TPRS 5 - Student by PsychoTools Inc.

Story A Confusing Experience

Vocabulary Homophones Suffixed Words I Sight Words

Pop-Up Grammar Noun Review Singular - Plural Common - Proper Possessive Appositive

Structures going to + verb cannot + verb have - doesn’t have have - don’t have + verb want - wants to + verb 1

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Vocabulary Homophones A homophone word is one that is pronounced like another word but is different in meaning, origin, and spelling. I. Write the meanings of these words on the lines as required. Meaning

Homophone Words

sun male

eight our peace week aunt for too two son mail

bare

bear

ate hour piece weak ant four to

Meaning

II. Illustrate the following homophones and write sentences with each word.

_____________________________ _____________________________ _____________________________ bear

_____________________________ 2

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Vocabulary - Homophones

_____________________________ _____________________________ _____________________________

bare _____________________________ _____________________________ _____________________________

eight _____________________________ _____________________________ _____________________________

ate _____________________________ _____________________________ _____________________________

weak _____________________________ _____________________________ _____________________________

week 3

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Vocabulary - Homophones

_____________________________ _____________________________ _____________________________

ant _____________________________ _____________________________ _____________________________

aunt _____________________________ _____________________________ _____________________________

sun _____________________________ _____________________________ _____________________________

son

III. Why should we learn about homophones? _____________________________ _____________________________ _____________________________ 4

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Vocabulary - Homophones

Homophone Words IV. Look for six new homophones on line. V. Illustrate and share with the class.

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Vocabulary Suffixed Words I A suffix is found at the end of a word. Understanding the meaning of suffixes can help you to determine the meaning of several unknown words. The suffix “able” can be added to nouns or verbs to change them to adjectives. I. Read the words and look them up in the dictionary. Then add the suffix and look for the new meaning. Note: If the word ends in “e”, cross out the last letter, then add the suffix. Word believe adjust adore comfort depend prevent solve

Suffix

Suffixed Words

+ able (capable of being)

believable adjustable adorable comfortable dependable preventable solvable

Definition

II. Use the appropriate suffixed words to complete the sentences. 1. The chair is very ______________________________. 2. The new seatbelt is _________________________________. 3. My new pet is _________________________________. 4. This story is ______________________________. 5. This problem isn’t difficult. It’s ______________________________. 6

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Vocabulary - Suffixed Words I

Remember: A suffix is a letter or a group of letters that added to the end of a word change its meaning to form a different word. The suffix ”ment” changes verbs into nouns. III. Read the words and look them up in the dictionary. Then add the suffix and look for the new meaning. Note: If the word ends in “e”, just add the suffix.

Word

announce replace engage excite adjust adore

Suffix

Suffixed Words

Definition

announcement replacement + ment (action or process)

engagement excitement adjustment adorement

IV. Draw a line to match the words with their meanings.

announcement

•

meeting

adornment

•

adaptation

adjustment

•

decoration

engagement

•

substitute

excitement

•

arose emotion

replacement

•

make public

CHAPTER

A Confusing Experience Vocabulary

NOUNS

people trip man son town both abuse experience VERBS

VERBS

going on cannot decide ride on hear walk change

pass let do carry throw laughing at walk

CHAPTER

Vocabulary - A Confusing Experience

I. Illustrate the vocabulary words that are new to you with pictures or drawings, and write sentences with them.

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Story A Confusing Experience There are two people going on a trip from one town to another. These people are a man and his young son. The man and his son have a donkey. They cannot decide who should ride on the donkey. First, they decide that the boy should ride on the donkey. As they pass an old lady they hear her saying, “What a lazy boy; he should walk and let his father ride.” The father and the boy change places, and they continue their trip. They pass another group of people. They hear them saying, “What a terrible man, he is big and strong. He should walk and let his little son ride.” The man and the boy feel confused, so they both decide to ride on the donkey. As they pass another group of people they hear a man saying, “What an abuse, two people on one little donkey.” They don’t know what to do, so they both decide to carry the donkey. As they pass another group of people, they hear the people laughing at them and saying, “They are carrying the donkey when the donkey should carry them.” Totally confused, they both decide at the same time that they should tie the donkey to a post and leave it at home. Now, they are happy because they can both walk in peace. I. After reading the story, underline the nouns. List them and write their singular and plural forms. 10

