid.”
5. The storm! The storm! I hear it coming!
Run, or you will be lost!
23. Personal Pronouns
Directions: Tell which pronouns denote persons and which do not; draw an arrow to the antecedent of each.
1. The maid washed her dishes and put them in the closet.
2. Little Louis said he thought his top would get dizzy because it turned around so fast.
3. The friendly cow all red and white,
I love with all my heart;
She gives me cream with all her might;
I eat it with my tart.
4. Today my doll is one year old,
And she shall have a purse of gold
If she will speak and tell me where
I’m sure to find a gift so rare.
5. Tell me, pretty roses, for I want to know,
Where it is you come from, how it is you grow.
24. Personal Pronouns
Directions: Tell which pronouns denote persons and which do not; draw an arrow to the antecedent of each.
1. The bride kissed the goblet; the knight took it up,
He quaffed off the wine, and he threw down the cup.
2. The wind is rushing through my hair:
There must be needles in the air,—
They prick me so! But I don’t care.
3. My raft was now strong enough, and my next care was what to load it with and how to preserve what I laid upon it, from the surf of the sea.
4. I have a little shadow that goes in and out with me,
And what can be the use of him is more than I can see.
He is very, very like me from his heels up to his head,
And I see him jump before me when I jump into bed.
5. “This is not a cold spoon, mother,” said he; “it is hot; it has almost burned my fingers.”
6. “Tell my mother that her other son shall comfort her old age;
For I was still a truant bird that thought his home a cage.”
25. Pronouns or Adjectives (Case)? [FiB]
Directions: Fill in the blanks with pronouns or adjectives, and tell the person, number, and case of each.
1. Bessie recited __________ lessons well, because __________ had studied __________ well.
2. __________ wish __________ would come with __________ into the garden.
3. The boy played with __________ top and the girl with __________ doll.
4. Next week __________ shall go with __________ cousins to Boston.
5. “Give __________ the book,” __________ cried.
6. Listen, __________ children, and __________ will tell __________ a few things about __________ life.
7. The shepherd and __________ companion did all that was in __________ power to recover __________ lost sheep.
8. Then the little Hiawatha
Learned of every bird __________ language,
Learned __________ names and all __________ secrets,
How __________ built __________ nests in summer,
Where __________ hid themselves in winter. —Longfelllow
9. The man tool the little girl in __________ arms and kissed __________, and said, “__________ owe __________ life to __________, __________ brave little maid.”
10. Tom went at __________ lesson with a will, and soon struggled out of __________ difficulties, for Polly helped __________ here and there.
26. Pronouns (or Adjectives)
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline every subject once and every finite verb twice. Label complements.
3. Put brackets [ ] around each subordinate clause.
4. Put a vertical line after each main clause
5. Circle the pronouns, and tell the person, number, and case of each.
1. What is the use of talking, if you have nothing to say?
2. Pray tell me, little Katydid, what did poor Katy do?
3. Oh! what did you have at the party, dear Nellie?
Cakes, oranges, candies, and everything nice?
Did you bring any home? What is that in your pocket?
Oh! say, did they send us some good orange ice?
4. Let us hasten to that spring, and refresh ourselves with its cool water.
5. Bees gather honey for themselves, and men rob then of it.
6. The king built himself a great palace.
27. Subject / Verb / Complement Patterns
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline every subject once and every finite verb twice and label complements.
3. Put a vertical line after each main clause.
1. Why does he come so often?
2. The snow, white and pure, covered the landscape.
3. Remember now thy Creator in the days of thy youth.
4. Is your task too difficult?
5. Have you ever seen a white sparrow?
6. Why should the spirit of mortal be proud?
7. Hope springs eternal in the human breast.
8. The earth is round like a ball or an orange.
9. Christopher Columbus sailed from Palos in August, 1492.
10. Come, read to me some poem.
28. Matching Subjects to Sentences
Directions:
1. On paper, write the subject phrase from the left column and then write the words from the right column that would make it a meaningful sentence. (Be sure to punctuate the sentence correctly.)
2. Underline the subjects once and the verbs twice.
1. The door
2. A letter
3. John’s mother
4. February
5. The burglar
6. The baker’s bread
7. My day’s work
8. The lesson
9. The doctor’s advice
10. The water in the pitcher
11. The cottage by the sea
12. The farmer’s barn
13.New York
14. The traveler
15. The gentleman
was long and difficult
is nearly finished
was not followed
was brought from the spring
was made of walnut
was filled with hay
came from my uncle
is larger than Philadelphia
ascended the mountains
slipped a dollar into my hand
is cold and stormy
tried the door
was stale and sour
was blown down
wrote to the teacher
29. Matching Subjects to Sentences (Questions)
Directions:
1. On paper, write the subject phrase from the left column and then write the words from the right column that would make it a meaningful question. (Be sure to punctuate the sentence correctly.)
2. Underline the subjects once and the verbs twice.
1. Thomas
2. The boys
3. The poor girl
4. My sister’s teacher
5. The grocer’s wagon
6. The red schoolhouse
7. This beautiful tree
8. That piece of bread
9. The price of flour
10. The lily-of-the-valley
11. New York City
12. The Statue of Liberty
13. The idle scholar
14. The house that Jack built
was occupied by Jack
did fall yesterday
did punish the idle pupils
has fallen during the week
did receive a reward
does grow in your garden
did upset in the street
will be punished by her mother
can not solve the problem
is still standing
did return from the city promptly
is the metropolis of America
will not satisfy his hunger
is not lighted by electricity
30. Supplying Subjects
Directions:
1. Fill in the blanks with subjects.
2. Underline every subject once and every verb twice.
1. _______________ mew.
2. _______________ _______________ barks.
3. _______________ _______________ scratches.
4. _______________ _______________ sailed.
