Frog Grammar 3: Subjects & Predicates



Summary

Parts of speech

adjective big, small, good, bad

adverb quickly, again, very

conjunction and, that

determiner the, my

helping verb will, can

interjection wow, yes, um

noun dog, idea

preposition in, with, of, by, to

verb smile, eat, give

Abbreviations

adjective aj

adverb av

clause cl

conjunction cj

ING phrase ing

interjection ij

noun n

preposition p

prepositional phrase prep

TO phrase to

verb v

WH phrase wh

Phrases example functions as

clause that grammar is fun n

determiner my mother’s skinny dog’s d

ING learning grammar n, aj

noun the girl n

prepositional in my room aj, av

TO to learn grammar n, aj, or av

WH whoever knew her n, aj, or av

Verb Forms

present eat / eats

past ate

ING eating

HAVE eaten

Complex Verbs

progressive (past/present) was/is eating

perfect had/has eaten

passive was/is eaten

Be: be / am / are / is / was / were / being / been

Glossary of Grammatical Terms

1st person pronoun: the pronoun is the speaker: I, we

2nd person pronoun: the pronoun is being spoken to: you

3rd person pronoun: the pronoun is someone outside the conversation: he, she, they

adjective: a word that can describe a noun: good dog, That idea is bad.

adverb: a word that can describe a verb (run quickly) / adjective (too bad) / another adverb (very quickly)

antecedent: something before pronoun that explains it: Alejandra likes Samuel because he’s nice.

appositive: a noun that explains the noun before it: My pet frog, Samuel, is green.

case: the quality of a pronoun that tells which noun-jobs it can do: subjective, objective, reflexive, possessive

clause: words that contain a subject and a verb: Alejandra ate pizza, and Samuel ate flies.

comparative adjective: adjective + er: smaller dog

complex verb: progressive, prefect, or passive verb

compound sentence: sentence with >1 clause: Alejandra ate pizza, and Samuel ate flies.

compound subject: conjunction links two subjects: Alejandra and Fishtuna splashed.

compound verb: conjunction links two verbs: Alejandra jumped and splashed.

conjunction: links individual words / clauses: Samuel and Alejandra, tried but failed, high or low

contraction: word containing apostrophe that acts as two words grammatically: We’re = pronoun + verb.

degree adverb: adverb modifying an adjective or another adverb: very slow, very slowly

determiner: word that goes in front of noun to tell which one / how many: the frog, Samuel’s frog, three frogs

direct object: see “object”

feminine pronoun: pronoun that represents a female: she

fragment: incomplete sentence, often used to answer questions: What’s your favorite food? Flies.

gender: the quality of a pronoun that tells whether it’s male or female: masculine, feminine, neuter

HAVE form: form of verb used after have: Samuel has eaten / has written / has been…

helping verb: goes in front of another verb to alter its meaning: Samuel should eat flies.

indirect object: the person who receives the direct object: Samuel baked Alejandra a cake.

intransitive verb: has no objects: Samuel eats.

interjection: word that expresses mood, does not connect grammatically: Ouch, that hurt!

ING phrase: ING word + objects and/or adverbs: Those flies are squirming around in Samuel’s mouth.

ING word: verb + ing: Samuel eats squirming flies.

irregular: doesn’t follow the usual pattern: more fun, not funner

linking verb: links noun to adjective: Alejandra feels good.

masculine pronoun: pronoun that represents a male: he

neuter pronoun: pronoun that isn’t male or female: it

noun: a word that can be a subject or object: Dogs like America.

noun of address: the noun that says who you’re talking to: That’s a good idea, Samuel!

number: the quality of a pronoun that tells how many it represents: singular, plural

object: noun that comes after the verb, which the verb happens to: Samuel eats flies.

object of a preposition: noun that comes after a preposition: in a misty forest

objective pronoun: pronoun that can be an object: She likes him; he likes you; you like me.

part of speech: grammatical category of a word (noun, verb), showing how it fits into sentences.