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Practice Exercises - A Confusing Experience

II. Answer “True” or “False.” Make the false statements true. 1. ________ The man and his son are going to the supermarket_________________________ 2. ________ The father is very young __________________________________________________ 3. ________ The boy decides to ride the donkey first___________________________________ 4. ________The boy decides to throw the donkey in the river___________________________ ____________________________________________________________________________________ 5. ________The people are clapping for the man and his son. __________________________ ____________________________________________________________________________________ 6. ________ The man and the son don’t care about what people say. 7. ________ Both, father and son, continue to ride on the donkey. _____________________ ____________________________________________________________________________________ 8. ________ Peoples’ opinions are necessary for you to make a decision. _______________ ____________________________________________________________________________________ III. Number the sentences from one to six according to the sequence of the story. 1. __________ The man and his son tie the donkey to a post and leave it at home. 2. __________ The boy rides the donkey. 3. __________ They both ride on the donkey. 4. __________ The father rides on the donkey. 5. __________ The people laugh at them. 6. __________ The man and the boy are going on a trip.

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Practice Exercises - A Confusing Experience

IV. Use the illustrations to retell the story in written form. Change the final scene. Share orally.

1 4

2 3

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Practice Exercises - A Confusing Experience

New Title

INTRODUCTION

1.____________________________________________________ ____________________________________________________. 2.____________________________________________________ ____________________________________________________. 3.____________________________________________________ ____________________________________________________. 4.____________________________________________________ ____________________________________________________. 5.____________________________________________________ ____________________________________________________.

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Practice Exercises - A Confusing Experience

V. Reread the story and identify the sentences that best describe these scenes. Write the first sentence in present tense, underline the verbs, and change the sentences to the tenses indicated below.

1. Present: _____________________________________________________________ Past: _________________________________________________________________ Future: _______________________________________________________________

2. Present: _____________________________________________________________ Past: _________________________________________________________________ Future: _______________________________________________________________ 14

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Practice Exercises - A Confusing Experience

3. Present: _____________________________________________________________ Past: _________________________________________________________________ Future: _______________________________________________________________ VI. Work with a partner and divide the structures (five structures each). Each uses the structures assigned to write sentences. Read aloud to correct and verify. Share with the class. 1. go on a trip: ___________________________________________________________. 2. should ride on:__________________________________________________________. 3. from one place to another:_____________________________________________. 4. laugh at: _______________________________________________________________. 5. walk in peace: __________________________________________________________. 6. cannot decide: ________________________________________________________. 7. both: ___________________________________________________________________. 8. change position: ________________________________________________________. 9. should walk: _____________________________________________________________. 10. let them do: ____________________________________________________________. 15

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Practice Exercises - A Confusing Experience

VII. Research about attitudes. List three attitudes that can be applied to this story, and two attitudes you need to develop. Compare your work with a partner.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________.

TIME FOR REFLECTION VIII. Write three lines to express what you learned from this story.

CHAPTER

Pop-Up Grammar Nouns Review A noun names a person, place, thing, or idea. I. Make a list of the nouns from the story and classify them.

Person

Place

Thing

____________________________________

________________________________________________________________________

____________________________________

________________________________________________________________________

____________________________________

________________________________________________________________________

____________________________________

________________________________________________________________________

____________________________________.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . ________________________________________________________________________.

The abstract nouns are those that thing represent concepts, qualities, A noun names a person, place, or idea. feelings, or emotions. They do not exist as a material object: An abstract noun is a non-count noun. Example: love, faith, courage, etc.

II. Think of five abstract nouns, list them, and define them. 1. ________________________: ________________________________________ 2. ________________________: ________________________________________ 3. ________________________: ________________________________________ 4. ________________________: ________________________________________ 5. ________________________: ________________________________________ 17

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Pop-Up Grammar - Nouns Review

Singular and Plural Nouns A singular noun refers to a single object, person, animal, idea, event or feeling. A plural noun refers to more than one or to a group. I. Make a list of all the nouns in the story. II. Change the singular nouns to plural. If the noun is plural, change it to singular. Apply the following rules:

Rules for pluralizing

• Add “s” after most nouns. • Add “es” to nouns that end in “s”, “x”, “ch”, and “sh”. •Nouns ending in “y”, change the “y” to “i” and add “es”. •Nouns ending in “f”, change the “f” to “v” and add “es”. Plural Nouns

Singular Nouns

Plural Nouns

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Pop-Up Grammar - Nouns Review

Common nouns are the names of persons, places or things, but is not the name of a particular person, place, or thing. III. Change the common nouns to proper nouns by giving them appropriate names. Remember proper nouns are always capitalized.