5. _______________ _______________ fell.
6. _______________ cried.
7. _______________ _______________ weeps.
8. _______________ _______________ walk.
9. _______________ _______________ gallops.
10. _______________ _______________ will come.
31. Supplying Subjects
Directions:
1. Fill in the blanks with subjects.
2. Underline every subject once and every verb twice.
1. _______________ _______________ will go to school.
2. _______________ _______________ sawed the wood.
3. _______________ _______________ _______________ does not study.
4. _______________ _______________ _______________ will not improve.
5. _______________ _______________ _______________ received the prize.
6. _______________ _______________ killed the bird.
7. _______________ _______________ _______________ broke the window.
8. _______________ _______________ _______________ was very sick.
9. _______________ _______________ lived in the city.
10. _______________ is the capital of France.
32. Creating sentences from subjects
Directions:
1. Fill in the blanks to create a sentence for each of the following subjects.
2. Underline every subject once and every verb twice.
1. The boy __________________ .
2. The blind man __________________.
3. The sea __________________ __________________.
4. Pretty flowers __________________ __________________.
5. Some animals __________________ __________________.
6. Columbus __________________ __________________.
7. Washington __________________ __________________ __________________.
8. Ripe peaches __________________ __________________.
9. The fox __________________ __________________ __________________ __________________.
10. The sun __________________ _________________ __________________ .
33. Creating sentences from subjects
Directions:
1. Fill in the blanks to create a sentence for each of the following subjects.
2. Underline every subject once and every verb twice.
1. The watchful dog __________________ __________________ __________________.
2. The studious pupil __________________ __________________ __________________.
3. A bright fire __________________ __________________ __________________ .
4. A piece of cheese __________________ __________________.
5. The large lake __________________ __________________ __________________ __________________ .
6. Many children __________________ __________________ __________________.
7. The baker’s wagon __________________ __________________ __________________.
8. A little fish __________________ __________________ __________________ __________________.
9. The key __________________ __________________ __________________.
10. A sailor’s life __________________ __________________ __________________.
34. Identifying Tenses
Directions: After each sentence, write the tense of the verb (“past,” “present,” or “future”).
1. I write at school. _______________
2. He was walking in the park. _______________
3. Will you be going to the store? _______________
4. I am sorry about that. _______________
5. Had he been sick? _______________
6. I am going away. _______________
7. The bird flew above the house. _______________
8. The wind is whistling through the trees. _______________
9. Will you go to the ballgame? _______________
10. We shall be late for the movie. _______________
35. Identifying Tenses
Directions: After each sentence, write the tense of the verb (“past,” “present,” or “future”).
1. He is running the bases. _______________
2. You shall not go to the party. _______________
3. Mary sewed a new dress. _______________
4. We are working at the store. _______________
5. Has the messenger returned yet? _______________
6. Have the pupils done their homework? _______________
7. When will school be dismissed? _______________
8. Is he finishing his work? _______________
9. The boy had fallen from a tree. _______________
10. Are they being excused from school? _______________
36. Identifying Tenses
Directions: After each sentence, write the tense of the verb (“past,” “present,” or “future”).
1. They had not been kept after school by their teacher. _______________
2. Will he come to the party at Tom’s house? _______________
3. The time has passed quickly. _______________
4. The birds chirp in the trees early in the morning. _______________
5. The horses are running away from the farm. _______________
6. Did you see the crowd in the theater? _______________
7. Are they here? _______________
8. Have you read that book more than once? _______________
9. During my walk I will find a beautiful wild flower. _______________
10. Did you practice your lesson on the violin today? _______________
37. Identifying Tenses
Directions: After each sentence, write the tense of the verb (“past,” “present,” or “future”).
1. The man in the moon makes ugly faces at the stars. _______________
2. The woods against a stormy sky their giant branches tossed. _______________
3. John will be punished for disobedience. _______________
4. I come not to steal away your hearts. _______________
5. Years following years steal something every day. _______________
6. Three wives will be sitting up in the lighthouse tower. _______________
7. I am standing in Venice, on the Bridge of Sighs. _______________
8. I could lie down like a tired child. _______________
9. The light-hearted girl will skip along the street. _______________
10. The idle boy skips stones along the surface of the water. _______________
38. Identifying Tenses
Directions: After each sentence, write the tense of the verb (“past,” “present,” or “future”).
1. My dear friend, make yourself at home. _______________
2. No mate, no comrade, Lucy knew. _______________
3. Where have the pretty violets gone? _______________
4. You should not whisper in school. _______________
5. In a very few minutes, I shall have finished my task. _______________
6. May I carry your basket? _______________
7. I have called to see you. _______________
8. Victor Emmanuel formerly governed the kingdom of Italy. _______________
9. Some persons swing their arms too much in walking. _______________
10. The girls swung in the grove from morning till night. _______________
39. Identifying Tenses
Directions: After each sentence, write the tense of the verb (“past,” “present,” or “future”).
1. When did Columbus discover America? _______________
2. Why did you neglect the opportunity? _______________
3. They boy has been skating. _______________
4. We shall have traveled twenty miles before night. _______________
5. Where shall we spend our vacation? _______________
6. I do not know. _______________
7. On vacation in Arizona we will sit and watch the meteors. _______________
8. We had been working hard and were very hungry. _______________
9. In the afternoon we read and spell, and draw pictures on our slates. _______________
10. He read a poem very well, and spelled a difficult word. _______________
40. Identifying Tenses
Directions: After each sentence, write the tense of the verb (“past,” “present,” or “future”).
