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ESSENTIALS of the English Language SUPPLEMENT
Part III: Gear
dialectic discussions for classical communities
Fourth Edition
©2011 Classical Conversations MultiMedia ®
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Essentials of the English Language
©2011 Classical Conversations MultiMedia ®
GEAR
PART III:
Each of the Grammar Mastery Charts included in this section is paired as a Master chart and Student chart. Glossary of Abbreviations.............................................................................................394 Scope and Sequence: Grammar Mastery Charts....................................................395 THE FIRST TRAIL: Loading the Grammar.............................................................397 Sentence Classification (Chart A)................................................................... 398 112 Model Sentences: Simple (Chart B)............................................................400 Verbs (Chart C)........................................................................................................402 Principal Parts of Verbs (Chart D)......................................................................404 Nouns (Chart E)......................................................................................................406 Pronouns (Chart F).................................................................................................408 112 Model Sentences: Compound (Chart G)..................................................410 Conjunctions (Chart H).........................................................................................412 Adverbs (Chart I)....................................................................................................414 Prepositions and Interjections (Chart J)............................................................416 Verb Anatomy —To Be (Chart K).......................................................................418 Adjectives (Chart L)...............................................................................................420 112 Model Sentences: Complex (Chart M)......................................................422 Verb Anatomy—To Have (Chart N).................................................................424 Verb Anatomy—To Play (Chart O)....................................................................426 112 Model Sentences: Compound-Complex (Chart P)................................428 Verbals (Chart Q).....................................................................................................430 THE SECOND TRAIL: Dialectic Discussions..........................................................432 Weekly Practice Sentence Overview.................................................................433 Analytical Task Sheet—Blank..............................................................................435 Quid et Quo Worksheet, Basic Format—Blank..............................................437 Quid et Quo Worksheet, Detailed Format—Blank.......................................439
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GL O S S A RY O F A B B R E V I AT I O N S AJ AP AV C Cd Cd-Cx Cx D DO E Imp Int I IO NDA OCA OCN OP P PA PN PNA PPA Pr S SN SP Vh Vi Vl Vt 394
Adjective Appositive Adverb Conjunction Compound (Sentence) Compound-Complex (Sentence) Complex (Sentence) Declarative (Sentence) Direct Object Exclamatory (Sentence) Imperative (Sentence) Interrogative (Sentence) Interjection Indirect Object Noun of Direct Address Object Complement Adjective Object Complement Noun Object of the Preposition Pronoun Predicate Adjective Predicate Nominative Possessive Noun Adjective Possessive Pronoun Adjective Preposition Simple (Sentence) Subject Noun Subject Pronoun Verb—helping Verb—intransitive Verb—linking Verb—transitive
Essentials of the English Language
©2011 Classical Conversations MultiMedia ®
S C O P E A N D SEQUENCE:
G R A M M A R M A S T E RY C H A RT S WEEK
1 2 3
CHARTS
WEEK
A: Sentence Classification B: 112 Model Sentences: Simple
CHARTS
13
E: Nouns F: Pronouns
M: 112 Model Sentences: Complex A: Sentence Classification E: Nouns F: Pronouns H: Conjunctions I: Adverbs L: Adjectives
4
A: Sentence Classification* B: 112 Model Sentences: Simple C: Verbs D: Principal Parts of Verbs E: Nouns F: Pronouns
14
A: Sentence Classification E: Nouns H: Conjunctions I: Adverbs L: Adjectives M: 112 Model Sentences: Complex
5
A: Sentence Classification B: 112 Model Sentences: Simple C: Verbs D: Principal Parts of Verbs E: Nouns F: Pronouns
15
N: Verb Anatomy—To Have K: Verb Anatomy—To Be
16
E: Nouns F: Pronouns N: Verb Anatomy—To Have
6
G: 112 Model Sentences: Compound H: Conjunctions
17
L: Adjectives M: 112 Model Sentences: Complex N: Verb Anatomy—To Have
18
A: Sentence Classification M: 112 Model Sentences: Complex N: Verb Anatomy—To Have
19
O: Verb Anatomy—To Play D: Principal Parts of Verbs N: Verb Anatomy—To Have
20
J: Prepositions O: Verb Anatomy—To Play
21
P: 112 Model Sentences: CompoundComplex Q: Verbals H: Conjunctions
22
eview all: Work on mastering charts and R information
23
eview all: Work on mastering charts and R information
24
Review all: Work on mastering charts and information
C: Verbs D: Principal Parts of Verbs
7
I: Adverbs E: Nouns
8
J: Prepositions E: Nouns G: 112 Model Sentences: Compound I: Adverbs
9
K: Verb Anatomy—To Be C: Verbs D: Principal Parts of Verbs E: Nouns
10
L: Adjectives C: Verbs D: Principal Parts of Verbs G: 112 Model Sentences: Compound K: Verb Anatomy—To Be
11
C: Verbs D: Principal Parts of Verbs K: Verb Anatomy—To Be
12
C: Verbs D: Principal Parts of Verbs
*Grammar Mastery Charts displayed as gray indicate review.
©2011 Classical Conversations MultiMedia ®
Essentials of the English Language
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Essentials of the English Language
©2011 Classical Conversations MultiMedia ®
THE FIRST TRAIL OF ESSENTIALS:
LOADING THE GRAMMAR Whenever you learn any subject, you begin by loading the grammar: inputting the vocabulary and facts related to that subject. In English grammar, there are a lot of terms to define, lists to memorize, and charts that show the relationships between the ideas. This is like looking at the individual pieces of a puzzle, then putting the pieces of the puzzle together. In order to help you to load the grammar of the English language, all the terms, lists, and charts have been put in a format that many Essentials students have used successfully. The first chart (called Sentence Classification, Chart A) is like the box of the puzzle: the whole picture of grammar. All the other charts are like individual pieces of that puzzle. Each chart that needs to be memorized is in this section of the guide. The completed chart is called a “Master” chart. Each master is followed by a “Student” chart which is blank. Put all the charts into page protectors, then use a dry erase marker to fill in the student chart. At first, you will look closely at the master chart in order to fill in the student chart, but if you concentrate and pay attention while filling in the charts, you will soon be able to fill in the student chart without looking at the master. You should spend about 20 minutes a day studying the charts this way. Keep practicing over time, and you will be able to write out all the master charts onto blank paper from memory. When you can do that, you will be a grammar “master,” and you will be well prepared to tackle any language. The charts are listed by the week that they are introduced by your Essentials tutor. Once a chart is introduced, practice it every day for at least a week, then, once a week, review all the charts either by reciting them aloud or filling in all the student charts that have been assigned thus far. Every day spend about 20 minutes on Grammar Mastery charts, then spend about 20 minutes on the second trail of Essentials: Dialectic Discussions.
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A
S E N T E N C E C L A S S I F I C AT I O N
Master
Introduced Week 1
112 Different Types of Sentences can be created by combining the four structures × four purposes × seven patterns.
4 structures
Simple
Compound
Complex
(FANBOYS)
(www.asia.wub, who/which)
4 purposes
Declarative (.)
Subject
S
Exclamatory (!)
Verb-transitive
Direct Object
Vt
DO
Jesus
loves
Subject
Verb-linking
Predicate Nominative
Vl
PN
Subject
S
Jesus 8 Parts of Speech: 5. Conjunction (C)
2. Pronoun (P)
6. Interjection (I)
3. Verb (V)
7. Preposition (Pr)
Subject
S
is
me
God
Verb-linking Predicate Adjective
Vl
is
PA
holy
Verb-transitive Indirect Object
Vt
Jesus
made
Subject
Verb-transitive
IO
me
Direct Object
DO
crown a
1. Noun (N)
Vi
Subject
Jesus
Verb-intransitive
wept
S
7 patterns
Imperative (. !)