Common nouns

Proper Nouns

lady

_________________

man

_________________

boy

_________________

town donkey father street avenue

_________________ _________________ _________________ _________________

city

_________________

mall

_________________

girl

_________________

automobile

_________________

gas station country island store supermarket

_________________ _________________ _________________ _________________

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Pop-Up Grammar - Nouns Review

Possessive nouns: They show who owns something. Singular nouns show ownership by adding an apostrophe and an s (’s). Plural nouns that end in “s” show ownership by adding an apostrophe after it (s’). The special plurals show ownership by adding apostrophe (’s).

• Example:

Men – men’s clothing Children- children’s books

IV. Rewrite each phrase using the possessive form. 1. The donkey of the man _________________________________________________________________ 2. The shoe of the boy _________________________________________________________________ 3. The dresses of the women _________________________________________________________________ 4. The cell phone of the girl __________________________________________________________________ 5. The food of the dog __________________________________________________________________ 6. The father of the boy _________________________________________________________________ 20

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Pop-Up Grammar Appositives An appositive is a single word or a phrase that gives more information about the nouns or pronouns it follows. The appositive is usually separated by commas. • Example: Mary, the teacher, is happy.

The book, the one with a red cover, is mine.

(appositive)

I .Read the incomplete sentences carefully, and match them with the appropriate appositives. Margarito ___________has a donkey.

•

• our Principal

The boy _____________is hungry.

•

• Teresa Contreras

The lady _____________was not happy. •

• Carlitos

Mrs. Jones ___________is early today.

•

• the countryman

The donkey __________cannot move.

•

• itself

II. Work in a group of three. Write the sentences above on cardboard strips. Use a black marker to write subjects and predicates, and the appositives with a red one. Then, cut the sentences into the three parts mentioned.

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Sight Words - Appositives

IV. Write an oppositive for the following nouns. Punctuate correctly. 1. The new girl,_______________,is from Europe. 2. My new friend,_______________, is in my class. 3. _______________, the Pharaoh, lived in Egypt. 4. Albert Einstein, _______________, was a genius. 5. My mother,_______________, likes to cook.

V. Separate the appositive with commas.

1 The book on the table New English Adventures is very heavy.

2 Susana Hoyos the lady in the crowd is angry. 3 Our teacher Mrs. Johnson likes to play football. 4 The dog at the door belongs to Tom the janitor. 5 The Nelsons are from another country.

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Sight Words

food add every give country own few high

I. Write a short paragraph including as many sight words as possible. Illustrate your paragraph. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Sight Words

English done near ten half feed fly wait

I. Classify the words into a group of nouns and a group of verbs. Explain the tenses of the verbs.

Nouns ______________________ ______________________ ______________________ ______________________

Verbs ______________________ ______________________ ______________________ ______________________

Verb Tenses _____________________ _____________________ _____________________ _____________________

Crossword II. Fill in the spaces with the sight words suggested by the synonyms. Horizontal 1. Language from Britain 3. move with wings 5. complete totally - 7. expect Upright 2. moiety 6. close to

4. nourish 8. nine plus one (9+1) 24

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Sight Words

III. Complete the sentences with the appropriate words from the sight words. 1. _______________is a very important language. 2. The man walks_______________ to the wall. 3. He has _______________ this several times. 4. He learned to count from one to _______________ very fast. 5. She gave him one _______________ of her apples. 6. Whenever he goes to Colombia, he likes to _______________ his jet. 7. You need to _______________ a baby every three hours. 8. When the light is red, all cars should_____________ for the green light.

