Grade 9 Grammar Unit Name: _________________________ Class



Gr. 9 Grammar Unit 1 Name: _________________________ Class: _____

Spelling

1) Make these words plural.

|wolf ________________________ |moose _______________________ |

|child ________________________ |baby ________________________ |

|octopus ______________________ |chief ________________________ |

2) Add the suffix.

|tame + ing ____________________ |beauty + ful ___________________ |

|play + ing _____________________ |stop + ing _____________________ |

|love + ly _____________________ |slam + ed _____________________ |

3) Proofread these sentences for spelling errors. Rewrite them, correcting mistakes.

a) The comyter crashed agan laste nite after the power falure.

b) Whenever i travel, I take a identifision card juste inn cae.

________________________________________________________________________

c) The plain well arive twenty menits late.

________________________________________________________________________

d) “Your walking over their,” ponted the litle girl.

Capitalization

Capital letters are required in a number of situations.

|sentence beginnings |proper nouns (Scott, St. John’s) |

|titles of movies, books (New Moon) |titles of persons (Ex: Dr., Mr.) |

4) Write a word for each item. Remember to use capital letters!

|Type of car: ________________________ |TV show: __________________________ |

|Brand of clothing: ___________________ |City: _______________________________ |

5) Circle where the capitals are needed.

a) ms. smith, our teacher, found a copy of the novel new moon on the floor.

b) star trek played at studio 12 this summer.

c) “The toronto maple leafs are my favourite team,” said tony, “but my dad likes the montreal canadiens.”

Punctuation

End punctuation:

• A period indicates a calm, formal voice

• A question mark indicates a questioning inflection, a rising of the voice

• An exclamation mark indicates a forceful, enthusiastic, sometimes panicked voice

6) Add end punctuation to these sentences.

| | |

|a) Get out of here now ___ |c) How many CD’s do you have ___ |

|b) I have a friend in Corner Brook ___ |d) I had a bad day ___ |

Commas:

• Separate three or more words in a list (Ex: milk, bread, cake)

• Between adjectives of equal importance (Ex: the bright, smooth ball)

• Set off terms of direct access (Ex: Dude, where’s my car?)

• Separate parts of a place, name, address, date (Ex: Toronto, Ontario)

7) Insert commas into these sentences where needed.

a) As Doug and Suzie descent into the cave they turn on their flashlights.

b) Since July 15 2009 I’ve been going to the gym.

c) Tom how long have you played hockey?

Apostrophes:

• Show possession (Ex: the dog’s bone)

• Show where missing letters go in contractions (Ex: didn’t; wouldn’t)

• Pluralize numbers and abbreviations (Ex: 6’s; I.D.’s)

8) Make contraction from these word pairs.

|a) will not _____________________ |d) she is ________________________ |

|have not _____________________ |e) they are _______________________ |

|c) I would ______________________ |f) I have ________________________ |

9) Make possessives from these. Ex: the book of Doug becomes Doug’s book.

|a) the truck of Terry ___________________ |c) the score of the game _________________ |

|b) the skates of Rene ___________________ |d) the ipod of Suzie ____________________ |

10) Add apostrophes where needed in these sentences.

a) Who needs their I.D.s updated?

b) You have too many nos and too few yess in this survey.

c) Were the best class at Learys Brook Junior High.

d) I vacationed in the summer of 09 at Petes cottage.

Colons:

• Start a list

• Links two clauses where one explains or summarizes the other

• Precedes a formal quotation

• Separates hours and minutes, and chapter and verse references

11) Add colons where needed in these sentences.

a) We need these things a hammer, nails, a saw, and wood.

b) Hamlet said “To be or not to be, that is the question.

c) The time is 2 27pm.

d) Potatoes are a carbohydrate food they are an excellent source of energy and vitamins.

Semicolons:

• Goes between two main clauses in a compound sentence not connected by a conjunction

• Separates items in a series when other punctuation is already used

12) Add semicolons where needed in these sentences.

a) Bobby enjoyed his work it was his time with his family that needed attention.

b) The soccer team went on a tour of Montreal, Quebec Halifax, Nova Scotia and Fredericton, New Brunswick.

Quotation Marks:

• Enclose a direct quotation

• Enclose names of short works – short stories, essays, poems, and songs.

• Enclose words or phrases such as nicknames or slang. Don’t overuse!

13) Add quotation marks where needed to these sentences.

a) Brett always skied well said Michelle. He just flew over the snow.

b) The name Snowman was given to Brett years ago.

c) Brett’s poem I Live for Snow was posted on the dressing room wall.

d) Why did Brett leave the ski team? asked Laura. Did it have anything to do with his argument with the ski coach?

Quotations that appear within larger quotations are set off with single quotation marks.

Ex: “Brett ‘The Snowman’ was the school’s best skier,” said Laura.

e) Must we always read The Monkey’s Paw? Moaned Simon.

f) I wish that Sneaky Smith, aka Tony, would stop singing Poker Face! Yelled Connor.

14) Add quotation and punctuation where needed in this conversation.

I thought we had it all sighed Coach Bartlett the experience the players and the skill

Well commented Jenny we didn’t count on them being a better trained team

So what Coach Bartlett yelled We practiced for weeks

Yes but we lost by one goal she replied and theres nothing we can do about it now

More grammar exercises to come!

15) Write a short conversation piece between two characters, using quotations and punctuation. Use the previous exercises to guide you.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Dashes: (two horizontal marks --; twice as a long as a hyphen -)

• Show a change in thought (Ex: He went this way--no, that way.)

• Set off an interruption to the main idea (Ex: The dance--only the best one--was over at nine.)

• Set off a summary or follows a list (Ex: Great food, music, dancing--all that Tony wanted.)

Parentheses:

• Enclose extra material or afterthoughts (Ex: The game (to be played tomorrow) was important.)

• Around letters and numbers in labeling (Ex: They had to (1) fill the can, (2) carry it inside, and (3) dump it in the sink.)

Ellipses:

• Show an interruption in dialogue (Ex: “Tony was…well, in trouble,” said Nick.)

• Show incomplete thoughts (Ex: Nick worried about his life, his work…yet he didn’t know what to do.)

• Indicate words left out of a quotation

16) Use dashes, parentheses and ellipses to fix these sentences.

a) Please remember: 1. take out the garbage, 2. put it at the curb, and 3. collect the papers.

b) I’m sure it’s over there no wait, it’s down this path.

______________________________________________________

c) The dog waited and waited and waited it was a long day.

__________________________________________________

d) We played well or so we thought but lost the game in overtime.

______________________________________________________

e) The artist paints well, at least he paints.

________________________________________________________________________

f) Tent, stove, blankets, food they’re some of the things you may need on a hike.

________________________________________________________________________

17) Add punctuation and capital letters to the following paragraph:

the study of english is all about communication for centuries writers have been expressing their ideas on paper isn’t it amazing how well some pieces of work are still being used today can you imagine writing something today that would last as long as romeo and juliet even though students studying shakespeare may have trouble understanding every single word they can enjoy the theme and storyline

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Keep this booklet as a study guide!

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download