(FANBOYS) + www.asia.wub, who/which
Jesus
S
Interrogative (?)
Compound Complex
4. Adverb (AV) 8. Adjective (AJ)
S
5 Parts of a Sentence: 1. Subject (S) 4. End Mark (. ? !) 2. Verb (V) 5. Complete Sense 3. Capital Letter
Essentials of the English Language
DO
OCN
Jesus
calls
himself
Master
Subject
Verb-transitive
Direct Object
Object Complement Adj.
Vt
DO
OCA
S
Jesus 398
Vt
Direct Object Object Complement Noun
calls
himself
holy
©2011 Classical Conversations MultiMedia ®
A
S E N T E N C E C L A S S I F I C AT I O N
Student
Introduced Week 1
112 Different Types of Sentences can be created by combining the four structures × four purposes × seven patterns.
7 patterns
4 purposes
4 structures
8 Parts of Speech: 1.
5.
2.
6.
3.
7.
4.
8.
5 Parts of a Sentence: 1.
4.
2.
5.
3.
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400
Master
Essentials of the English Language
©2011 Classical Conversations MultiMedia
®
Is Jesus holy? or Who is holy?
S-Vl-PA
Did Jesus make me a crown? or Who made me a crown? Jesus call himself Master? or Who called S-Vt-DO-OCN Did himself Master? Jesus call himself holy? or Who calls himself S-Vt-DO-OCA Did holy?
Is Jesus God? or Who is God?
Does Jesus love me? or Who loves me?
S-Vt-DO
S-Vl-PN
S/Imp.
Did Jesus weep? or Who wept?
S-Vi
Interrogative (?)
Jesus made me a crown! Jesus calls himself Master! Jesus calls himself holy! Weep. Love me.
S-Vt-IO-DO S-Vt-DO-OCN S-Vt-DO-OCA S-Vi S-Vt-DO
Make me a crown. Call yourself master. Call yourself holy.
S-Vt-DO-OCN S-Vt-DO-OCA
Be holy. S-Vt-IO-DO
S-Vl-PA
Be God.
Jesus is holy!
S-Vl-PA
S-Vl-PN
Jesus is God!
Jesus loves me!
S-Vt-DO S-Vl-PN
Jesus wept!
S-Vi
Essential Sentence
Structure: S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex
S/Imp.
S/Imp.
S/Imp.
S/Imp.
S/Imp.
S/Imp.
S/E
S/E
S-Vt-DO-OCA Jesus calls himself holy.
Jesus made me a crown.
S-Vt-IO-DO
S/E
S/E
Jesus is holy.
S-Vl-PA
S/E
S/E
S/E
Structure/ Pattern Purpose
S-Vt-DO-OCN Jesus calls himself Master.
Jesus is God.
Jesus loves me.
S-Vt-DO
S-Vl-PN
Jesus wept.
Essential Sentence
S-Vi
S-Vt-IO-DO
Introduced Week 1
A simple sentence consists of one independent clause and expresses a complete thought. (An independent clause contains one subjectpredicate pair, though the subject or the predicate, or both may be compound.)
1 1 2 M O D E L S E N T E N C ES
Imperative (.!)
KEY: Purpose: D - Declarative, E - Exclamatory, Int. - Interrogative, Imp. - Imperative
S/Int.
S/Int.
S/Int.
S/Int.
Declarative (.)
S/Int.
S/Int.
S/Int.
S/D
S/D
S/D
S/D
S/D
S/D
S/D
Structure/ Pattern Purpose
Simple Structure
B
Exclamatory (!)
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Essentials of the English Language
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Student
Introduced Week 1
Essential Sentence
Essential Sentence
Structure: S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex
Structure/ Pattern Purpose
A simple sentence consists of one independent clause and expresses a complete thought. (An independent clause contains one subjectpredicate pair, though the subject or the predicate, or both may be compound.)
1 1 2 M O D E L S E N T E N C ES
KEY: Purpose: D - Declarative, E - Exclamatory, Int. - Interrogative, Imp. - Imperative
Structure/ Pattern Purpose
Simple Structure
B
C
VERBS
Master
Introduced Week 2
A verb is a word that asserts an action, shows a state of being, links two words together, or helps another verb. (V) Ask, “What is being said about the subject?”
4 VERB TYPES Intransitive
Transitive Linking
Helping
Jesus wept.
An intransitive verb does not transfer the action from the subject to an object. Test: If there is no direct object, the verb is intransitive. A transitive verb transfers the action from the subject to an object. Test: The verb is followed by a noun which does not re-name the subject. A linking verb makes an assertion by joining two words. Test: The verb can be replaced with “=” without changing the meaning.
Jesus loves me. Jesus is God.
feel, become, remain, taste, seem, appear, look, sound, stay, smell, grow, am, are, is, was, were, be, being, been A helping verb helps another verb assert action, being, or existence. Test: There will be another verb in the sentence. do, does, did, has, have, had, am, are, is, was, were, be, being, been, may, must, might, should, could, would, shall, will, can
Jesus was weeping.
4 VERB ATTRIBUTES Person Number Voice
Mood
1st (I or we) 2nd (you) 3rd (he, she, it, or they) Singular or Plural Active (subject performs the action)
I love.
Passive (subject receives the action)
I am loved.
Indicative
Makes a statement or asks a question
Imperative
States a command
Beds get messy while you sleep. Did you make your bed? Make up* your bed.
Subjunctive
Implies condition contrary to fact or expresses a wish
If only your bed were made. I wish my bed were made.
*In this sentence,“make up” is a compound verb. Consider “up” part of the verb rather than a preposition since there is no object of the preposition.
12 VERB TENSES: TIME (3) × FORM (4) Form: Time:
Present
Past
Future
Simple
I play.
I played.
I shall play.
I have played.
I had played.
I shall have played.
I am playing.
I was playing.
I shall be playing.
I have been playing.
I had been playing.
I shall have been playing.
Perfect form of “to have” + past participle Progressive form of “to be” + present participle Perfect Progressive form of “to have” + “been” + present participle 402
Essentials of the English Language
©2011 Classical Conversations MultiMedia ®
C
VERBS
Student
Introduced Week 2
A verb is
4 VERB TYPES
4 VERB ATTRIBUTES
12 VERB TENSES: TIME (3) × FORM (4) Form: Time:
Present
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Past
Future
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D
Master
P R I N C I PA L PA R T S O F V E R B S
5 PRINCIPAL PARTS OF VERBS
Introduced Week 2
Infinitive
Present
Past
Present Participle Past Participle
“to” + verb
present form
verb + “-ed”
verb + “-ing”
verb + “-ed” or “-en” or “-t”
to play
play(s)
played
playing
played
IRREGULAR VERBS Infinitive
Present
Past
Present Participle Past Participle
to be
am, are, is
was, were
being
been
to do
do, does
did
doing
done
to rise*
rise(s)
rose
rising
risen
to raise*
raise(s)
raised
raising
raised
to lay
lay(s)
laid
laying
laid
to lie
lie(s)
lay
lying
lain
to set
set(s)
set
setting
set
to sit
sit(s)
sat
sitting
sat
to beat
beat(s)
beat
beating
beaten
to break
break(s)
broke
breaking
broken
to write
write(s)
wrote
writing
written
to shake
shake(s)
shook
shaking
shaken
to bring
bring(s)
brought
bringing
brought
to go
go, goes
went
going
gone
to know
know(s)
knew
knowing
known
to ride
ride(s)
rode
riding
ridden
to drink
drink(s)
drank
drinking
drunk
to draw
draw(s)
drew
drawing
drawn
to fall
fall(s)
fell
falling
fallen
to forget
forget(s)
forgot
forgetting
forgotten
*To rise means to get up from a lying, sitting, or kneeling posture. To raise means to move to a higher position or to elevate. To raise is a regular verb, but is shown here for comparison to to rise.