passive verb: be + verb + ed/en: Samuel was eaten.

perfect verb: have + verb + ed/en: Samuel has eaten flies.

person: the quality of a pronoun that says how it relates to the speaker: 1st person, 2nd person, 3rd person

phrasal adverb: adverb needed to define verb: kick out

phrasal verb: verb that needs an adverb: kick out

phrase: 2 or more words that act as one: Mr. Krueger, snow day, with a monkey

plain adjective: adjective that isn’t comparative or superlative: small dog

possessive pronoun: pronoun that represents something owned / possessed: Mine is faster.

predicate: main verb of the sentence: Samuel loves to jump and dance.

preposition: words that go in front of nouns to make prepositional phrases: in school, with a monkey

prepositional phrase: preposition + noun; tells where / when something is: in the house, at night

progressive verb: be + verb + ing: Samuel is dancing.

pronoun: special, short nouns that take the place of other nouns: I like you. She likes me.

plural pronoun: pronoun that stands for >1 person: us, them

reflexive pronoun: pronoun used as object when subject is same person: Samuel surprised himself.

sentence: 1 or more clauses; begins w capital letter; ends w period: Alejandra ate pizza, and Samuel ate flies.

simple verb: not a complex verb: Samuel parties.

singular pronoun: pronoun that stands for 1 person: I, she

subject: word that shows who does the action: Those frogs dance to hiphop.

subject side: subject & words helping it; usually comes before verb side: Those frogs dance to hiphop.

subjective pronoun: pronoun that can be the subject: I, she

superlative adjective: adjective + est: smallest dog

TO phrase: to + verb: Samuel likes to dance.

transitive verb: has one or more objects: Samuel eats flies.

verb: word that shows the action: Those frogs dance to hiphop.

verb side: verb and words helping it; usually comes after subject side: Those frogs dance to hiphop.

WH phrase: phrase beginning with WH word: He who smelt it dealt it.

WH word: word that creates a WH phrase: who/ever, what/ever, how, that

Frog Grammar 1: Clauses

SUBJECT SIDE VERB SIDE

#1 Samuel parties.

n . v

#2 Those green frogs dance to hiphop all night.

n . v

#3 Alejandra and Fishtuna jumped and splashed in their favorite pond.

n cj n . v cj v

#4 Fishtuna swam around and chased crocodiles,

n . v cj v

but Alejandra mainly sat and caught flies with her tongue.

cj n . v cj v

Who cares about grammar? (Most sentences have a subject side, which tells who’s doing something, and then a verb side, which tells what’s being done (#1-2)© (One word on the subject side, a noun called the subject, does all the action; the other words just add extra information (#2). (One word on the verb side, the verb, is the action; the other words just add extra information (#2). (This verb = main verb or predicate; sentence can have other verbs: I love to dance. ©reate sentences like this on your blank chart; label subject & verb. (A subject + a verb = a clause; all the sentences above have 1 clause except which? (Now can you see what Garlicia did wrong? (Conjunctions – and, or, but, so – can link individual words (#3); © & label cjs; (or whole clauses (#4)©

Summary: Clause = subject (does the action) + verb (is the action): Those frogs dance all night.

SUBJECT SIDE VERB SIDE

Frog Grammar 2: Words & Phrases

SUBJECT SIDE VERB SIDE

#1 Sally Mander Sally went with Alejandra to the big game.

n n . v

#2 “Dunking ‘s easy!” Samuel says to impress them.

n . v

#3 “(You) Do it,” Sally replies. Uh-oh, he wasn’t expecting that.

n . v

#4 “Ummmm… I will (dunk the ball) later!” he says, but they laugh.

ij n v

#5 “Yeah, whatever!”

ij ij .

(A phrase is 2+ words acting like 1 (#1); © & underline. (The reverse is a contraction: what sounds like 1 word is really 2 (#2)© (Sometimes words are left out (implied / understood), like in a command (#3)©, (or when answering questions with fragments (#4)© (Interjections – yeah, yo, yes, no, darn, um, haha, ouch, oops, hello, goodbye – don’t have to be part of a sentence (#5); © & label ijs.

