Transcript verbs - Amy Benjamin

Engaging Grammar: Practical Advice for Real Classrooms
Presented by Amy Benjamin
www.amybenjamin.com
Part Three:
Teaching the Parts of Speech
“ I’ve never known a person
who wasn’t interested in language.”
-Steven Pinker, The Language
Instinct
Two Categories of Words in English
Form Class Words:
Structure Class Words:
Noun
Verb
Adjective
Adverb
Prepositions
Conjunctions
Determiners (aka
articles: a, an, the)
Intensifers
Pronouns
Interjections
Morphology Chart
NOUNS:
VERBS:
ADJECTIVES:
ADVERBS:
They will fit into the frame:
The_____.
They will fit into the frame:
To____
They answer one of these
questions:
Which one?
What kind?
How many?
They answer one of these
questions:
Where? When? Why?
To what extent? How
often?
In what manner?
Stifle
Stifles
Stifled
Stifling
stiflingly
It’s easier to teach parts of speech than you think. Simply use the cues above. Use the morphology chart
to illustrate how a word can change its forms, adapting itself to more than one part of speech. Not all words
follow the same morphology. It’s interesting to see how words morph into different forms. The morphology
chart is great for grammar lessons, vocabulary expansion, and spelling.
Morphology Chart
NOUNS:
VERBS:
ADJECTIVES:
ADVERBS:
They will fit into the frame:
The_____.
They will fit into the frame:
To____
They answer one of these
questions:
Which one?
What kind?
How many?
They answer one of these
questions:
Where? When? Why?
To what extent? How
often?
In what manner?
Transgression,s
Transgress
Transgresses
Transgressed
Transgressing
transgressive
It’s easier to teach parts of speech than you think. Simply use the cues above. Use the morphology chart
to illustrate how a word can change its forms, adapting itself to more than one part of speech. Not all words
follow the same morphology. It’s interesting to see how words morph into different forms. The morphology
chart is great for grammar lessons, vocabulary expansion, and spelling.
www.amybenjamin.com
Why Teach Verbs?
1. Strong verbs energize writing.
2. Writers must decide on a consistent
verb tense.
3. Writers must decide whether to use
active or passive voice.
4. Errors in verb usage are highly
stigmatized: Incorrect form of irregular verbs
(*I seen,
*brung, *brang, *have went, *have sang, etc.)
5. Whether we have an action verb or a BE verb
determines pronoun case use and adjective/adverb use.
Base form: walk, sing
Progressive form: walking, singing
Past form: walked, sang
Participial form: (have) walked, (have sung)
Hanout, 11
Verb Land, USA
Active Voice: I stole the cookie
from the cookie jar.
Passive Voice: The cookie was
stolen from the cookie jar by me.
(BE + Participial form= passive voice)
“Where We Find Out
the Action of Things”
ACTION TOWN
Verbals:
1. Participle: (acts as adjective)
ACTION verbs are modified by
adverbs:She sings happily.
the dancing bear;
the stolen cookie
2. Infinitive: (acts as noun)
Let us never fear to negotiate.
3. Gerund: (Acts as noun)
Teaching makes me happy.
ACTION verbs take objective case pronouns as objects:
We saw him steal the cookie from the cookie jar.
Auxiliaries:
Modal Auxiliaries:
Would Will
Have: creates
the perfect tenses Should Shall
Could
May
(has sung, etc.)
Can
Might
Be: creates the
Must
progressive tenses
(am singing, etc.)
Auxiliaries and
modal auxiliaries
combine with action
verbs to create various
tenses.
www.amybenjamin.com
TO BE:
I am,was We are,were
You are
;were
He, she, it is They are,were
Sense Verbs:
feel, look, sound
smell, taste
Also: seem,
become, appear
grow
BE TOWN
“Where We Find Out the
Nature of Things”
BE verbs are completed by
adjectives: He is happy.
BE verbs take subjective case
pronouns as complements:
It was I who stole the cookie from
the cookie jar.
Kinds of Information
Noun Phrases:
Who?
What?
Adjective Structures
Which one?
What kind?
How many?
Verb structures:
What is its action?
What is its nature?
Adverb structures:
Where?
When?
Why?
In what manner?
How often?
Morphology Chart
NOUNS:
VERBS:
ADJECTIVES:
ADVERBS:
They will fit into the frame:
The_____.
They will fit into the frame:
To____
They answer one of these
questions:
Which one?
What kind?
How many?
They answer one of these
questions:
Where? When? Why?
To what extent? How
often?
In what manner?