404
Essentials of the English Language
©2011 Classical Conversations MultiMedia ®
D
Student
P R I N C I PA L PA R T S O F V E R B S
5 PRINCIPAL PARTS OF VERBS Infinitive
Present
Introduced Week 2
Past
Present Participle
Past Participle
Past
Present Participle
Past Participle
IRREGULAR VERBS Infinitive
Present
to be to do to rise to raise to lay to lie to set to sit to beat to break to write to shake to bring to go to know to ride to drink to draw to fall to forget ©2011 Classical Conversations MultiMedia ®
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E
NOUNS
Master
Introduced Week 3
A noun names a person, place, thing, activity, or idea. (N)
To find a subject noun (SN), ask, “Who (verb)?” or “What (verb)?” For other usages, see the Question Confirmation.
NOUN USAGES ...the roles or jobs a noun can have in a sentence. Parent Note: On the EEL Practice Sentence Sheets, possessive pronouns are labeled as adjectives as this is the “job” they play in the sentence. Quid et Quo drills out the details. Teaching Tip: The first letters of the first five jobs of a noun spell “SPIDO.” Pronounce it “speedo” to make it memorable.
Latin Noun Cases:
Subject Noun (SN)
Indirect Object (IO)
Nominative Genitive Dative
Direct Object (DO)
Accusative
Object of the Preposition (OP)
Ablative
Possessive Noun Adjective (PNA)
Predicate Nominative (PN) Object Complement Noun (OCN) Noun of Direct Address (NDA) Appositive (AP) Examples
NOUN ATTRIBUTES ...ways to describe a noun. Parent Note: Some nouns can also be described as being masculine, feminine, or neuter, but in English, gender does not affect the ending as it does in many other languages.
406
Common
non-specific
dog
Proper
specific, requires a capital letter
Rover
Singular
one
dog
Plural
more than one
dogs
Concrete Abstract
can be experienced with the five senses paw concept, quality, or condition that cannot loyalty be experienced with the five senses
Collective
a group composed of members
pack (of dogs)
Compound
two words joined together
doghouse
Essentials of the English Language
©2011 Classical Conversations MultiMedia ®
E
NOUNS
Student
Introduced Week 3
A noun
NOUN USAGES ...the roles or jobs a noun can have in a sentence.
Examples:
NOUN ATTRIBUTES
...ways to describe a noun.
©2011 Classical Conversations MultiMedia ®
Essentials of the English Language
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F
PRONOUNS
Master
Introduced Week 3
A pronoun replaces a noun in order to avoid repetition. (P) To find a subject pronoun (SP), ask, “Who (verb)?” or “What (verb)?”
PERSONAL PRONOUNS: Subjective (Nominative) Pronouns
Objective Pronouns
Possessive Pronouns
Subject Predicate Nominative
Direct Object Object of Preposition Indirect Object
Independent: Subject Predicate Adjective Direct Object Object of Preposition
Modifiers: Show possession and function as Adjective
Indirect Object Direct Object Object of Preposition Predicate Nominative
I
me
mine
my
myself
you
you
yours
your
yourself
3rd Person masculine
he
him
his
his
himself
3rd Person feminine
she
her
hers
her
herself
3rd Person neuter
it
it
(not used)
its
itself
1st Person
we
us
ours
our
ourselves
2nd Person
you
you
yours
your
yourselves
3rd Person
they
them
theirs
their
themselves
______ will go.
Tom saw ______. The car is ______.
That is _____car.
(Subject) saw
Use for:
PLURAL
SINGULAR
1st Person 2nd Person
Test
Possessive Pronoun Adjectives
He drove ______.
Reflexive Pronouns
___________.
OTHER PRONOUNS: Demonstrative Pronouns Interrogative Pronouns Indefinite Pronouns
this, that, these, those who, whom, whose, which, what all, another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, few, many, more, most, neither, nobody, none, one, other, several, some, somebody, someone, such
Relative Pronouns who, whom, whose, whoever, whomever, that, which, what, whatever 408
Essentials of the English Language
©2011 Classical Conversations MultiMedia ®
F
PRONOUNS
Student
Introduced Week 3
A pronoun
PERSONAL PRONOUNS: Subjective (Nominative) Pronouns
Use for:
Subject Predicate Nominative
Objective Pronouns
Possessive Pronouns
Direct Object Object of Preposition Indirect Object
Independent: Subject Predicate Adjective Direct Object Object of Preposition
Possessive Pronoun Adjectives
Modifiers: Show possession and function as Adjective
Reflexive Pronouns
Indirect Object Direct Object Object of Preposition Predicate Nominative
SINGULAR
1st Person 2nd Person 3rd Person masculine 3rd Person feminine 3rd Person neuter
PLURAL
1st Person 2nd Person 3rd Person Test
OTHER PRONOUNS: Demonstrative Pronouns Interrogative Pronouns Indefinite Pronouns Relative Pronouns ©2011 Classical Conversations MultiMedia ®
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Master
Jesus loves me, so He loves you. Jesus is God, and He is King. Jesus is holy, for He is alive.
S-Vt-DO
S-Vl-PN
S-Vl-PA
Cd/D
Cd/D
Cd/D
Is Jesus God, or is He King? Is Jesus holy, and is He alive?
S-Vl-PN
S-Vl-PA
Cd/Int.
Cd/Int.
Cd/Imp.
Cd/Imp.
Cd/Imp.
Cd/Imp.
Cd/Imp.
Cd/Imp.
Cd/Imp.
Cd/E
Cd/E
Cd/E
Cd/E
Cd/E
Cd/E
Cd/E
S-Vt-DO-OCA
S-Vt-DO-OCN
S-Vt-IO-DO
S-Vl-PA
S-Vl-PN
S-Vt-DO
S-Vi
S-Vt-DO-OCA
S-Vt-DO-OCN
S-Vt-IO-DO
S-Vl-PA
S-Vl-PN
S-Vt-DO
S-Vi
Structure/ Pattern Purpose
John, give me hope, and Paul, tell me a story. John, consider me a servant, but Paul, call me a saint. John, consider me holy, but Paul, consider me depraved.
John, be holy, yet Paul, be merciful.
John, preach the gospel, and Paul, love the poor. John, be a witness, but Paul, be a servant.
John, weep, but Paul, sing.
Jesus made me a crown, so He gave me a family! Jesus calls himself Master, but He calls me friend! Jesus made me holy, so He made us joyful!
Jesus is holy, for He is alive!
Jesus is God, and He is King!
Jesus loves me, so He loves you!
Jesus wept, yet He sang!
Essential Sentence
KEY: Purpose: D - Declarative, E - Exclamatory, Int. - Interrogative, Imp. - Imperative Structure: S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex
Cd/Int.
Cd/Int.
S-Vt-IO-DO
Did Jesus make me a crown, and did He give me a family? Jesus call himself Master, and did He call S-Vt-DO-OCN Did me friend? Jesus make me holy, or did He make me S-Vt-DO-OCA Did merciful?
Does Jesus love me, and does He love you?
S-Vt-DO
Cd/Int.
Cd/Int.
Did Jesus weep, and did He sing?
S-Vi
Cd/Int.
Cd/D
Cd/D
S-Vt-IO-DO
Jesus made me a crown, so He gave me a family. S-Vt-DO-OCN Jesus calls himself Master, but He calls me friend. calls himself holy, and I call Him S-Vt-DO-OCA Jesus wonderful.