1. The sun himself looks feeble through the morning mist. _______________
2. A suppressed resolve will betray itself in the eyes. _______________
3. He had finished his work and had gone home. _______________
4. His task will have been performed before you return. _______________
5. Had he arrived when you left? _______________
6. They will have learned the news before you leave. _______________
7. I was eating my dinner when he called. _______________
8. If you will call, I shall be pleased. _______________
9. “I’ll take a kiss,” said little Hal; _______________
His loving mother said, “You shall.” _______________
10. The poor boy had been hurt when he was very young. _______________
1. 2. Adding Complements (PA, PN, IO & DO)
1. Predicate Adjectives
Directions:
1. Underline every subject once and every verb twice.
2. Write “PA” over every predicate adjective.
1. The knife was sharp and keen.
2. The winter winds are cold and fierce.
3. John had been faint and ill.
4. Tomorrow we shall be gay and happy.
5. The people of New England are frugal and industrious.
6. Our baby is roguish, winsome, and pretty.
7. The prince was young and charming.
8. The poor beggar’s footstep is lagging and weary.
9. Always be careful of the feelings of others.
10. The day is long and dark and dreary.
2. Predicate Adjectives
Directions:
1. Underline every subject once and every verb twice.
2. Write “PA” over every predicate adjective.
1. The baseball game was short, but exciting.
2. Fred’s boat is large and strong, but Walter’s is frail.
3. The cave was dark and damp, but our trip through it was fun.
4. Bessie’s eyes are bright and blue, and her smile is kind and sweet.
5. At Niagara Falls the view is magnificent.
6. The little maiden was nervous and frightened, but her bother was brave and hopeful.
7. Geese are not silly, but steady and sensible.
8. Elephants are big and strong.
9. If Tom had not been careless and neglectful, he might be happy and successful.
10. The way was long, the wind was cold,
The minstrel was infirm and old. – Walter Scott
3. Predicate Adjectives (+ Adjectives & Adverbs)
Directions:
1. Underline every subject once and every verb twice.
2. Write “PA” over every predicate adjective .
3. Draw an arrow from every adjective and adverb to the word it modifies.
1. The old man was very tired.
2. She has been sad and thoughtful for a long time.
3. A pupil should be both polite and respectful to his teacher.
4. The queen’s jewels are rare and costly.
5. School boys are happiest in cool clear weather.
6. My pet canary was cheerful in the morning and sober in the evening.
7. The poor little fellow is tired and sleepy.
8. Bats are fierce and vicious.
9. The notes of the canary are soft and silvery.
10. Dear, darling, little Nell was dead.
4 Predicate Adjectives (+ Adjectives & Adverbs)
Directions:
1. Underline every subject once and every verb twice.
2. Write “PA” over every predicate adjective .
3. Draw an arrow from every adjective and adverb to the word it modifies.
1. Our sleep should be peaceful and dreamless.
2. The earth is nearly round.
3. The head and throat of the chickadee are glossy black.
4. A house without children is quiet but dreary.
5. The hummingbird’s eggs are pearly white and very small.
6. The audience at the opera house was respectful and attentive.
7. Have you been kind and polite to your playmates today?
8. The surprise and delight of the little one will be very great.
9. Was not the poor orphan child often sad and lonely at school?
10. The great clumsy elephant is very wise and very teachable.
5 Predicate Nouns
Directions:
1. Underline every subject once and every verb twice.
2. Write “PN” over every predicate noun.
1. My mother is the kindest and dearest friend in all my troubles.
2. Caesar was undoubtedly a statesman and a warrior.
3. The present from my uncle was a genuine surprise to me.
4. A battle in these times is a fearful scene.
5. Little folks are sincere believers in Santa Claus.
6. Apples and peaches are delicious fruit.
7. The beautiful silver moon is a dead world.
8. Kings and queens are generally unhappy people.
9. New York and London are very big and wonderful cities.
10. Julius Caesar was a very famous Roman general and emperor.
6 Predicate Nouns
Directions:
1. Underline every subject once and every verb twice.
2. Write “PN” over every predicate noun.
1. My pet donkey can be a very stubborn animal.
2. Little Susie, so pretty and sweet, will soon be a woman.
3 This beautiful country was once an unbroken wilderness.
4. Was not our vacation a happy, joyful time?
5. A good general must be a brave and earnest man.
6. Our darling wee baby is a most beautiful creature.
7. Bob’s father is the manager of a store in the mall.
8. Maples are my favorite trees.
9. George Washington was our first president.
10. A sly fox from the neighboring forest must have been the destroyer of our chickens.
7 Predicate Nouns [FiB]
Directions:
1. Underline every subject once and every verb twice.
2. Complete each sentence by adding a predicate noun.
1. The hero of the story should be a brave good _______________.
2. Frank will some time be a famous _______________.
3. The giraffe is a harmless gentle _______________.
4. England is a snug little _______________.
5. The elephant is a huge clumsy _______________.
6. My doll’s name must be _______________.
7. Baseball is a team _______________.
8. Some holes in a board were the _______________ to the bees’ home.
9. Poor Robert has long been a very sick _______________.
10. Should the best student be _______________ of the class?
8 Predicate Nouns [FiB]
Directions:
1. Underline every subject once and every verb twice.
2. Complete each sentence by adding a predicate noun.
1. Gym is Robert’s favorite _______________.
2. Is a computer really a _______________ ?
3. Easter in Germany is a great _______________.
4. “You must be a very good _______________ today.” Said Lucy’s mother.