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Ready to... Take an Interview I. Choose a partner to work with. Decide who will ask questions and who will answer. II. Follow the steps to take an interview, and practice the structures. Greeting model: . ______________________ Hello! My name is ______ _. ______________________ I work at ______________ estions? May I ask you some qu ble. your trip more pleasura We would like to make

Model questions: 1. When will you be traveling? 2. Where are you going to go? 3. What is the purpose of your trip? 4. What do you have to do there? 5. Can’t you go somewhere else? 6. Are you traveling alone or with your family? 7. What places would you like to visit there? 8. Do you have the necessary reservations? 9. How can I help you? Values in Action! Courtesy: Be kind to all. Treat others as you would like them to treat you.

Story Jack’s Secret Clue

Vocabulary Opposites Time Order Words Transitional Words

Pop-Up Grammar Complete Subject and Complete Predicate Interjections Sentence Patterns Negative Words Compound Sentences

Structures like - likes to + verb prefer - prefers to + verb need - needs to + verb want – wants to + verb 187

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Pop-Up Grammar Complete Subject and Predicate A complete subject includes all the words which tell who or what a subject is or does. The complete predicate includes all words which give the action the subject is doing.

I. Identify and underline the complete subject and the complete predicate in the sentences given. II. Write CS for complete subject and CP for complete predicate above. 1. Holly and her family went to the pet shop in the mall. 2. The girl doesn’t have all the money that she needs. 3. Holly, the girl from the story, loves Dalmatian dogs. 4. Holly and her grandmother went to the pet shop to buy her new pet. 5. A pet shop is very attractive to children. 6. The man in the window is the owner of the store. 7. All of the animals in the pet shop are happy to see visitors. 8. The girl named Holly loves dogs. 9. The story is about buying pets. 10. The boy in the basketball story was looking for someone to play with. 188

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Tony’s Secret Clue Vocabulary

NOUNS

clue guessing games girlfriend books magazines floor finger rows choice friends

ADVERBS

VERBS

guess observe try to decides does not understand arrange turn cover invite point amaze

everywhere next around finally

I. Match the words with their meanings. information that helps you to find the answer to a problem. weekly or monthly publication to plan, prepare for, or organize something to have the same opinion

agree amaze magazine arrange

an act or the possibility of choosing some; an amount that is not exact but is fewer than many to cause someone to be extremely surprised

clue choice several

189

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Vocabulary - Tony’s Secret Clue

II. Label the illustrations with the vocabulary words that correspond.

190

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Story Tony´s Secret Clue Jack and Tony are close friends. They go everywhere together. One of the boys, Tony, likes to play lots of guessing games. The other boy, Jack, does not understand Tony’s games because Jack doesn’t know the clues for playing the games. Tony decides to play one of his games, and asks Jack to observe. Then, he asks Jack to play and try to guess the clue to find the object. Tony wants Jack to learn the game. To play this game, there has to be three players: two who know the clue, and one who has to guess the answer. Tony invites a girlfriend named Amy to be a third partner, and they both agree on the clues they will use. To begin the game, Tony puts nine magazines on the floor and arranges them in three rows of three. Next, Amy covers Tony’s eyes, and Jack chooses the magazines that Tony should identify. Following that, Tony turns around and looks at the magazines. Amy points at several books and magazines with her finger, as she asks “Is it this one?,” Is it that one?” And so on. Tony answers “No” to those questions. Finally, Amy puts the clue into action by pointing to it before she signals the magazines that Jack had chosen. Then, Amy points to the magazine that Jack had chosen and asks “Is it this one?” and Tony says “Yes, that’s the one.” Jack is amazed that Tony guesses the one he had chosen. Can you guess what was the clue Tony and Amy had agreed on?

I. After reading the story, circle the adverbs. 191

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Practice Exercises - Tony’s Secret Clue

I. Answer “True” or “False”. Make the false statements true on the lines provided. 1. 2. 3. 4. 5. 6. 7.

_________ Jack wants to guess his friend’s secret game . __________________________________________________________ _________ Tony invites Jack to play a mind reading game. __________________________________________________________ _________ Tony arranges the magazines in rows of two. __________________________________________________________ _________ Amy chose the books. __________________________________________________________ _________ Amy points at the books with a pointer. __________________________________________________________ _________ Jack guesses the book Amy indicates. __________________________________________________________ _________ The trick is to identify the middle book. __________________________________________________________

II. Identify who the pronoun refers to according to their actions. Choose a name from the rectangle.

Tony

Jack

Amy

1. His eyes are covered while the book is chosen.

_________________

2. She points to the magazines.

_________________

3. He chooses the magazines.

_________________

4. She knows the trick.

_________________

5. He answers “No”, to Amy’s questions.

_________________ 192

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Practice Exercises - Tony’s Secret Clue

III. Number the statements according to the sequence of the story. 1. _________ Amy covers Tony’s eyes while Jack chooses. 2. _________ Tony puts nine magazines on the floor arranged in groups of three. 3. _________ Jack was amazed at Tony´s choice. 4. _________ Amy points at several magazines, asking “Is it this one?” 5. _________ Tony invites Jack to play a game named Mind Reading.

