The KISS Grammar Book



Book 8

of the

KISS Grammar Books

© Dr. Ed Vavra

Revised Nov. 11, 2014

KISS Instructional Materials are available for free at .

Welcome and Introduction 2

Unit 1 – Review 2

Ex. 1 – 2

More about the Subjunctive 3

Ex. 7 - A Study of the Subjunctive Mood from My Book of Favorite Fairy Tales 4

Unit 4 - Advanced Questions about Clauses 5

Vocabulary, Style, Reading, & Writing 5

Ex. 8 – Poem: “Happiness” by John Keats 5

Needs Directions 5

Unit 6 - Vocabulary (1) 6

Abstract and Concrete Words and Phrases 6

Ex. 1 – Abstract and Concrete Words 6

Synonyms and Antonyms 7

Ex. 2 - Synonyms from Voyages in English (#4) 7

Ex. 4 - Synonyms for “Went” 8

Welcome and Introduction

Unit 1 – Review

Ex. 1 –

More about the Subjunctive

Another way of explaining the subjunctive is that it states something that is not true or not going to happen. Consider the following sentence from “Hansel and Grethel”:

But her husband felt heavy at heart, and thought, “It were better to share the last crust with the children.”

To understand the “were,” we need to look at the context.

Hansel and Grethel are the children of a poor woodcutter’s first wife. They are now living with him and his second wife, and their poverty leads his second wife to want to get rid of the two children. The following describes their second attempt to get rid of the children.

Not long afterwards there was again great scarcity in every corner of the land; and one night the children overheard their mother saying to their father, “Everything is once more consumed; we have only half a loaf left, and then the song is ended: the children must be sent away. We will take them deeper into the wood, so that they may not find the way out again; it is the only means of escape for us.”

But her husband felt heavy at heart, and thought, “It were better to share the last crust with the children.” His wife, however, would listen to nothing that he said, and scolded and reproached him without end.

Note the differences in possible verbs:

1. It is better . . . .

2. It would be better . . . .

3. It were better . . .

“Is” creates a strong, positive statement.

“Would be” makes a strong positive suggestion.

The subjunctive “were” implies that he believes it would be better, but he knows that she is not going to let him share the last crust with the children.

|[pic] |Ex. 7 - A Study of the Subjunctive Mood |

| |from My Book of Favorite Fairy Tales |

| |by Edric Vredenburg; Illustrated by Jennie Harbour |

Directions:

1. Put parentheses ( ) around each prepositional phrase.

2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” or “DO”).

3. Place brackets around each subordinate clause. If the clause functions as a noun, label its function (“PN,” “IO,” “DO,” “OP”) above the opening bracket. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies.

4. Put a vertical line at the end of every main clause.

5. After each sentence, write the verb(s) that are in the subjunctive mood and try to explain why they are in the subjunctive mood.

1. He felt as if a great weight were taken off his heart when he had made up his mind not to kill her, but leave her to her fate.

2. You walk as if you were going to school.

3. They perceived something springing towards the stream, as if it were going in.

4. “Be Hansel fat or lean, this morning I will kill and cook him.”

5. The wolf would have eaten her up had she not been on the high road.

6. “Had we only been eaten by the wild beasts in the wood, then we should have died together.”

Unit 4 - Advanced Questions about Clauses

Vocabulary, Style, Reading, & Writing

Ex. 8 – Poem: “Happiness” by John Keats

Needs Directions

There are, in this rude stunning tide

Of human care and crime;

With whom the melodies abide

Of the everlasting chime;

Who carry music in their heart,

Through dusty lane and wrangling mart,

Plying their daily toil with busier feet,

Because their secret souls a holy strain repeat.

From: Open Sesame! Poetry and prose for school-days Vol I. by Bellamy, Blanche (Wilder) "Mrs. F.P. Bellamy,"; Goodwin, Maud Wilder, Boston, Ginn & company, 1899.

Unit 6 - Vocabulary (1)

Abstract and Concrete Words and Phrases

Ex. 1 – Abstract and Concrete Words

Synonyms and Antonyms

|Woman Reading |[pic] |Ex. 2 - Synonyms from Voyages in English (#4) |

|1874-76 | |Fifth Year |

|by | |by Rev. Paul E. Campbell |

|Pierre-Auguste Renoir | |and Sister Mary Donatus MacNickle |

|(1841-1919) | | |

Directions:

Rewrite Write a sentence of your own using a synonym of the words in bold type.

1. The boy ran quickly down the path.

2. Only a faint glow of light could be seen.

3. Do not linger around the building.

4. He was suddenly startled by a loud cry.

5. Mother's calm voice broke the stillness.

6. Yesterday I made my first attempt at ice skating.

7. An immense crowd had gathered.

8. The class chose Geraldine chairman.

9. Do you remember his name?

10. She is indeed a generous giver.

11. This is an expensive watch.

12. My father is an expert driver.

13. Andrew has not yet received a reply.

14. Grandmother told a fascinating tale of long ago.

|Expulsion |[pic] |Ex. 4 - Synonyms for “Went” |

|of Joachim | |Adapted from |

|from the Temple | |English for Use -- Book Three |

|1305-13 | |by John H. Beveridge, Belle M. Ryan, |

|by | |& William D. Lewis |

|Giotto di Bondone | |Philadelphia, 1926: |

|(1267-1337) | |The John C. Winston Company, 318-9. |

How many words can you find that mean “went”? Arrange them in two columns: those that mean “went slowly” in one, “went swiftly” in another. The following can begin your list:

|ambled |bolted |

|crept |dashed |

|dawdled |flew |

|filed |galloped |

|floated |hastened |

Make a list of words that mean “went like an infirm person,” such as:

|limped |plodded |

|hobbled |staggered |

Use six of the words in your lists in sentences.

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