5. Is the earth really a large _______________.
6. Maggie might have been the _______________ if she had not been a _______________.
7. Philip may some time be the _______________ if he is always a studious _______________.
8. The visit to the park was a delightful _______________.
9. A little brown dwarf had been poor Tim’s best _______________ in his loneliness.
10. We hope that Willie’s frequent exercise on the lake may not lead him later in life to be a _______________.
9 Predicate Adjective or Predicate Noun?
Directions:
1. Underline every subject once and every verb twice.
2. Label predicate adjectives (PA) and predicate nouns (PN).
1. The pupils were very tired and listless boys.
2. The poor child soon got very sick indeed.
3. The berries tasted sour, and seemed worthless fruit.
4. Under the hot sun of summer, apples grow large and mellow.
5. The weather stays warm and sultry.
6. Her remark sounded harsh and impolite.
7. Rip Van Winkle remained a poor man.
8. You should sit straight and walk erect.
10 Predicate Adjective or Predicate Noun?
Directions:
1. Put parentheses ( ) around each prepositional phrase.
2. Underline every subject once and every finite verb twice, and label complements.
3. Put a vertical line after each main clause.
1. The eye is the window of the soul.
2. Small service is often true service.
3. Wit is not always wisdom.
4. Her voice was soft and gentle music.
5. Dusty and dim are the eyes of the miller.
6. The notes of the nightingale were clear and distinct.
7. The walk up the hill became dull and tiresome.
8. The catbird is the clown of the woods.
9. Greece is a land of mountains and of floods.
10. The army and the navy are our defense in time of war.
11 Pronouns as Predicate Nouns [Review of Case]
Directions:
1. Put parentheses ( ) around each prepositional phrase.
2. Underline every subject once and every finite verb twice, and label complements.
3. Put a vertical line after each main clause.
4. Explain why the pronouns are not in objective case.
1. Was it she who broke the window?
2. It was not I.
3. It must have been he.
4. Who was it that lost her gloves? I.
5. I did not know that it was he.
6. Was it the neighbor’s children who picked the flowers? No, it was not they.
12 Pronouns and Case [FiB]
Directions:
1. Fill in the blanks with pronouns and label the function of each.
2. Put parentheses ( ) around each prepositional phrase.
3. Underline every subject once and every finite verb twice, and label complements.
4. Put brackets [ ] around every subordinate clause.
5. Put a vertical line after each main clause.
1. Give the book to John and __________.
2. John and __________ own the book.
3. It is you and __________ who will be rewarded.
4. Did Mary ring the bell? No, it was not __________.
5. This is the place for Billy and __________.
6. He and __________ are brother and sister.
7. Did those boys break the window? No, it was not __________ who broke __________.
8. Who wants to go with __________? __________.
9. Did you see Alice and __________ this morning?
13. Direct Objects
Directions:
1. Complete each sentence by adding a direct object.
2. Underline every subject once and every verb twice.
1. Mary loved ___________________________.
2. John saw ___________________________.
3. Harry pushed ___________________________.
4. Horses eat ___________________________.
5. Kate broke ___________________________.
6. They boy lost _______________ ___________________________.
7. Squirrels climb ___________________________.
8. Water quenches ___________________________.
9. Grocers sell ___________________________.
10. Boys like ___________________________.
14. Direct Objects [FiB]
Directions:
1. Complete each sentence by adding a direct object.
2. Underline every subject once and every verb twice.
1. The boy throws ___________________________.
2. The cat caught ___________________________.
3. Mice like ___________________________.
4. The lion devoured _________________ ___________________________.
5. The horse kicked ___________________________.
6. The child spilled __________________ ___________________________.
7. Frank soiled ______________________ ___________________________.
8. Horses draw ___________________________.
9. Bessie swept ______________________ ___________________________.
10. A cobbler mends ___________________________.
15. Adding Direct Objects
Directions:
1. Supply subjects for the following verbs, and use each of the numbered expressions as a direct object of one of the verbs.
2. Underline every subject once and every verb twice.
have violated
has sold
were taking
explained
heard
watched
burned
purchased
leads
should obey
had stolen
will occupy
have opened
have destroyed
will light
should lengthen
deserved
can enjoy
will gain
arrested
1. the sick boy’s room.
2. the farmer’s hay.
3. the kite’s tail.
4. the teacher’s praise.
5. each person’s attention.
6. the morning’s breeze
7. the lady’s friend
8. the tree’s branches
9. a sailor’s life
10. my father’s house
11. the foreigner’s trunk
12. an eagle’s flight
13. his uncle’s farm
14. the bluebird’s nest
15. our minister’s sermon
16. the visitor’s overcoat
17. the merchant’s success
18. the driver’s seat
19. the king’s command
20. the general’s orders
16. Writing Sentences with Complements
Directions:
1. Use each of the following words in a sentence. After each, write the type of the complement of the verb (zero, predicate adjective, predicate noun, indirect or direct object).
2. Underline every subject once and every verb twice.
eats
smiles
sets
killed
studied
threw
drew
sit
hates
scream
heard
life
writes
reads
left
fell
built
arrived
crossed
brought
laughed
crows
chirp
hammers
plants
spent
cough
taught
found
washed
17. Mixed Complements
Directions:
1. Underline every subject once and every verb twice. Label complements.
1. John tore Kate’s books.
2. The hunter shot George’s pet rabbit.
3. Did Mary break her sister’s doll?
4. Are the moon’s rays warm?
5. Always obey your teacher’s requests.
6. The wisest men sometimes make mistakes.
7. The ripest apples have the richest colors.
8. Has James done a good day’s work?
9. My friend’s horse was killed.
10. Alfred’s story alarmed his mother.
11. A thing of beauty is a joy forever.
12. He swam three miles on a cold day.
18. Mixed Complements
Directions:
1. Underline every subject once and every verb twice. Label complements.
1. Has Henry finished his Latin exercises?
2. The eagle can carry a lamb.
3. The girl’s brother always solves her most difficult examples.
4. The king was counting his money, and the queen was eating bread and honey.
5. The pupils’ work was carefully and quickly examined.
6. Every schoolboy should read Dickens’s David Copperfield.
7. The clouds’ shadows traverse the mountain’s sides.
8. Why did you not give her the book?
9. Silent he stood, and firm.
10. In the spring, the leaves appear upon the trees.
11. Why did you not offer him some assistance?
12. The rising sun aroused all the sleeping caravan.
19. Mixed Complements
Directions:
1. Put parentheses around each prepositional phrase.
2. Underline every subject once and every verb twice. Label complements.
1. A good name is the jewel of our souls.
2. The bear lies in sleep during the winter.
3. The beautiful moon rose clear and full.
4. Phoebe is a graceful and dainty housewife.
5. The cat sits quiet and alone by the fireplace.
6. The boat was left, a broken and leaky wreck.
7. Our baby daily grows larger and lovelier.
8. The breezes of summer are soft and balmy.
9. The lark seems brightest and happiest in the early morning.
10. The microscope reveals to us many wonderful and beautiful creatures.
20. Mixed Complements
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline every subject once and every finite verb twice. Label complements.