Product, products
Productivity
Produce
Productiveness
Produce
Produces
Producing
Produced
Productive
Productively
Expense,
expenses
expensiveness
Expend
Expends
Expending
expended
Expensive
Expensively
This “Morphology Kit”
is a great way to
expand vocabulary
because most
Noun-Making
of the words
created by
Suffixes
these suffixes
express abstract
ideas.
Morphology Kit
-ment
-ness
-ation, sion
-ity
-ism
-hood
-itude
-ence
-ance
-ide
Verb-Making Suffixes Adjective-making
suffixes
-ate
-ify
-ize
-acious,icious
-y
-ous, ious
-ant
-able, ible
-er; est
Adverb-making suffix:
-ly
5
The expandable, shrinkable
nominal (noun + its modifiers)
The expandable, shrinkable nominal
standing over the fish bowl
the
curious
IT
little
pink
on the bookshelf,
looking hungrily at the
rainbow fish
Order of adjectives:
cute
two
well-trained these
Himalayan
little
Prepositions
Suggested teaching methods:
1. Hidden Pictures (see directions in your handouts)
2. Somewhere ______ the rainbow
3. “Any place a mouse can go”
(These devices produce only those
prepositions that indicate location.
Prepositions can also indicate time (at night, after
dinner, before lunch, etc.), type (Queen of Hearts) and
relationships (with me).
On top of the cornstalk
Over the dragonfly
In the brick walkway
Within the picture somewhere
Above the roof
Below the roof
Six Reasons for Teaching
Prepositions:
1. Prepositions add time and place detail to sentences
2. Students can vary their sentence structure and set the stage for
a sentence by beginning some sentences with prepositions.
3. Students can add power to their writing by ending paragraphs with a
prepositional phrase. (Conversely: Students can avoid ending sentences
with prepositions so that their sentences are not weak or too informal.)
4. Students can avoid subject-verb agreement errors by recognizing
prepositional phrases that intervene between the subject and the verb, as in
“A box of matches (is, are) on the kitchen table.”
5. Students can create parallel structure by repeating prepositional phrases
deliberately.
6. Students can select the appropriate pronoun case as the object of
a preposition. (between you and me; for Joe and me)
Noun Determiners (aka Noun
Signals or Noun Markers)
These are words that announce that you are
at the beginning of a noun phrase:
Most common: the, a, an
Also: this, that, these, those, any possessive
pronoun
Pronoun Case
Singular
Subjective Case:
The Yankees
Plural
1st person:
I
we
2nd person:
you
you
3rd person: he, she, it
they
who
Objective Case:
Singular
The Sox
1st person:
me
2nd person: you
Plural
us
you
3rd person: him, her, it
them
whom
Pronoun Case
Subjective Case:
The Yankees
Singular
Plural
1st person:
I
we
2nd person:
you
you
3rd person: he, she, it
Used for 2 functions:
they
who
I. Subject: Judy and I are friends. (We are friends.)
He and I are to be married in June. (We are to be married in June.)
He and she are to be married in June. (They are to be married in June)
Who is to be married in June? (They are to be married in June.)
II. Predicate Nominative (the pronoun that follows TO BE form to complete
the sentence): The culprit is she.
The culprits were proven to be they.
The guilty party was I.
Who was the guilty party? (She was the guilty party.l)
Pronoun Case
Objective Case:
Singular
The Sox
1st person:
me
2nd person: you
Plural
us
you
3rd person: him, her, it
them
whom
Used for 3 functions:
1. Direct object: Ask Joe or me (Ask us.)
2. Indirect object: We sent Joe and him invitations (We sent them invitations)
3. Object of preposition: This is between you and me. (This is between us.)
Who/Whom:
Who/whom do you trust?
We trust him (whom).
Who/whom stole the cookie from the cookie jar?
He (who) stole the cookie…
Common Hitching Devices
Coordinating
Conjunctiions
Subordinating
Conjunctions
And
But
So
Or/nor
As, although, after
While, when
Until
Because, before
If, since
Conjunctive Adverbs
However
Moreover
Therefore
Furthermore
AAAWWUBBIS
Can join two
independent
clauses to make
a compound
sentence.
Warning: You
must use a comma
with these when
they join
independent clauses.
Can hitch up to an
independent clause,
creating a subordinate
(dependent) clause,
forming
complex sentence.
Can appear after
main clause (no comma)
or before main clause
(needs a comma)
Relative Pronouns
That
Which
Who, whom
What
Where
Why
How
Whichever
Whatever, etc.
Can move within
own clause;
Requires commas
on both sides
Warning: If you
wish to use these
to join clauses, you
must use a semicolon.
Can join clauses
Warning: Many
sentence fragments
begin with these
words. Usually, you
must hitch these
words and the clauses
that they introduce to
your previous sentence.