Summary: Phrases act like 1 word (Mrs. Frog farted); words can be are left out ((You) Stop picking your nose!).

SUBJECT SIDE VERB SIDE

Frog Grammar 3: Determiners

SUBJECT SIDE VERB SIDE

#1 That teacher stinks.

n .. v

#2 Samuel’s teachers rock.

n .. v

#3 27 students breakdance.

n .. v

#4 None of the teachers interfere.

n .. v

#5 Some (teachers) even join in.

n .. v

#6 I am your father’s brother’s stupid cousin’s teacher.

n v

(Some nouns need to be part of a noun-phrase beginning with a determiner, which tells which one / how many we’re talking about (#1-3). © using determiners from the box below.

the, a, an (aka “articles”) a few, a bunch of, all the,

my, your, his, her, its, our, their, whose most of the, lots of, a lot of

Samuel’s, Mr. Krueger’s, the students’… all my, all those, those three,

this, that, these, those, which too much, too many, how much…

no, few, some, many, several, all, each, every

1, 2, 3…

(Any noun (Mr. Krueger) + ’s (Mr. Krueger’s) = a determiner (#2)© (There are a bunch of determiner-phrases you use all the time (#4)© (You can put multiple ’s-ds in a row (#6); (longest d-phrase. (Many ds can act like ns all by themselves, with the real n being implied (#5)© (Box around all ds in this ¶.

Summary: determiners tell which noun is meant (the frog, a frog, my frog, Mr. Krueger’s frog).

SUBJECT SIDE VERB SIDE

Frog Grammar 4: Nouns

SUBJECT SIDE VERB SIDE

#1 Using his underwater laser, Samuel Vaporizes Octopi.

SUBJECT VERB OBJECT

n . v n

#2 Samuel’s band, The Froginators, played metal.

n n . v n

#3 His guitar-shredding melted everyone’s faces, dude!

n . v n n

#4: At the party after the concert, Samuel pours Wilma some rootbeer.

n . v n n

(2 main jobs of nouns: subject, the one doing the verb (#1-4) (and object, the one the verb is happening to (#1-3)© Grammatical objects may ≠ “objects” in the everyday sense (#1-4). (Minor job: show who (indirect object) receives the (direct) object (#4)© Though the v is next to the indirect obj, it has more of a direct logical link to the direct obj. (When there’s only 1 obj, is it dir or ind? – which is it more like? (Minor job: show who you’re talking to (noun of address; to “address” someone means to speak to him/r) (#3)© (Minor job (appositive): explain the previous noun (#2)© These minor jobs, unlike subjects/objects, are optional (#1-4).

Summary: Subject = noun before verb that does verb; object = noun after verb that verb happens to:

Samuel (subject) vaporizes octopi (object).

SUBJECT SIDE VERB SIDE

Frog Grammar 5: Pronouns

SUBJECT SIDE VERB SIDE

#1: subjective Alejandra drums. She rocks!

n . v

#2: objective Samuel admires her.

n . v n

#3 Everyone likes her style.

n . v n

#4 Well, almost - some (people/fans/frogs) dislike it.

n . v n

Let me tell a story about Alejandra without pronouns… (Pronouns are special nouns that don’t mean anything by themselves but stand in for other nouns to make the sentence shorter and quicker (#1-2)© (We use context-clues (antecedents) to decide which noun the pronoun is substituting for (#1). (Most pronouns have different versions: for me & you (person), for boys & girls (gender), for singular & plural (number), and for subjects & objects (case):

1st 2nd 3rd 1st 2nd 3rd

subjective: I you he she it we you they

objective: me you him her it us you them

reflexive: myself yourself himself her- it- ourselves yourselves themselves

possessive: mine yours his hers ours yours theirs

How many plural 3rd-person pns are there? Masculine subjective pns? © (Purpose of reflexive? (Why is her a pn in #2 but a d in #3? (Sentence using his as d and pn. (Some other pronouns: others, none, everything/-one/-body, anything/-/-, something/-/-, nothing/-/- (#3)©

Summary: pronouns (I, me, you, he, she, it) do the same jobs as other nouns but are quicker (She likes him).