193

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Practice Exercises - Tony’s Secret Clue

IV. Identify the problem in the story. Explain in written form. Describe each illustration with one or two sentences. Change the beginning of the story. Share orally.

1. ____________________________________________________________________________ ____________________________________________________________________________ 2. ____________________________________________________________________________ ____________________________________________________________________________ 3. ____________________________________________________________________________ ____________________________________________________________________________ 4. ____________________________________________________________________________ ____________________________________________________________________________ 5. ____________________________________________________________________________ ____________________________________________________________________________ 194

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Practice Exercises - Tony’s Secret Clue

V. Change the sentences to the forms indicated in parentheses. 1. Jack wants to guess his friend’s secret trick. (negative) __________________________________________________________________________ 2. Tony puts nine magazines on the floor. (interrogative) __________________________________________________________________________ 3. Amy covers Tony’s eyes. (command) __________________________________________________________________________ 4. Tony turns around and looks at the magazines. (exclamation) __________________________________________________________________________ 5. Is it this one? (declarative) __________________________________________________________________________ VI. Make “wh” written questions for the following statements. 1. ____________________________ Tony guesses the one he chooses. 2. ____________________________ Jack is amazed. 3. ____________________________ Tony puts nine magazines on the floor. 4. ____________________________ Jack wants to guess his friend’s trick. 5. ____________________________ Amy points at several books. VII. Are magic tricks real? Defend your answer in written form. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ VIII. What abilities do magic tricks develop? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 195

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Pop-Up Grammar Transition Words and Phrases These words or phrases help you to clarify what you want to say. Transition words are used in several different situations to tell different things: 1. They tell when, where, and how something occurred. 2. They describe things. 3. They compare things. Examples: To give an example To compare and contrast Sequence

Transition Words and Phrases

for example, to illustrate, the following example in comparison, however, again, also, still again, also, and, and then, finally, first, second, third, next, still, too

To show a cause or reason

because, as a result, then

Summary or conclusion

as result, in conclusion, in other words, therefore, to summarize above, adjacent to, below, beyond, closer to,

To show order

far, further on, here, near, opposite to, there, to the left, to the right after a few days, after a while, as long as, as soon

Time

as, at last, at that time, before, earlier, immediately, in the past, late, now, soon, then, until, when 196

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Pop-Up Grammar - Transition Words and Phrases

Transition Words and Phrases

I. Use a transitional word or phrase to add to an explanation of the sentence. 1. Tony asked Jack: “Why do you like that game?” Jack answered: “_________________________________________it is fun.” (reason)

2. Jack knows how to play the game ___________________________________ , (comparision)

Tony didn’t know how to play the game.

3. Jack wanted to explain to Tony how to play the game, so he said: “ _________________________________________you have to do this.” (give example)

4. He gave him some information. Then he said: “ __________________________ (give information)

you have to do this and that.”

5. Jack’s explanations were not clear _____________________________________ (consequence)

the trick didn’t work.

II. Use the transition words from the word bank to complete the paragraph.

Word Bank

Tony wants to share his game with his friends. _______________ he goes to a boy named Jack. Jack does

first

not want to play.

second

______________________he goes to his girlfriend.

finally

She is willing to play. ________________ he explains the game. _________________ they play and have a lot of fun. 197

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Pop-Up Grammar - Transition Words and Phrases

III. Use the indicated transition words in sentences: Show a cause or reason (because, then, etc.) 1. ______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ Summarize or to conclude. 1. ______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ Show a sequence (again, also, and, and then, finally, etc.) 1. ______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ Give examples (for example, to illustrate, etc.) 1. ______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ 198

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Pop-Up Grammar Interjections An interjection is a word or a group of words that express a strong feeling. Interjections can be used alone or before or after a sentence. Interjections are followed by an exclamatory mark (!). I. Research in your favorite source, and look for the common expletives. Label the pictures with the appropriate interjection.