Jesus wept, yet He sang.
Essential Sentence
S-Vi
Cd/D
Introduced Week 6
A compound sentence consists of at least two independent clauses joined by a coordinating conjunction (a semicolon may be used in some cases).
112 MODEL SENTENCES
Cd/D
Structure/ Pattern Purpose
Compound Structure
G
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Student
Compound Structure
G
Introduced Week 6
A compound sentence consists of at least two independent clauses joined by a coordinating conjunction (a semicolon may be used in some cases).
112 MODEL SENTENCES
H
CONJUNCTIONS
Master
Introduced Week 6
A conjunction is a word used to connect words, phrases, or clauses together. (C)
COORDINATING conjunctions connect grammatically equal words or groups of words such as compound subjects, compound verbs, or compound sentences. Remember: FANBOYS. for
and
nor
but
or
yet
so
SUBORDINATING conjunctions introduce adverbial subordinate clauses and relate them to the word they modify. They are used in complex sentences. Remember: www.asia.wub. when
while
where
.
as
since if
although
More subordinating conjunctions: after how though as if in order that until as long as lest whenever as soon as so that wherever as though than why before that but that
.
whereas
unless because
Examples: We play when we are young. When we are young, we play. Since we are young, we play. We play because we are young. We play before we eat. Note: some of these words can also be used as prepositions.
CORRELATIVE conjunctions always come in pairs and connect words of equal importance. either/or Examples:
neither/nor
both/and
either Tom or Sue neither Tom nor Sue both Tom and Sue
subordinate clauses and relate them to the word they modify. They are used in complex sentences. who whose
whom which
Example: The boy who cried wolf was not being truthful.
412
not only/but also
not/but
whether Tom or Sue not only Tom but also Sue not Tom but Sue
RELATIVE PRONOUNS introduce adjectival
that
whether/or
Essentials of the English Language
CONJUNCTIVE ADVERBS accordingly although besides consequently furthermore
hence however indeed moreover meanwhile
nevertheless similarly still therefore thus
©2011 Classical Conversations MultiMedia ®
H
CONJUNCTIONS
Student
Introduced Week 6
A conjunction is
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I
A DV E R B S
Master
Introduced Week 7
An adverb modifies a verb, adjective, or another adverb. (AV) Adverbs answer the questions:
How? When? Where? Why? How often?
How much?
To what extent?
Under what condition?
Degrees of Adverbs:
Types of One-Word Adverbs: SIMPLE
one-word adverb, no suffix
FLEXIONAL
adjective + -ly
AFFIRMATIVE
yes, certainly
NEGATIVE
no, not, never
POSITIVE
swiftly
COMPARATIVE
more swiftly
SUPERLATIVE
most swiftly
Types of Multi-Word Adverbs: PHRASE
The boy ran in the field. Where did the boy run? in the field
CLAUSE
The boy ran when his friend called him. When did the boy run? when his friend called him
NOTE: Sometimes a noun can be used as an adverb.
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(We ran home. We ate pizza yesterday.)
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I
A DV E R B S
Student
Introduced Week 7
An adverb modifies Adverbs answer the questions:
Types of One-Word Adverbs:
Degrees of Adverbs:
Examples:
Examples:
Types of Multi-Word Adverbs: Examples:
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PREPOSITIONS
Master
Introduced Week 8
A preposition relates a noun or pronoun to another word. (Pr) Prepositions are always followed by a noun which is called the “object of the preposition.” The preposition, its object, and the modifiers between them create a “prepositional phrase.” Parent Tip: While studying this list, take a moment and teach your student about alphabetical order.
about
concerning
past
above
down
regarding
across
during
since
against
except
through
along
for
throughout
amid
from
to
after
among
toward
around
in
at
inside
under
atop
into
underneath
like
until
near
up
before behind
upon
below
of
beneath
off
with
beside
on
within
between
onto
without
beyond
out
but
outside
by
over
Note: sometimes two or more words can act as a preposition: according to due to in addition to up to ahead of because of by way of in back of in case of in front of in spite of instead of out of with the exception of except for along with away from Note that some of these words can act as adverbs when they are not followed by a noun. For example: outside used as a preposition: I went outside the house. outside used as an adverb: I went outside.
INTERJECTIONS An interjection is a word or phrase used as a strong expression of feeling or emotion. (I)
An interjection is set apart from the sentence by either an exclamation mark or a comma. Oh! My dog has fleas!
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PREPOSITIONS
Student
Introduced Week 8
A preposition
a___________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ b___________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________
c___________________ d___________________ ____________________
p___________________ r___________________ s___________________
e____________________ f___________________ ____________________
t___________________ ____________________ ____________________ ____________________
i___________________ ____________________ ____________________ l___________________ n___________________ o___________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________
u___________________ ____________________ ____________________ ____________________ ____________________ w___________________ ____________________ ____________________
INTERJECTIONS An interjection is
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I am.
3rd Person Plural
They
2nd Person Plural You (all)
We
They are being.
You are being.
We are being.
He/She/It is being.
3rd Person Singular He/She/It
1st Person Plural
You are being.
I am being.
Present
They are.
You are.
We are.
2nd Person Singular You
I
They
1st Person Singular
3rd Person Plural
2nd Person Plural You (all)
We
He/She/It is.
3rd Person Singular He/She/It
1st Person Plural
You are.
I
2nd Person Singular You
1st Person Singular
Present
They were being.
You were being.
We were being.
He/She/It was being.
You were being.
I was being.
Past
being Future
They will be being.
You will be being.
We shall be being.
He/She/It will be being.
You will be being.
I shall be being.
Future
They will be.
You will be.
We shall be.
He/She/It will be.
You will be.
I shall be.
PROGRESSIVE TENSE (form of “to be” + present participle)
They were.
You were.
We were.
He/She/It was.
You were.
I was.
Past
SIMPLE TENSE
was, were
am, are, is Present
been
Past Participle:
They had been.
You had been.
We had been.
He/She/It had been.
You had been.
I had been.
Past
They will have been.
You will have been.
We shall have been.
He/She/It will have been.
You will have been.
I shall have been.
Future
Introduced Week 9
They have been being.
You have been being.
We have been being.
He/She/It has been being.
You have been being.
I have been being.
Present
They had been being.
You had been being.
We had been being.
He/She/It had been being.
You had been being.
I had been being.
Past
They will have been being.
You will have been being.
We shall have been being.
He/She/It will have been being.
You will have been being.
I shall have been being.
Future
PERFECT PROGRESSIVE TENSE (form of “to have” + “been” + present participle)
They have been.
You have been.
We have been.
He/She/It has been.
You have been.
I have been.
Present Participle:
To Be
PERFECT TENSE (form of “to have” + past participle)
(Use the infinitive form to name a verb)
INDICATIVE MOOD, ACTIVE VOICE
V E R B A N ATO M Y: Past:
Master
Present:
K
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Student
I
We
We
3rd Person Plural
They
2nd Person Plural You (all)
1st Person Plural
3rd Person Singular He/She/It
2nd Person Singular You
I
They
1st Person Singular
3rd Person Plural
2nd Person Plural You (all)
1st Person Plural
3rd Person Singular He/She/It
2nd Person Singular You
1st Person Singular
Present:
K
Present
Present
Past
SIMPLE TENSE
Past
PROGRESSIVE TENSE (form of “to be” + present participle)
Past:
Future
Future
Present Participle:
Future
Introduced Week 9
Present
Past
Future
PERFECT PROGRESSIVE TENSE (form of “to have” + “been” + present participle)
Past
PERFECT TENSE (form of “to have” + past participle)
Past Participle:
To
Present
(Use the infinitive form to name a verb)
MOOD VOICE
VE R B A NATOM Y:
L
ADJECTIVES
Master
Introduced Week 10
An adjective modifies a noun or pronoun by describing, qualifying, or limiting. (AJ)
Adjectives answer the questions:
What kind?