3. Put brackets [ ] around each subordinate clause.
4. Put a vertical line after each main clause
5. Circle the pronouns, and tell the person, number, and case of each.
1. Whose bird was lost?
2. What did the boy find?
3. Which coat was taken, and whose was it?
4. Which won the prize; the boy or the girl?
5. Which vase did the child break, and what was done about it?
6. What shall we send; the flowers or the fruit?
7. At which hotel did you stop, and what did you pay?
8. What did you buy, and at what price?
9. For what purpose do you come, and at whose invitation?
10. Which is the man whose dog was lost?
11. Which do you like better; Maggie or Amy?
12. What can I do to oblige you?
21. Mixed Complements
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline every subject once and every finite verb twice. Label complements.
3. Put brackets [ ] around each subordinate clause.
4. Put a vertical line after each main clause
5. Circle the pronouns, and tell the person, number, and case of each.
1. Who will recite his grammar lesson well tomorrow?
2. Whom did the fierce dog attack yesterday?
3. Which performed the difficult task best?
4. Who cruelly robbed the bird’s nest?
5. Who would believe that foolish tale?
6. What reward does the gentleman offer?
7. Which pupil solved the most intricate problems?
8. What will he probably do next?
9. Which lessons do you like most?
10. Who has read this charming book?
11. What navigator first circumnavigated the earth?
12. Who faithfully delivered her mother’s message?
1. 3. Adding Adjectives and Adverbs
Adjectives
When we use a noun, as apple, we may mean any apple whatever. But we generally wish to talk about a particular kind of apple, as red apples, sweet apples; or about a number or quantity of apples, as two apples, many apples; or about some particular apple, as the apple, this apple, the fourth apple. By using with a noun a modifier, as red, sweet, many, etc., we limit or confine the application of the noun so that it includes only the thing or things we mean, and not the whole class of things denoted by the noun. Words used in this manner are called adjectives. The adjective the is called the definite article, and the adjective a or an is called the indefinite article.
Descriptive Adjectives
Nearly all adjectives are used to denote qualities. Thus, when we say a true story, the adjective true denotes that the quality truthfulness belongs to story. In like manner, the adjective steep in a steep hill denotes that steepness belongs to hill. The name of the quality itself is a noun. Adjectives used in this way are called descriptive adjectives.
1 Descriptive Adjectives [Vocabulary/Word Families]
What qualities are denoted by the following adjectives?
Long, ugly, sour, sharp, kind, late, afraid, old, idle, polite, modest, sweet, sad, black, brief, sorry, rapid, brave, poor, sincere, silent, ill, happy, glad, smooth, dark, speedy, swift, wise, timid, perfect, frequent, patient.
2 Descriptive Adjectives
Directions:
1. Underline every subject once and every verb twice. Label complements.
2. Circle every adjective and draw an arrow from it to the word it modifies.
3. Put a box around every adverb and draw an arrow from it to the word it modifies.
4. Leave out the descriptive adjectives and read what remains:
1. The little boy had a long, thick stick in his left hand.
2. A fierce dog bit the young child on its bare arm.
3. The truant boys were caught in a terrible storm.
4. Large fields of golden grain waved in the morning breeze.
5. Skillful workmen were engaged in making pretty toys.
6. Parties of gay, happy children were enjoying the pure, fresh air.
7. In the beautiful month of June fragrant flowers bloom everywhere.
8. Careful parents should advise their children to read good books.
3 Descriptive Adjectives
Directions:
1. Underline every subject once and every verb twice. Label complements.
2. Circle every adjective and draw an arrow from it to the word it modifies.
3. Put a box around every adverb and draw an arrow from it to the word it modifies.
4. Leave out the descriptive adjectives and read what remains:
1. A kind lady brought a lovely lily to the sick girl.
2. The foolish child cut her golden curls with the sharp scissors.
3. A loud cry from the suffering boys broke the long silence.
4. Our books should be printed from clear, large type on good paper.
5. The weary travelers found on the sandy shore some fine, fat oysters.
6. “What is the use of tails?” said the fox; “they are ugly, draggling, unnecessary appendages.”
7. The dying man cried for cool water to moisten his parched throat.
8. The prosperous farmer stood on his green lawn and gazed on his broad meadows and level fields.
4 Descriptive Adjectives [Fill in the Blank]
Many adjectives describe by denoting the material of which things are made. Thus, we say, An iron hoop, A gold ring, A wooden bowl.
Directions: Fill in the blanks with descriptive adjectives denoting material:
1. The lady purchased a _______________ handkerchief and a _______________ hat.
2. _______________ gloves are not so warm as _______________ mittens.
3. A _______________ house is cool in summer and warm in winter.
4. The baby played with a _______________ ring and a _______________ rattle.
5. His aunt bought him a _______________ spoon and a _______________ mug.
6. The Christmas tree was lighted with _______________ candles.
7. He bought a _______________ shade for his _______________ lamp.
8. The park was enclosed by a _______________ wall, on the top of which was a _______________ railing.
9. He opened the door with a _______________ key and went softly up the _______________ stairs.
10. _______________ boots worn over _______________ shoes will keep the feet dry.