199

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Pop-Up Grammar Sentence Patterns Most sentences in the English language have basic patterns in their structures. These patterns establish a specific positioning for words. The most important aspect of every English sentence is the subject - verb relationship. Sentence patterns can help us to write better sentences. SENTENCE PATTERNS Pattern initials

N-V

Pattern denomination

subject

Noun Verb

Tony noun

predicate

plays. verb

subject

N-V-N N-V-Adj

Noun/Verb/Noun Noun/Verb/Adjective

predicate

Amy noun

covers verb

subject

predicate

Jack noun

N-V-Adv

Noun/Verb/Adverb

amazed.

verb

adjective

subject

Jack and Tonny noun

her eyes. noun

predicate

play

here.

verb

adverb

I. Read the following sentences carefully. Identify the subject and predicate correctly. Then, identify the patterns and write the appropriate pattern initials given above. 1. Tony knows a secret clue. 2. This clue is a secret. 3. Jack laughs. 4. Jack chooses the magazine. 5. Amy is pretty. 6. Tony selects this book. 7. The game looks interesting. 200

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Pop-Up Grammar - Sentence Patterns

Sentence Patterns

II. Write sentences with the indicated sentence patterns. N-V-N

_____________________________________________________________________________ _____________________________________________________________________________

N-V-Adj

_____________________________________________________________________________ _____________________________________________________________________________

NOUN-VERB-NOUN

NOUN-VERB-ADJECTIVE

N-V-Adv

NOUN-VERB-ADVERB

N-V

NOUN-VERB

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

III. Look for nouns, verbs, adjectives and adverbs, in Tony’s Secret Clue story (page 191) . Classify in the required spaces. Nouns

Verbs

Adjectives

201

Adverbs

CHAPTER

Pop-Up Grammar Changing to Negative The negative words change the meaning of the sentences. Practice reading the positive words versus their negative counterparts. Use your dictionary if you need to. POSITIVE WORDS

NEGATIVE WORDS

is someone somebody some – anything everywhere somewhere almost – ever everything one all

no - not is not nobody nothing nowhere never no one nothing none not one

I. Change the sentences to negative. Observe the underlined words. 1. The boy always prepares tricks. _______________________________________________________________________ 2. Jack and Tony go everywhere together. _______________________________________________________________________ 3. Jack wanted someone to play with him. _______________________________________________________________________ 4. Jack’s clue was almost perfect. _______________________________________________________________________ 5. The clue is good. _______________________________________________________________________ 6. Everyone wanted to guess the clue. _______________________________________________________________________ 7. All of the boys tried to guess the clue. _______________________________________________________________________ 202

CHAPTER

Sight Words

pair inside beautiful able among dark

Complete the statements with the appropriate sight words. You have to wear a ______________ of shoes. The party was _____________ the gym. Mike was selected ________________ the best students of the class. If you break your arm, you won’t be __________________ to work. The picture in the living room is ______________________. At seven o’clock the house is _________________ inside, we have to turn the lights on.

203

CHAPTER

Sight Words Word Search s p e c i a l f l t e k s s d

n f l m m x r e c j k w h p h

c u ñ u ñ b z t l x h e h b u

r h b e h e e d e n d h t x y

pm x b d d s s ñ h a u y ñ u v a r m r u w k q h o x l l l

i v ñ g e t f i n e a z u ñ u

i y l ñ a i i d m f g s g x f

e v n p t f p e f v n e h e e

h x b y a e h q o mm o a i r s v t u f u l a ñ y e j t w g j x ñ k k x n c b w om a p d i s n e q a w j s l g r a c h

h r c n n y j u d z d i g o f

q a p c m n w h t v v w e ñ n

Word Bank pair inside beautiful among

special heavy fine heat 204

carefully common though clear

CHAPTER

Pop-Up Grammar

Simple and Compound Sentences

A sentence that expresses one complete thought is a simple sentence. Two or more simple sentences can be combined to make a compound sentence. The words and, but, and or are usually used to combine the sentences. Joined by conjunctions, your sentences are more interesting. A compound sentence gives more information and sounds better. Remember to use a comma (,) before the conjunction and between the combining words. Example Simple sentences.