Which?
How many?
Whose?
Types of One-Word Adjectives: DESCRIPTIVE
tell “what kind?” beautiful, glorious, honest, crimson, smooth, brave, etc. DEGREE
POSSESSIVE
LIMITING
strong (positive), stronger (comparative), strongest (superlative)
tell “whose?” Possessive Noun Adjectives
the girl’s smile, the book’s cover
Poss. Proper Noun Adjectives
Joshua’s book, Timothy’s diligence
Possessive Pronoun Adjectives
my, your, his, her, its, our, their
tell “how many?” or “which?” Article adjectives
a, an (indefinite articles); the (definite article)
Number
one car, a million books
Demonstrative
This book is wonderful.
Indefinite
Some books are on the shelf.
Interrogative
Which book was on the shelf?
Types of Multi-Word Adjectives: PHRASE
The boy in the field chased the cat. Which boy? The boy that is in the field.
CLAUSE
The boy who played baseball chased the cat. Which boy? The boy who played baseball.
NOTE: Sometimes a noun can be used as an adjective.
What kind of collar? dog collar What kind of light? porch light 420
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L
ADJECTIVES
Student
Introduced Week 10
An adjective
Adjectives answer the questions:
Types of One-Word Adjectives: tell “what kind?” beautiful, glorious, honest, crimson, smooth, brave, etc.
tell “whose?”
tell “how many?” or “which?”
Types of Multi-Word Adjectives:
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Master
Cx/E Cx/E
Jesus, who is man, is God. Jesus, who is good, is holy.
Cx/Imp. Cx/Imp. Cx/Imp.
Does Jesus, who wept tears, love me? Is Jesus, who is man, God? Is Jesus, who is good, holy?
S-Vt-IO-DO (S-Vt-IO-DO)
S-Vt-DO-OCA (S-Vt-DO-OCA)
S-Vt-DO-OCN (S-Vt-DO-OCN)
S-Vt-IO-DO (S-Vt-IO-DO)
S-Vi (S-Vi) S-Vt-DO (S-Vt-DO) S-Vl-PN (S-Vl-PN) S-Vl-PA (S-Vl-PA)
S-Vt-DO-OCA (S-Vt-DO-OCA)
Make me a crown, when I give you my heart. Make me a saint, as you make me an heir. Make me holy, while you make me loving.
Be selfless, while I am selfish.
Be King, since You are God.
Love me, because it changes me.
Weep, if you love.
Jesus, who made you a home, made me a crown! Jesus, who calls himself Master, made me a saint! Jesus, who calls himself holy, made me holy!
Jesus, who is good, is holy!
Jesus, who is man, is God!
Jesus, who wept tears, loves me!
Jesus, who laughed, wept!
Essential Sentence
Structure: S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex
Cx/Imp.
Cx/Imp.
Cx/Imp.
Cx/Imp.
Cx/E
Did Jesus, who laughed, weep?
Jesus, who calls himself holy, made me holy.
Did Jesus, who made you a home, make me a crown? Did Jesus, who calls himself Master, make me S-Vt-DO-OCN (S-Vt-DO-OCN) a saint? Did Jesus, who calls himself holy, make me S-Vt-DO-OCA (S-Vt-DO-OCA) holy?
S-Vi (S-Vi) S-Vt-DO (S-Vt-DO) S-Vl-PN (S-Vl-PN) S-Vl-PA (S-Vl-PA)
S-Vt-DO-OCA (S-Vt-DO-OCA)
Cx/E
S-Vt-DO-OCN (S-Vt-DO-OCN)
Cx/E
Jesus, who wept tears, loves me.
Cx/E
Cx/E
Jesus, who laughed, wept.
S-Vi (S-Vi) S-Vt-DO (S-Vt-DO) S-Vl-PN (S-Vl-PN) S-Vl-PA (S-Vl-PA) S-Vt-IO-DO (S-Vt-IO-DO)
Structure/ Pattern Purpose
Essential Sentence
Jesus, who made you a home, made me a crown. Jesus, who calls himself Master, made me a S-Vt-DO-OCN (S-Vt-DO-OCN) saint.
S-Vi (S-Vi) S-Vt-DO (S-Vt-DO) S-Vl-PN (S-Vl-PN) S-Vl-PA (S-Vl-PA) S-Vt-IO-DO (S-Vt-IO-DO)
Introduced Week 13
A complex sentence is a sentence that consists of at least one independent clause and at least one subordinate clause (www.asia.wub).
112 MODEL SENTENCES
KEY: Purpose: D - Declarative, E - Exclamatory, Int. - Interrogative, Imp. - Imperative
Cx/Int.
Cx/Int.
Cx/Int.
Cx/Int.
Cx/Int.
Cx/Int.
Cx/Int.
Cx/D
Cx/D
Cx/D
Cx/D
Cx/D
Cx/D
Cx/D
Structure/ Pattern Purpose
Complex Structure
M
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Student
Introduced Week 13
Essential Sentence
Essential Sentence
Structure: S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex
Structure/ Pattern Purpose
A complex sentence is a sentence that consists of at least one independent clause and at least one subordinate clause (www.asia.wub).
112 MODEL SENTENCES
KEY: Purpose: D - Declarative, E - Exclamatory, Int. - Interrogative, Imp. - Imperative
Structure/ Pattern Purpose
Complex Structure
M
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Master
We
3rd Person Plural
They
2nd Person Plural You (all)
We
They are having.
You are having.
We are having.
He/She/It is having.
3rd Person Singular He/She/It
1st Person Plural
They had.
You had.
We had.
He/She/It had.
You had.
I had.
Past
SIMPLE TENSE
They were having.
You were having.
We were having.
He/She/It was having.
You were having.
I was having.
Past
Future
having
They will be having.
You will be having.
We shall be having.
He/She/It will be having.
You will be having.
I shall be having.
Future
They will have.
You will have.
We shall have.
He/She/It will have.
You will have.
Present
They had had.
You had had.
We had had.
He/She/It had had.
You had had.
I had had.
Past
Future
Introduced Week 15
They will have had.
You will have had.
We shall have had.
He/She/It will have had.
You will have had.
I shall have had.
PERFECT TENSE (form of “to have” + past participle)
had
Past Participle:
To Have
They have been having.
You have been having.
We have been having.
He/She/It has been having.
You have been having.
I have been having.
They had been having.
You had been having.
We had been having.
He/She/It had been having.
You had been having.
I had been having.
Past
They will have been having.
You will have been having.
We shall have been having.
He/She/It will have been having.
You will have been having.
I shall have been having.
Future
PERFECT PROGRESSIVE TENSE (form of “to have” + “been” + present participle) Present
They have had.
You have had.
We have had.
He/She/It has had.
You have had.
I have had.
Present Participle:
I shall have.
PROGRESSIVE TENSE (form of “to be” + present participle)
You are having.
I am having.
Present
They have.
You have.
We have.
2nd Person Singular You
I
They
1st Person Singular
3rd Person Plural
2nd Person Plural You (all)
1st Person Plural
He/She/It has.
3rd Person Singular He/She/It
I have.
You have.
