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Grammar on Your Feet

Grammar on Your Feet. Can be used to teach: The sentence core: (Day One) Have students arrange themselves into simple sentences. Show that a sentence is a two-part thing: subject and verb Use “The Sentence Inspection Committee” to verify the completeness of all of the sentences. .

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Grammar on Your Feet

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  1. Grammar on Your Feet Can be used to teach: The sentence core: (Day One) Have students arrange themselves into simple sentences. Show that a sentence is a two-part thing: subject and verb Use “The Sentence Inspection Committee” to verify the completeness of all of the sentences.

  2. Grammar on Your Feet Can be used to teach: The sentence core: (Day One) Have students arrange themselves into simple sentences. Use the Post-it notes to capitalize the first word of the sentence and add end punctuation

  3. Grammar on Your Feet Can be used to teach: The sentence core: (Day One) Have students arrange themselves into simple sentences. Switch (re-match) the subjects and verbs around to show what we mean by subject-verb agreement.

  4. Grammar on Your Feet Can be used to teach: Elaboration: (Day Two) Now, add the modifiers (adjectives, adverbs, prepositional phrases). Show that we can place modifiers in various positions in the sentence. Show that modifiers answer questions: Adjectives: Which one? What kind? How many? Adverbs: Where? When? Why? How? To what extent?

  5. Grammar on Your Feet Can be used to teach: Elaboration: (Day Two) Show that if we have two adjectives preceding a noun, we need a comma IF we can reverse them.

  6. Grammar on Your Feet Can be used to teach: Joining to create compound subjects and compound verbs (Day Three): Show that we use and (without a comma) to bring more than one item into the subject slot or the predicate slot

  7. Grammar on Your Feet Can be used to teach: Joining to create compound sentences (Day Four): Show what happens when sentences want to get together. They bump into each other if they are not properly separated. Establish that we can use a comma + and, but, so to properly join two sentences. (A comma alone is not sufficient to join two sentences)

  8. Grammar on Your Feet Can be used to teach: That when we introduce a subordinating conjunction, we need to add a “guess what” part Add: AAAWWUUBBI Although, as, after While, when Unless, until Before, because If

  9. a handsome prince appeared This is an independent clause: It can stand alone as a complete sentence.

  10. the princess ran away This is an independent clause: It can stand alone as a complete sentence.

  11. penguins This is a count noun: It takes S to make it plural

  12. waddle This is an intransitive verb: It does not want a direct object.

  13. ,and ,but ,so These are the most common coordinating conjunctions: Along with a comma, they can join two independent clauses to create a compound sentences. Most professional writers begin sentences with coordinating conjunctions FOR EMPHASIS. Many teachers do not want you to begin sentences with coordinating conjunctions. Follow your teacher’s expectations.

  14. . , ; , This is a semicolon: It can join two independent clauses to create a compound sentence. It can also separate items in a series if the items themselves contain commas.

  15. moreover furthermore however therefore These are conjunctive adverbs: They can easily begin sentences. With commas around them, they can move within their own clauses. They CANNOT join two independent clauses UNLESS you also have a semicolon (not a comma).

  16. the This is the most common noun marker: When you see this word, expect a noun structure (single noun, noun phrase, or noun clause.

  17. ing All verbs can take this ending. It forms the progressive tense. It also forms a gerund (a verb that is acting as a noun).

  18. s When S is added to a word, it could mean: Plural form of a noun Singular form of a verb, to match the third person singular subject With apostrophe, possessive form of a noun

  19. es Use this to form the plural of a noun or the singular of a verb if adding a syllable

  20. d This forms the past tense of regular verbs. It also forms the participle, which can be used to create the perfect tense, OR can create an adjective.

  21. ed Use this ending when you need to say another syllable to create the past tense or participle.

  22. in the pond This is a prepositional phrase: It gives “where” information.

  23. at night This is a prepositional phrase: It gives “when” information.

  24. After As Although While When Unless Until Because Before If These are the most common subordinating conjunctions. They create complex sentences. If they appear between two independent clauses, then you DON”T need a comma; if they appear at the beginning of the complex sentence, then you DO need a comma between the independent clauses.

  25. awesome This is an adjective: It answers the question WHAT KIND?

  26. fuzzy This is an adjective: It answers the question WHAT KIND?

  27. This word will help you locate the verb. today This is an adverb: It answers one of these questions: WHEN? WHERE? WHY? HOW? TO WHAT EXTENT? HOW OFTEN?

  28. This word will help you locate the verb. yesterday This is an adverb: It answers one of these questions: WHEN? WHERE? WHY? HOW? TO WHAT EXTENT? HOW OFTEN?

  29. carefully This is an adverb: It answers one of these questions: WHEN? WHERE? WHY? HOW? TO WHAT EXTENT? HOW OFTEN?

  30. suddenly This is an adverb: It answers one of these questions: WHEN? WHERE? WHY? HOW? TO WHAT EXTENT? HOW OFTEN?

  31. itch This word can easily function as a noun or a verb.

  32. scratch This word can easily function as a noun or a verb.

  33. princess This is a count noun: It takes S to make it plural

  34. prince This is a count noun: It takes S to make it plural

  35. climb This is a transitive verb, but it can easily act intransitively (without a direct object).

  36. kiss This is a transitive verb, but it can easily act intransitively (without a direct object).

  37. like This is a transitive verb: It wants a direct object.

  38. find This is a transitive verb: It wants a direct object.

  39. frog This is a count noun: It takes S to make it plural

  40. bamboo This is a npn-count noun: It doesn’t like to add S to make it plural

  41. mud This is a npn-count noun: It doesn’t like to add S to make it plural

  42. water This is a npn-count noun: It doesn’t like to add S to make it plural

  43. panda This is a count noun: It takes S to form the plural.

  44. monkey This is a count noun: It takes S to form the plural.

  45. birds This is a count noun: It takes S to form the plural.

  46. trees This is a count noun: It takes S to form the plural.

  47. want This is a transitive verb: It wants a direct object.

  48. swim This is an intransitive verb: It does not want a direct object.

  49. fly This is an intransitive verb: It does not want a direct object.

  50. yell This is an intransitive verb: It does not want a direct object.

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