11. He dropped the _______________ dish on the _______________ pavement.
12. A _______________ pipe carried the water from a _______________ washbowl.
13. Books with _______________ bindings last longer than with _______________ bindings.
14. The boy lost a beautiful knife with a _______________ handle and _______________ blades.
5 Adjectives of Quantity
Some adjectives limit the application of a noun by denoting how many or how much of the class. Thus, when we say some snow, few birds, no books, seven brothers, the words some, few, no, seven denote the quantity we wish to talk about.
Adjectives so used are called adjectives of quantity.
Directions: Place parentheses around each prepositional phrase. Underline verbs twice, subjects once, and label complements. Draw an arrow from each adjective to the word it modifies. Circle the adjectives of quantity.
1. Some food was given to the hungry beggar.
2. Most rivers find their way to the sea.
3. Every cloud has a silver lining.
4. After much persuasion the two children were persuaded to go home.
5. There were few boys in the school, but many girls.
6. Not many men will work all day for one dollar.
7. John ate a whole pie for his dinner.
8. Much clothing and abundant food were sent to the distressed families.
6 Adjectives of Quantity
Some adjectives limit the application of a noun by denoting how many or how much of the class. Thus, when we say some snow, few birds, no books, seven brothers, the words some, few, no, seven denote the quantity we wish to talk about.
Adjectives so used are called adjectives of quantity.
Directions: Place parentheses around each prepositional phrase. Underline verbs twice, subjects once, and label complements. Draw an arrow from each adjective to the word it modifies. Circle the adjectives of quantity.
1. Great wisdom is better than great riches.
2. A little money can often be made to do much good.
3. The mining of coal is an immense industry.
4. A poor workman is entitled to his pay.
5. Any boy in good health should be able to walk several miles every day.
6. The searchers followed many clues, but could find no trace of the lost child.
7. The farmer’s extensive grounds cost many, many dollars.
8. The surface of the entire pool was dotted with fragrant lilies.
7 Adjectives [Fill in the Blanks]
Directions: Fill in the blanks with adjectives.
1. The _______________ _______________ horse galloped along the _______________ road.
2. _______________ _______________ flowers are found in the _______________ meadow.
3. The dog, _______________ and _______________, crept into his kennel.
4. On a _______________ _______________ day in May, the invalid was taken out in the _______________ _______________ air.
5. The _______________ and _______________ mother soothed her _______________ babe to rest.
6. We camped out in a _______________ _______________ grove near a _______________ _______________ lake.
7. The _______________ _______________ girls held a picnic in the _______________ _______________ woods.
8. The _______________ _______________ boy will be successful in life, but the _______________ _______________ one will fail.
9. The _______________ _______________ snow fell silently all night.
10. The _______________ soldier faintly begged for _______________ water.
11. Once upon a midnight _______________,While I pondered _______________ and weary.
Comparison of Adjectives (1)
Adjectives can indicate degrees of comparison—positive, comparative, or superlative.
The positive degree of an adjective is the form of it that implies the comparison of one thing or group of things with all the rest of the class:
A tall tree. A good man. A fast train.
The comparative degree of an adjective is the form of it that is used to denote that one thing or class of things has more or less of a certain quality than another thing of class of things.
John is stronger than James.
Oranges are less sour than apples.
The superlative degree of an adjective is the form of it that is used to denote that one of three or more things or classes of things has the highest or the lowest degree of a certain quality.
Jupiter is the largest of the planets.
Diamonds are the least perishable of precious stones.
Adjectives of one syllable usually add r or er to the positive to form the comparative, and st or est to form the superlative.
Positive
Comparative
Superlative
brave
bright
braver
brighter
bravest
brightest
When adjectives consist of two or more syllables, different degrees of the quality they denote are usually indicated by prefixing more and most, or less and least, to the simple form of the adjective.
Positive
Comparative
Superlative
silent
noisy
more silent
less noisy
most silent
least noisy
8. Comparative Adjectives
Write sentences containing the following adjectives in the comparative degree:
black
long
fine
sad
coarse
sweet
rich
poor
grand
weak
deep
high
rough
smooth
bright
light
clear
near
dear
short
9. Comparative Adjectives
Write sentences that compare, with the aid of more and most, and less and least, the following adjectives.
studious
careful
beautiful
cunning
particular
sensible
fanciful
forgetful
negligent
persevering
diligent
emphatic
ladylike
comfortable
unfortunate
obedient
Comparison of Adjectives (2)
Many adjectives of two syllables are compared,
1. By change of termination; as pretty, prettier, prettiest.
Rule: Adjectives of two syllables ending in y are compared by changing y to i and adding er to form the comparative and est to form the superlative.
silly, sillier, silliest
happy, happier, happiest
2. By change of termination; or by prefixing more and most, or less and least: stupid, stupider, stupidest
stupid, more stupid, most stupid
stupid, less stupid, least stupid
There is, however, no general rule for comparing such adjectives. The ear is the best guide.
Some adjectives are irregular in their comparison. The most important of these are given below:
Positive
Comparative
Superlative
good
bad, ill, or evil
little
much, or many
late
far
near
old
better
worse
less
more
later, or latter
farther, or further
nearer
older, or elder
best
worst
least
most
latest, or last
farthest, or furthest
nearest, or next
oldest, or eldest
10. Comparative Adjectives
Directions: From their sound, determine the comparison of the following adjectives:
Positive
Comparative
Superlative
1. lovely
2. nimble
3. severe
4. dirty
5. able
6. ugly
7. serene
8. foolish
9. jolly
10. simple
11. holy
12. pleasant
11. Comparative Adjectives
Directions: From their sound, determine the comparison of the following adjectives:
Positive
Comparative
Superlative
1. angry
2. afraid
3. mellow
4. solid
5. tender
6. cruel
7. narrow
8. crazy
9. useful
10. gentle
11. frightful
12. remote
12. Comparative Adjectives
Directions: From their sound, determine the comparison of the following adjectives:
Positive
Comparative
Superlative
1. unkind
2. easy
3. hollow
4. sorry
5. stolid
6. polite
7. infirm
8. idle
9. subtle
10. ample
11. yellow
12. deadly
13. Comparative Adjectives [Fill in the Blanks]
Directions: Fill in the blanks with adjectives. Label them “P” for positive degree, “C” for comparative degree, and “S” for superlative degree.