I
Present
had
Past:
(Use the infinitive form to name a verb)
INDICATIVE MOOD, ACTIVE VOICE
V E R B AN ATO M Y:
2nd Person Singular You
1st Person Singular
has, have
Present:
N
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Student
I
We
We
3rd Person Plural
They
2nd Person Plural You (all)
1st Person Plural
3rd Person Singular He/She/It
2nd Person Singular You
I
They
1st Person Singular
3rd Person Plural
2nd Person Plural You (all)
1st Person Plural
3rd Person Singular He/She/It
2nd Person Singular You
1st Person Singular
Present:
N
Present
Present
Past
SIMPLE TENSE
Past
PROGRESSIVE TENSE (form of “to be” + present participle)
Past:
Future
Future
Present Participle:
Future
Introduced Week 15
Present
Past
Future
PERFECT PROGRESSIVE TENSE (form of “to have” + “been” + present participle)
Past
PERFECT TENSE (form of “to have” + past participle)
Past Participle:
To
Present
(Use the infinitive form to name a verb)
MOOD VOICE
VE R B A NATOM Y:
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Master
We
3rd Person Plural
They
2nd Person Plural You (all)
We
They are playing.
You are playing.
We are playing.
He/She/It is playing.
3rd Person Singular He/She/It
1st Person Plural
They played.
You played.
We played.
He/She/It played.
You played.
I played.
Past
They were playing.
You were playing.
We were playing.
He/She/It was playing.
You were playing.
I was playing.
Past
Future
They will be playing.
You will be playing.
We shall be playing.
He/She/It will be playing.
You will be playing.
I shall be playing.
Future
They will play.
You will play.
We shall play.
He/She/It will play.
You will play.
Present
They had played.
You had played.
We had played.
He/She/It had played.
You had played.
I had played.
Past
They will have played.
You will have played.
We shall have played.
He/She/It will have played.
You will have played.
I shall have played.
Future
Introduced Week 19
They have been playing.
You have been playing.
We have been playing.
He/She/It has been playing.
You have been playing.
I have been playing.
Present
They had been playing.
You had been playing.
We had been playing.
He/She/It had been playing.
You had been playing.
I had been playing.
Past
They will have been playing.
You will have been playing.
We shall have been playing.
He/She/It will have been playing.
You will have been playing.
I shall have been playing.
Future
PERFECT PROGRESSIVE TENSE (form of “to have” + “been” + present participle)
They have played.
You have played.
We have played.
played
Past Participle:
To Play
PERFECT TENSE (form of “to have” + past participle)
He/She/It has played.
You have played.
I have played.
playing
Present Participle:
I shall play.
PROGRESSIVE TENSE (form of “to be” + present participle)
You are playing.
I am playing.
Present
They play.
You play.
We play.
2nd Person Singular You
I
They
1st Person Singular
3rd Person Plural
2nd Person Plural You (all)
1st Person Plural
He/She/It plays.
3rd Person Singular He/She/It
I play.
You play.
I
Present
SIMPLE TENSE
played
Past:
(Use the infinitive form to name a verb)
INDICATIVE MOOD, ACTIVE VOICE
V ER B A NATO M Y:
2nd Person Singular You
1st Person Singular
play
Present:
O
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I
We
We
3rd Person Plural
They
2nd Person Plural You (all)
1st Person Plural
3rd Person Singular He/She/It
2nd Person Singular You
I
They
1st Person Singular
3rd Person Plural
2nd Person Plural You (all)
1st Person Plural
3rd Person Singular He/She/It
2nd Person Singular You
1st Person Singular
Present:
O
Present
Present
Past
SIMPLE TENSE
Past
PROGRESSIVE TENSE (form of “to be” + present participle)
Past:
Future
Future
Present Participle:
Future
Introduced Week 19
Present
Past
Future
PERFECT PROGRESSIVE TENSE (form of “to have” + “been” + present participle)
Past
PERFECT TENSE (form of “to have” + past participle)
Past Participle:
To
Present
(Use the infinitive form to name a verb)
MOOD VOICE
VE R B A NATOM Y:
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Master
S-Vt-DO-OCN (S-Vt-
Did Jesus, who made you an heir, make me a saint, and did He make me His son?
KEY: Purpose: D - Declarative, E - Exclamatory, Int. - Interrogative, Imp. - Imperative
t-DO-OCA (S-Vt-DO- Did Jesus, who made you kind, make me holy, Cd-Cx/Int. S-V OCA) / S-Vt-DO-OCA and did He make us joyful?
OCN
Cd-Cx/Int. DO-OCN) / S-Vt-DO-
Did Jesus, who made you a home, make me a crown, and did He give me a family?
Jesus, who made you kind, made me holy, and He made us joyful!
Jesus, who made you an heir, made me a saint, and He made me his son!
Jesus, who made you a home, made me a crown, and He gave me a family!
Jesus, who is good, is holy, and He is alive!
Jesus, who is man, is God, and He is King!
John, consider me holy, while God makes me joyful, but Paul, consider me depraved. Structure: S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex
t-DO-OCA (S-Vt-DOCd-Cx/Imp. S-V OCA) / S-Vt-DO-OCA
John, consider me a servant, as God makes me an heir, but Paul, call me human.
John, weep, because you love, and Paul, sing. S-Vt-DO (S-Vt-DO) / S-Vt- John, preach the gospel, because it DO changes people, and Paul, love the poor. S-Vl-PN (S-Vl-PN) / S-Vl- John, be a witness, since you are a believer, PN and Paul, be a servant. John, be holy, because He is holy, yet Paul, S-Vl-PA (S-Vl-PA) / S-VlPA be merciful. S-Vt-IO-DO (S-Vt-IO-DO) John, give me hope, when I give Jesus my / S-Vt-IO-DO heart, and Paul, give me grace.
S-Vt-DO-OCA (S-Vt-DOOCA) / S-Vt-DO-OCA
S-Vt-DO-OCN (S-Vt-DOOCN) / S-Vt-DO-OCN
S-Vt-IO-DO (S-Vt-IO-DO) / S-Vt-IO-DO
S-Vl-PA (S-Vl-PA) / S-VlPA
S-Vl-PN (S-Vl-PN) / S-VlPN
t-DO-OCN (S-Vt-DOCd-Cx/Imp. S-V OCN) / S-Vt-DO-OCN
Cd-Cx/Imp.
Cd-Cx/Imp.
l-PA (S-Vl-PA) / S-VlCd-Cx/Int. S-V Is Jesus, who is good, holy, and is He alive? PA
t-IO-DO (S-Vt-IOCd-Cx/Int. S-V DO) / S-Vt-IO-DO
Cd-Cx/Imp.
Cd-Cx/Imp.
Is Jesus, who is man, God, and is He king?
l-PN Cd-Cx/Int. S-V (S-Vl-PN) / S-Vl-PN
t-DO Cd-Cx/Int. S-V (S-Vt-DO) / S-Vt-DO
Jesus, who laughed, wept, yet He sang!
Essential Sentence
S-Vt-DO (S-Vt-DO) / S-Vt- Jesus, who wept tears, loves me, and He DO loves you!
S-Vi (S-Vi) / S-Vi
Pattern
Cd-Cx/Imp. S-Vi (S-Vi) / S-Vi
Cd-Cx/E
S-Vt-DO-OCA (S-Vt-DO- Jesus, who made you kind, made me holy, and OCA) / S-Vt-DO-OCA He made us joyful.
Cd-Cx/D
Did Jesus, who laughed, weep, yet did He sing? Does Jesus, who wept tears, love me, and does He love you?
Cd-Cx/E
Jesus, who made you an heir, made me a saint, and He made me His son.
S-Vt-DO-OCN (S-VtDO-OCN) / S-Vt-DOOCN
Cd-Cx/D
Cd-Cx/E
S-Vl-PA (S-Vl-PA) / S-VlJesus, who is good, is holy, and He is alive. PA
Cd-Cx/D Cd-Cx/E
Cd-Cx/E
Jesus, who is man, is God, and He is king.