• Jack worked with the secret clue. • Tony observed what Jack did. • Amy and Mary are observing, too.

Use and to create a compound sentence.

• Jack worked with the secret clue, and Tony, Amy, and Mary observed him.

I. Identify the following sentences as a simple sentence or a compound sentence. Write SS or CS beside the sentences. 1. The students are playing. 2. Jack had a secret clue, and Tony had a secret magic trick. 3. The story is very long, but the students still like to read it. 4. The story is about secret clues. 5. The children like to play with secret clues. 205

CHAPTER

Pop-Up Grammar - Simple and Compound Sentences

Using conjunctions, you can join two simple sentences to express the same idea in a compound sentence. You can join two opposites, or contrary ideas to represent a choice also. I. Use the correct conjunction to make a compound sentence. Rewrite the compound sentence. 1. Pictures can be black and white. Pictures may be in colors. __________________________________________________________________ 2. Some of the children were happy. Some looked sad. __________________________________________________________________ 3. Jack told Tony about the secret clue. He shared it with him. __________________________________________________________________ 4. Would you prefer Jack’s secret clues? Would you choose Tony’s secret clues? __________________________________________________________________ 5. I like to read stories. The stories are too long. __________________________________________________________________

II. Write a compound sentence with each conjunction. and __________________________________________________________________ __________________________________________________________________ but __________________________________________________________________ or 206

CHAPTER

like - likes to + verb prefer - prefers to +verb need - needs to + verb want - wants to + verb

Structures Review

I. Use the indicated structures in sentences. 1. like to + verb: _____________________________________________________________________. 2. likes to + verb: _____________________________________________________________________. 3. prefer to + verb: _____________________________________________________________________. 4. prefers to + verb: _____________________________________________________________________. 5. need to + verb: _____________________________________________________________________. 6. needs to + verb: _____________________________________________________________________. 7. want to + verb: ______________________________________________________________________. 8. wants to + verb: ______________________________________________________________________. 207

CHAPTER

Ready to... Use Compound Sentences

I. Work in a group of four to write eight simple sentences. II. Write the sentences on different color cardboard strips. Write the conjuctions “and”, “but”, and “or” on white strips of paper. III. Read the sentences separately, and join two of them with the appropriate conjuction. IV. Play combining the simple sentences to form compound sentences.

Values in Action! Creativity: Exploring new ideas to improve your abilities.

208

Story Holly’s Pet

Vocabulary Abbreviations Using the Dictionary Sight Words

Pop-Up Grammar Adverbs Simple Subject - Predicate Compound Subject - Predicate Conjunctions

Structures would like to + verb want-wants to + verb doesn’t have can + verb 161

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Pop-Up Grammar Adverbs An adverb is a word that modifies, or tells more about a verb, adjective, or another adverb. An adverb can tell how, when or where the action takes place. Adverbs can be moved around in the sentence. It is put where it sounds best. Many adverbs are formed by adding the - ly suffix to an adjective. Use adverbs in your writing to give the reader more details.

The girl runs. _________________ The girl runs slowly. _________________ The girl always runs. _________________ The girl runs under the tree.

This sentence doesn’t give much detail. _________________ This sentence shows you how the girl runs. _________________ This sentence shows you when the girl runs. _________________ This sentence shows you where the girl runs.

I. Here are some adverb examples. Locate them in the corresponding circle: Early, quickly, here, there, now, suddenly, up, patiently, really, immediately, always, simply, below, neatly, down, yearly. Adverb that tell

Adverb that tell

_________________

How?

When?

162

Where?

Pop-Up Grammar - Abbreviations

REGULAR FORMS hard fast late Adverbs ending in -ly quietly slowly seriously IRREGULAR FORMS badly far little well

Adverbs

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COMPARATIVE

SUPERLATIVE -est to one - syllable, twoAdd -er to one - syllable adverbs. Add or multiple - syllable adverbs. hardest harder fastest faster latest later Add more to two syllable adverbs. Add most to two - or multiple syllable adverbs . more quietly most quietly more slowly most seriously more seriously COMPARATIVE worse farther / further less better