1. My doll is _______________, but Mary’s is _______________.
2. Gold is the _______________. _______________. of metals, but iron is the _______________. _______________.
3. The diamond is the _______________. _______________. as well as the _______________. _______________.of gems.
4. Bessie is _______________. than Katy, but no so _______________. nor so _______________.
5. I never saw a _______________. face or a _______________. smile.
6. The flowers of May are _______________. _______________. than those of any other month.
7. It is _______________. from New York to Chicago than it is to Boston.
8. To be _______________. is better than to be _______________.
14. Comparative Adjectives [Fill in the Blanks]
Directions: Fill in the blanks with adjectives. Label them “P” for positive degree, “C” for comparative degree, and “S” for superlative degree.
1. He is now the _______________. Man in the city, but he was once _______________. than I am.
2. Empty vessels always make the _______________. noise.
3. By united effort the _______________. task become _______________. to accomplish.
4. The country life is too _______________. to satisfy _______________. people.
5. The _______________. flowers usually hide away in the _______________. forests.
6. The _______________. sunlight melted the _______________. snow drifts, and waked from their _______________. sleep myriads of _______________. buds.
7. Napoleon gained _______________. victories and met _______________. defeats than _______________. general of _______________. times.
8. The moonlight, _______________. and _______________., flooded every thing with its _______________. rays.
15. Adjectives and Adverbs
Directions:
1. Underline every subject once and every verb twice. Label complements.
2. Circle every adjective and draw an arrow from it to the word it modifies.
3. Put a box around every adverb and draw an arrow from it to the word it modifies.
1. That small boy won the prize.
2. Mary often visited her sick playmate.
3. The old ferryman rowed the little boat rapidly.
4. The red fire paints the empty room.
5. Crusoe’s companions were all quickly drowned.
6. Did you see that beautiful bird?
7. Do your whole duty bravely.
8. The young children attended school regularly.
9. The poor fellow will soon forget all his troubles.
10. All the birds took their flight southward.
11. The brave sailor managed his boat skillfully.
12. The faithful girl studied her lesson thoroughly.
13. John’s father purchased a fine gold watch.
14. That dreary, old, stone house has no tenants.
15. Always obey your parents cheerfully.
16. Did you even hear a skylark’s song?
17. Examine your teacher’s solution carefully.
16. Adding Adjectives and Adverbs
Directions: Write sentences from each of the following by adding at least one adjective (not counting “a,” “an,” or “the”) and at least one adverb to each subject, verb, and/or complement.
1. cat caught mice
2. boy solved problems
3. leaves adorn tree
4. farmer has gathered apples
5. Alice was chasing butterfly.
6. fox killed chickens
7. children are picking flowers
8. manners make impression
9. labor accomplishes results
10. sailors rowed boat
11. baker makes bread
12. maid swept room
13. jeweler repaired bracelet
14. ocean floats ships
15. lightning shattered tree
16. teacher punishes pupils
Possessive Nouns as Adjectives
Possessive nouns function as adjectives—That is Anthony’s house.
17. Possessive Nouns Function as Adjectives
Directions:
1. Underline every subject once and every verb twice. Label complements
2. Circle every adjective and draw an arrow from it to the word it modifies.
3. Put a box around every adverb and draw an arrow from it to the word it modifies.
1. The forest’s shade conceals many a beautiful flower.
2. I frequently visit Europe’s cities.
3. Julia’s happy bird gaily warbled a sweet song.
4. The teachers and pupils heard the girl’s song.
5. The careless maid lost the lady’s jewels.
6. A cruel boy robbed the wren’s little nest.
7. Brisk showers suddenly checked the children’s sport.
8. The farmer’s gentle cows meekly eat the sweet young clover.
9. The hen’s cunning little chickens greedily ate the cook’s crumbs.
10. George’s cousin lately bought a fine new gun.
Possessive nouns function as adjectives—That is Anthony’s house.
18. Possessive Nouns Function as Adjectives
Directions:
1. Underline every subject once and every verb twice. Label complements
2. Circle every adjective and draw an arrow from it to the word it modifies.
3. Put a box around every adverb and draw an arrow from it to the word it modifies.
1. John tore Henry’s book and broke Jane’s slate.
2. The poor boy’s leg was crushed.
3. May’s flowers open their soft, tearful eyes.
4. Hens’ eggs are white, but most birds’ eggs are colored.
5. The dog’s ears were closely cropped.
6. We eagerly watched the ships’ sailors.
7. The sun’s hot beams soon withered the poor thirsty plants.
8. The Admiral’s vessel was wrecked.
9. All the children’s hopes and fears are ended.
10. A beautiful girl watched the shadows and heard the honeybees’ hum.
Possessive nouns function as adjectives—That is Anthony’s house.