S-Vl-PN (S-Vl-PN) / S-Vl-PN
Cd-Cx/D
Jesus, who made you a home, made me a crown, and He gave me a family.
Cd-Cx/E
Jesus, who wept tears, loves me, and He loves you.
S-Vt-DO (S-Vt-DO) / S-Vt-DO
Cd-Cx/D
S-Vt-IO-DO (S-Vt-IODO) / S-Vt-IO-DO
Cd-Cx/E
Jesus, who laughed, wept, yet He sang.
S-Vi (S-Vi) / S-Vi
Cd-Cx/D
Cd-Cx/D
Structure/ Purpose
Essential Sentence
Structure/ Pattern Purpose
Cd-Cx/Int. S-Vi (S-Vi) / S-Vi
Introduced Week 21
A compound-complex sentence consists of at least two independent clauses (like a compound sentence) and at least one subordinate clause (like a complex sentence).
112 MODEL SENTENCES
Compound-Complex Structure
P
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Essential Sentence
KEY: Purpose: D - Declarative, E - Exclamatory, Int. - Interrogative, Imp. - Imperative
Structure/ Pattern Purpose
Introduced Week 21
Pattern
Essential Sentence
Structure: S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex
Structure/ Purpose
A compound-complex sentence consists of at least two independent clauses (like a compound sentence) and at least one subordinate clause (like a complex sentence).
112 MODEL SENTENCES
Compound-Complex Structure
P
Q
VERBALS
Master
Introduced Week 21
A verbal is a verb that is used as another part of speech.
Infinitive
An infinitive is to + a verb used as a noun, adjective, or adverb. To fly is my desire. To fly is the subject noun.
To
fly is
desire my
Gerund
A gerund is a present participle verb form used as a noun.
Flying is my desire. Flying is the subject noun.
ing
Fly
is
desire my
Participle
A participle is a verb usually ending in -ed, -en, -t, or -ing used as an adjective.
Flying machines are fascinating. Flying tells what kind of machine, so it is an adjective in this sentence.
machines
are
fascinating
F
lying
NOTE: Gerunds and infinitives can be used in any noun role: direct objects, predicate nominatives, etc.
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Q
VERBALS
Student
Introduced Week 21
A verbal is
My example:
My example:
My example:
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THE SECOND TRAIL OF ESSENTIALS:
DIALECTIC DISCUSSIONS
During dialectic discussions, students use the six analytical tasks as a guide to analyzing sentences. The sentences are listed by week. The Analytical Task Sheet is used as a tool to help students focus on the six tasks. Typically a student should copy the Grammar Mastery charts first as that information will be used on the practice sentences. They are found at the front of this section because they will be used every week. First-Tour Students: The first two sentences for each week are the easiest. First-tour students should concentrate on those sentences, going through the assigned tasks with a parent. Most students enjoy working on one sentence a day on the whiteboard with a parent, discussing the options as they go. Students can look over Sentences 3–5 and classify them by structure, purpose, and pattern and stop there. The student and/or parent can create additional sentences that follow the same pattern for extra practice. When introduced, students can begin to use Quid et Quo for more prompts for describing and classifying the words of a sentence. Second-Tour Students: Second-tour students should be able to complete all the tasks on the first three sentences and classify Sentences 4 and 5. They should make up some sentences similar to the first sentence for extra practice. They may be able to complete all the tasks on all the sentences discussing the options with a parent as they work together on the whiteboard. Students can use Quid et Quo for more prompts on describing and classifying the words of a sentence. Third-Tour Students: Third-tour students should be able to complete all the tasks on all five sentences with assistance from a parent, working together on the whiteboard. They should also be looking for similar sentence patterns in the literature they read or in the Bible or in poetry. Parents can find and share additional sentences for practice on Classical Conversations Connected, the online forum and file-sharing site for CC families. Students can use Quid et Quo for more prompts for describing and classifying words of a sentence.
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W E E K LY P R AC T I C E S E N T E N C E S
Semester 1
1. Use the Analytical Task Sheet to analyze each sentence. 2. Use the Practice Sentence Sheets following the weekly lessons to check your answers. Week 1 No sentences Practice Grammar Mastery Charts
Week 8 1. Who loved me, and who died? 2. Did Dad love me, and has he brought presents? 3. Jesus loved me, and He died? 4. Who loved obeying, and who died in my place? 5. Who loved to bless me, and who died for me?
Week 2 No sentences Practice Grammar Mastery Charts Week 3 1. Jesus wept. 2. Oh! Jesus wept! 3. Tom jumped. 4. Wow! Sally and Jim skipped! 5. Jesus, our most wonderful Lord, has wept for all of us. Week 4 1. Weep. 2. Dance. 3. Yell. 4. Sincerely weep. 5. Weep with the joy of the Lord.
Week 9 1. Our Lord is God, so Jesus is my Savior. 2. The boy is my brother, so he is my friend. 3. The bear is a carnivore, and it is a mammal. 4. Our Lord is a holy God, so Jesus became my wonderful Savior. 5. The One, who saved me, is a holy God, so I became His disciple. Week 10 1. Jesus is holy, for He is just. 2. The boy is kind, so he is content. 3. The bear is large, and he is angry. 4. The Creator of the universe is holy, for He is always just. 5. The Creator of the universe is marvelous, for not any artist is always perfect.
Week 5 1. Who wept? 2. Did Jesus weep? 3. Jesus wept? 4. Did Jesus pray often for me? 5. Did the weeping Jesus pray?
Week 11 1. Jesus is holy, for He is God! 2. The boy is kind, so he is my friend! 3. The bear is a carnivore, and he is hungry! 4. The bear and the lion are carnivores, and they seem hungry! 5. The dancing bear is a circus creature, and he looks ravenous!
Week 6 1. Jesus loves me, so Jesus loves you. 2. Jesus loves everyone, and He expects peace. 3. Jesus greatly loved me, and He died for me! 4. Jesus wanted to weep, but He also wanted to rejoice. 5. Jesus wept and sang loudly. Week 7 1. John, preach the Gospel, and Paul, love the poor. 2. Play, and we shall work tomorrow. 3. Jane, empty the trash cans, and Jack, dust the furniture. 4. Love the true King, and you will never experience fear again. 5. Sally, clean the house, and Tom, help Mother.
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Week 12 1. Who is God, and who loves me? 2. Is Jesus holy, and does He save people? 3. The Spirit is God, and He loves me? 4. The Holy Spirit is one part of the triune God, and He loves the whole world? 5. Is the loving family part of God’s kingdom, and are they a light to the whole world?