SUPERLATIVE worst farthest / furthest least the best

• Comparative adjectives and adverbs compare two things or more than two persons. • Superlative means to the highest degree or the most. Superlative adjectives and adverbs compare three or more things or persons. • With short adverbs that do not end in -ly comparative and superlative forms are identical to adjectives: add -er to form the comparative and -est to form the superlative. If the adverb ends in e, remove the “e” before adding the ending. • With adverbs ending in -ly, you must use more to form the comparative, and most to form the superlative. II. Work in pairs. Use the comparative and superlative forms of the adverbs in the word bank to write sentences. 1. _____________________________________________________________ _____________________________________________________________ Word Bank 2. _____________________________________________________________ soft _____________________________________________________________ 3. _____________________________________________________________ loud _____________________________________________________________ regularly 4. _____________________________________________________________ carefully _____________________________________________________________ 5. _____________________________________________________________ early _____________________________________________________________ easy 6. _____________________________________________________________ _____________________________________________________________ 163

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Pop-Up Grammar - Adverbs

III. Complete the statements with the adverbs that tell about things you can do. 1. I understand my lesson _______________________________________________. 2. I read ________________than last year. 3. I get __________________________grades than before. 4. I can speak English ___________________________________________________. 5. I come to school ____________________________everyday. 6. This is the ____________________ school year I have had. IV. Use an adverb to inform about the verb. 1. She walks __________________________________________ (how?) 2. Mary dances _____________________________________ (where?) 3. The dog eats ________________________________________ (how?) 4. Uncle Thomas sleeps _________________________________ (where?) 5. My brother studies __________________________________ (when?) V. Use an adverb in parentheses to give information about the adjective or adverb (very, really, extremely). 1. The lady is ______________________________________ fat. 2. The boy walks ___________________________________slow. 3. The girl is ________________________________________beautiful. 4. I am ____________________________________________hungry. 5. The picture was _________________________________ interesting. 164

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Pop-Up Grammar - Adverbs

Abbreviations for International Organizations I. Investigate the complete names of the following abbreviations. INTERNATIONAL ORGANIZATIONS AND COUNTRIES

Abbreviation

Full Name

NASA OAS SSR UNICEF U.S.A. USSR WHO

II. Look through newspaper articles and magazines in English, and cut out the abbreviations found. Paste in the spaces below.

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Holly’s Pet Vocabulary

NOUNS

dog pet shop money sale Dalmatian cost piggy bank birthday shopping center tail price responsibilities

VERBS

buy walk discover sell give visit wag does not have find cost falls in love take care of bath feed clean assume

ADVERBS usually all every day only next luckily ready first sight

ADJECTIVES empty any low fifty aware sad willing

I. List the words that are new to you. 1. ________________________________________________________ 2. ________________________________________________________ 3. ________________________________________________________ 4. ________________________________________________________ 5. ________________________________________________________ 6. ________________________________________________________ 166

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Vocabulary - Holly’s Pet

II. Label the illustrations with the vocabulary words.

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Story Holly’s Pet There is a girl whose name is Holly. Holly wants a pet, but Holly does not have any money to buy one. One day as Holly walks into a shopping center, she sees a pet shop named “Mr. Flees”. She goes into the pet shop, and discovers that the shop has a special sale on all of the pets. As she looks at the pets, she finds the pet she wants, a dog. The dog is a Dalmatian. She sees him sitting in the window wagging his tail, and she falls in love with him at first sight. Dalmatians are easy dogs to take care of. The price of the dog is one hundred dollars. Usually, these dogs cost one hundred and fifty dollars to two hundred dollars. But, now, the pet shop has special low prices. Holly’s problem is that she doesn’t have any money. First, she goes to her piggy bank, but the piggy bank is empty. Next, she goes to her mother to ask her for the dog as a birthday gift. Her mother asks her if she is aware of all of the responsibilities she will have in order to take care of a dog; such as bathing him, feeding him, cleaning his house, and walking him every day. Then she also asks “Are you willing to do all of that?” Holly answers “Yes”. Holly is very happy. Her mom believes in her, and she is going to give her the money. But her mother says: “I can only give you fifty dollars.” That makes Holly a little sad. Luckily, her grandparents came to visit and they give her the other fifty dollars. Holly buys her dog and she is ready to assume the responsibilities of taking care of the new member of the family. I. After reading the story, circle the words from the vocabulary. 168

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