19. Possessive Nouns Function as Adjectives
Directions:
1. Underline every subject once and every verb twice. Label complements
2. Circle every adjective and draw an arrow from it to the word it modifies.
3. Put a box around every adverb and draw an arrow from it to the word it modifies.
1. The robin’s song reached the sick man’s darkened room.
2. June’s lovely days bring buds and flowers.
3. The brook’s clear surface reflected the moon’s silver rays.
4. The teacher’s explanation made the example clear.
5. The flowers’ fragrance completely filled the invalid’s room.
6. Were John’s clothes well made?
7. The tree’s leaves absorb the atmosphere’s poisons.
8. The boy’s flesh was pierced.
9. The graceful maple tree has shed its beautiful scarlet leaves.
10. The audience admired the lawyer’s speech.
Possessive nouns function as adjectives—That is Anthony’s house.
20. Possessive Nouns Function as Adjectives
Directions:
1. Underline every subject once and every verb twice. Label complements
2. Circle every adjective and draw an arrow from it to the word it modifies.
3. Put a box around every adverb and draw an arrow from it to the word it modifies.
1. The bee’s sharp stings penetrated the boy’s flesh.
2. A spider’s treacherous web hopelessly entangled the foolish fly.
3. The watchman’s rattle startled the drowsy people.
4. A baby’s prattle generally amuses older people.
5. The pilgrims’ industry and perseverance overcame many obstacles.
6. The flowers’ fragrance sweetened the air.
7. The farmer’s men are picking luscious purple grapes.
8. The company’s employees all got a raise.
9. The parents enjoyed the students’ production of South Pacific.
10. The high school’s football team won the state championship.
21 Adverbs
Directions:
1. Underline every subject once and every verb twice. Label complements.
2. Draw an arrow from each adverb to the word it modifies.
1. He fell heavily from a load of hay yesterday.
2. Slowly and painfully we climbed the mountain.
3. Sooner or later we must pass away.
4. Why did you leave the city so suddenly?
5. “Your work has been done neatly and carefully,” said the teacher very pleasantly.
6. “I placed the book here, not there,” said John.
7. We started very early, and walked rapidly.
8. I never before saw a more beautiful sight.
22 Adverbs
Directions:
1. Underline every subject once and every verb twice. Label complements.
2. Draw an arrow from each adverb to the word it modifies.
1. “The hare ran much faster than I did,” said the tortoise, “but I won the race quite easily.”
2. How many people went there, and where did they go afterward?
3. Do not speak quite so fast and you will be able to speak much more distinctly.
4. We sometimes visit the city, but soon tire of its noises.
5. I made the effort just once, but was not entirely successful.
6. You will never see him again, I am quite sure.
7. I went there twice lately, but shall probably not go again.
8. The ancients were entirely wrong in their belief that the earth is flat.
23 Adverbs
Directions: Make sentences in which the following words are used as adverbs:
now
here
so
rather
not
certainly
always
probably
almost
least
otherwise
everywhere
somehow
thus
out
hence
yonder
nowhere
once
seldom
often
rarely
early
ever
soon
back
truly
well
enough
where
greatly
less
least
perhaps
afterward
when
24 Adverbs [Word Families]
Directions: Tell what adverb is derived from each of the following adjectives, and use the adverb in a sentence.
slow
sleepy
stupid
sad
kind
close
keen
sharp
smooth
ready
pretty
able
mild
meek
simple
polite
harsh
spiteful
quick
bad
glad
happy
angry
rude
loose
light
mean
firm
frank
real
rough
bright
dreary
dreadful
steady
straight
25 Adverbs
Directions:
1. Underline every subject once and every verb twice. Label complements.
2. Draw an arrow from each adverb to the word it modifies.
1. A beautiful girl quickly opened the door.
2. The poor old beggar gladly accepted the dinner.
3. The weary father gently kissed his sick child.
4. Raphael painted some very wonderful pictures.
5. The summer breeze slowly swayed the baby’s hammock.
6. A terrific storm completely wrecked the frail vessel.
7. The lawyer lightly hummed an old love-tune.
8. A studious pupil carefully prepares every lesson.
9. Brave Paul Revere boldly roused the slumbering patriots.
10. A welcome rain refreshed the thirsty flowers.
11. The little Hiawatha learned the bird’s secrets.
12. A tiny mouse greatly frightened three timid little girls.
13. We boldly steered our boat through the fierce waters.
14. Dear, gentle, patient Nell loyally and hopefully attended her poor, foolish, old grandfather.
1. 4. Coordinating Conjunctions and Compounding1 Compound Subjects, Verbs, and Complements
Directions:
1. Place parentheses around each prepositional phrase.
2. Underline every subject once, every verb twice, and label complements.
3. Put a vertical line after each main clause.
1. Tender buds and fragrant flowers beautify the lovely woods and the pleasant meadows.
2. The careless boy lost his coat and his cap.
3. The sun, the moon, and the stars light the earth.
4. My mother cooks and sweeps and sews.
5. The blacksmith heated and hammered the iron.
6. Harry threw and caught his rubber ball.
7. Shall you and I go?
8. Will the sick man live or die?
9. The clever boys built and sailed a pretty boat.
10. Cinderella embraced and forgave her cruel sisters.
2 Compound Subjects, Verbs, and Complements
Directions:
1. Place parentheses around each prepositional phrase.
2. Underline every subject once, every verb twice, and label complements.
3. Put a vertical line after each main clause.
1. The horse or the cow must be sold.
2. Mary’s father bought a house and lot.
3. The merry boys gathered nuts and apples.
4. The wind and the rain delayed our journey.
5. The circus astonished and delighted the children.
6. The pet lamb suddenly sickened and soon died.
7. The noble hound loved and faithfully served his master.
8. He or she broke the beautiful vase and the valuable mirror.
9. Do Jennie and Amy study diligently?
10. Will he visit your cousin or your friend?
3 Compound Adjectives and Adverbs
Directions:
1. Underline every subject once, every verb twice, and label complements.
2. Circle every adjective and draw an arrow from it to the word it modifies.
3. Put a box around every adverb and draw an arrow from it to the word it modifies