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WEE K LY P R AC T I C E S E N T E N C E S Week 13 1. Jesus, who died for me, made me a crown. 2. The man who sells ice cream gave me a scoop. 3. The cat gave me, who feeds him, a scratch! 4. Jesus, the Lord of Lords, who died for me, made me a beautiful crown! 5. Loving Jesus, who died for me, made all who obey a crown. Week 14 1. Make all who believe a crown. 2. Quickly give the boy who bit me a punishment. 3. Offer your friend who is visiting some cake. 4. Give all of the saints who believe a gold crown. 5. Bring all of the children who laugh a special cookie. Week 15 1. Did Jesus, who died for me, make me a crown? 2. Will the boy who bit me send me an apology? 3. Will your friend serve us some cake when we visit tomorrow? 4. Did John Wesley, who was saved by our singing Savior, write me a hymn that praises God? 5. Did Martin Luther King, Jr., who was revered by his dedicated followers, give the world a speech that praised freedom? Week 16 1. Jesus, who saved us, made me a saint. 2. The boy who eats jam elected me captain. 3. Your friend called me “Rascal” when he visited yesterday. 4. Jesus Christ, our Lord, who saved us, made me a believing saint. 5. Jesus, Lord and Savior, who established the world, created me a saint. Week 17: 1. Jesus, who loves us, makes me holy! 2. The boy who bit me painted the yellow kitchen green! 3. Your friend made me happy although I was not feeling well! 4. Jesus, who loves to help children, appointed me holy! 5. Jesus, who wants all to be saved, considers me holy! Week 18 1. Make me, who is unworthy, a saint. 2. Paint the house, which is ugly, white. 3. Call me, who made my friends miserable, a traitor. 4. Consider me a gourmet because you find my pizza delicious. 5. Consider me, who loves and prays for you, a good friend. Week 19 1. Who made me a saint so that I shall live forever? 2. Who created you a sister so that you may bless others? 3. Who made him captain so that we shall win games? 4. Who appointed him mayor when we were out of town? 5. Who appointed him mayor when voting was illegal in town?
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Semester 2
Week 20 1. Who made me holy so that I shall live forever? 2. What made the cooks happy so that they baked cakes? 3. What made her happy when he arrived home early? 4. Who painted the ugly wall yellow so that it looks incredible? 5. Did I paint the ugly wall yellow while I was sleep-walking? Week 21 1. Jesus, who watches him, wept, for He loves to find lost sheep. 2. The boy who made the team jumped, so he broke his leg. 3. My brother, who loves sports, yelled, but he enjoyed the game while he watched it on TV. 4. My father, the carpenter, who works hard for a living, yelled, but he enjoyed watching the game. 5. My mother, who owns a quilt shop, sews, but she would rather read books. Week 22 1. Jesus, who rose, is King, and He is glorified. 2. The girl who made the team is my friend, so I am joyful. 3. My father is hilarious when he tells jokes, and I am often his inspiration. 4. The bookcase which fell on the floor is Sally’s piece of furniture, so Sally is angry. 5. The car which won the race is my friend’s automobile, so she is feeling beside herself with joy. Week 23 1. Jesus gave me, who is undeserving, life, and He gave me peace that passes understanding. 2. The squirrel which climbed the tree threw me a peanut, so I gave him water. 3. My new boat sprang leaks when I sailed it, so the seller refunded me my money. 4. The town hall which caught on fire gave the firemen fits, yet they tried to douse the flames. 5. The local YMCA which collapsed in the fire gave the councilmen headaches, yet they tried to repair the damage. Week 24 1. Jesus, who rose from the grave, made me an heir, and He made me wonderful. 2. The wind, which was cold, made our lake rough, but we still chose to sail. 3. My boat quickly began to sink since it had developed a leak, and the situation made me frightened. 4. The apples which were green made our stomachs ache, but we still enjoyed them. 5. Tom and Sally, who were married in April, gave us hope, for we had chosen them role models for our lives.
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A N A LY T I C A L TA S K S H E E T q Copy the Grammar Mastery chart for the week before doing the Analytical Tasks, as the information from the chart will be used in the tasks.
Dictate Sentence
2
Check Mechanics
3
Question Confirmation
TASK
TASK
1
TASK
q Is there a subject? q Is there a verb? q Does it begin with a capital letter? Using the Question Confirmation pro-
cess, identify the job/role of each word in the sentence and label each word in the gray box above the sentences. Once the words are labeled, you can classify the sentence by identifying the structure, pattern(s), and purpose.
q Does it have an end mark? q Words spelled correctly? q Does it make complete sense? q Other punctuation and capitalization?
STRUCTURE: q Compound (FANBOYS connecting clauses)
q Complex (www.asia.wub or who/which clause)
q Simple (neither) q Compound/Complex
TASK
(both)
4
PATTERN:
q S-Vi q S-Vt-DO q S-Vl-PN q S-Vl-PA q S-Vt-IO-DO q S-Vt-DO-OCN q S-Vt-DO-OCA
PURPOSE:
q Declarative (.) q Exclamatory (!) q Interrogative (?) q Imperative (. or !)
Diagram Confirmation
q Diagram the sentence in the space below:
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TASK
A N A LY T I C A L TA S K S H E E T
5
(continued)
Modification Confirmation
q Rewrite by Purpose: (If the sentence is not simple, use the first independent clause for this task.) D E C L A R AT I V E :
E X C L A M AT O R Y :
I N T E R R O G AT I V E :
I M P E R AT I V E :
q Rewrite by Structure: (If the sentence is not simple, use the first independent clause for this task.) SIMPLE:
COMPOUND:
COMPLEX:
COMPOUND-COMPLEX:
q Rewrite with modifiers: (Add adverbs, adjectives, phrases, and clauses.)
q ADVANCED TASK Rewrite by Voice (Change from active voice to passive voice.)
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Essentials of the English Language
PREP. PHRASE: adverbial, adjectival
INTERJECTION
CONJUNCTION: coordinating, subordinating, correlative, conjunctive
Affirmative, Negative
Simple: positive, comparative, superlative
Person: 1st, 2nd, 3rd
Number: singular, plural
Form: simple, perfect, progressive, perfectprogressive
Tense: present, past, future
Type: intransitive, transitive, linking, helping
Limiting: articles, numbers, other pronouns
Possessive
Other Pronoun: demonstrative, interrogative, indefinite, reflexive, relative
Gender: masc., feminine, neuter, common
Number: singular, plural
Person: 1st, 2nd, 3rd
Personal Pronoun:
concrete, abstract, collective, compound
Type: common, proper
Number: singular, plural
Write the sentence, one word per block.
Label the usage (job or role) of each word.
S-Vi
Sentence Pattern(s):
S-Vl-PN
Exclamatory
S-Vt-DO
Declarative
Sentence Purpose:
Compound
Quid et Quo Basic Format
Simple
6
Sentence Structure:
TASK
NOUN
PRONOUN
ADJECTIVE
VERB
®
ADVERB
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S-Vl-PA
S-Vt-IO-DO
Interrogative
Complex
S-Vt-DO-OCN
Imperative
Compound-Complex
S-Vt-DO-OCA
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Essentials of the English Language
VERBAL: gerund, participle, infinitive
PREP. PHRASE: adverbial, adjectival
INTERJECTION
CONJUNCTION: coordinating, subordinating, correlative, conjunctive
Affirmative, Negative
Flexional: positive, comparative, superlative
Simple: positive, comparative, superlative
Type: intransitive, transitive, linking, helping Tense: present, past, future Form: simple, perfect, progressive, perfect progressive Number: singular, plural Person: 1st, 2nd, 3rd Voice: active, passive Mood: indicative, subjunctive, imperative
Limiting: articles, numbers, other pronouns
Possessive
Descriptive: positive, comparative, superlative
Personal Pronoun: Case: nominative, objective, possessive Person: 1st, 2nd, 3rd Number: singular, plural Gender: masc., feminine, neuter, common Other Pronoun: demonstrative, interrogative, indefinite, reflexive, relative
Number: singular, plural Type: common, proper concrete, abstract, collective, compound
Write the sentence, one word per block.
Label the usage (job or role) of each word.
S-Vi
Sentence Pattern(s):
S-Vl-PN
Exclamatory
S-Vt-DO
Declarative
Sentence Purpose:
Compound
S-Vt-IO-DO
Interrogative
Complex
S-Vl-PA
Quid et Quo Detailed Format
Simple
6
Sentence Structure:
TASK
NOUN
PRONOUN
ADJECTIVE
VERB
®
ADVERB
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S-Vt-DO-OCN
Imperative
Compound-Complex
S-Vt-DO-OCA
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