SUBJECT SIDE VERB SIDE

Frog Grammar 6: Verbs

SUBJECT SIDE VERB SIDE

#1: intransitive Samuel grins.

n . v

#2: transitive He likes Wilma.

n. v n

#3: linking Samuel notices that she looks thirsty & rushes to get her a drink before anyone else can!

n. v aj

#4 Alejandra won’t be pleased!

n . v v n

(Most verbs show the subject’s action (#1-2). Some (transitive) verbs happen to a noun, the object, which comes after them (#2)©; (some (intransitive) don’t (#1)© (Some (linking) don’t show an action; they describe the subject by linking it to an adjective (#3)© (In- means not as in inactive/incorrect/invisible. Intransitive verbs do not have any objects. Many verbs can do more than 1 of those patterns – (example?

(The verb “be”, older than the pyramids, is unlike any other word in English. There are different versions:

present form: I am you are he/she/it is we/you/they are

past form: I was you were he/she/it was we/you/they were (#1-3)©

(What do any of those have to do with be?

(Helping verbs – do, did, will, would, may, might, can, could, must, should, have to, need to, ought to, be going to, wanna, gotta; + negative forms like don’t, didn’t, won’t – affect verbs’ meaning (#4)© (1-word v = “have to” / “ought to” / “be going to”? (Hs are similar to adverbs; hs must go before v and sometimes change its form: note how #4 would be different if it used the av definitely instead of the v may.

Summary: Verbs can have nothing after them (smile) or a noun (eat an apple) or an adjective (feel happy). Helping verbs change the verb’s meaning (will smile, did smile).

SUBJECT SIDE VERB SIDE

Frog Grammar 7: Adjectives

SUBJECT SIDE VERB SIDE

#1 Samuel bought a fly jacket.

n . v n

#2 ”My new, hipper wardrobe will impress my friends!”

n . v v n

#3 Alejandra has the cutest new lilly-green i-frog.

n . v n

#4 Her girlfriends are jealous!

n . v aj

#5 “Only the strong (warrior-princesses) survive!” they scream, as they charge with their battle-axes.

n . v

(Adjectives come between a noun and its determiner and tell what the noun is like (#1a-3)© (Unlike any of the parts of speech we’ve studied so far, adjectives are optional: you can take them out, and the sentence still makes sense (#1-3). Now try taking out nouns, verbs, and determiners. (Exception: when a (linking) verb links the aj to its n, the aj isn’t optional (#4)© You can string adjectives together (#2-3). ((Most ajs in blanks in 30s: “The ___ dog chased the ___ cat.” (Aj + –er (smellier) = the comparative form; aj + –est (smelliest) = the superlative form; the plain form is the root, without –er/–est (smelly) (#1-3)© Trisyllabic and longer adjectives (“interesting”) use more/most. (Monosyllabic adjective with irregular (doesn’t follow the usual pattern) comparative / superlative forms? (The n after an aj can be implied (#5)©

Summary: adjectives describe nouns (a happy frog, America is big).

SUBJECT SIDE VERB SIDE

Frog Grammar 8: Adverbs

SUBJECT SIDE VERB SIDE

#1 Mild Samuel parties mildly.

n . v av

#2 Alejandra parties hard.

n . v av

#3 Those totally insane tadpoles party too hard!

n . v av

#4 At one of her wild parties, Granny kicked Samuel out for being lame.

n . v n av

#5 ”If you saw my fly moves, you would not believe your young eyes, Sonny!”

n v av v n n

#6 Then Fishtuna texted him about a party on the other side of the pond.

av n v n

(Reminder: adjectives are optional words that describe nouns; (adverbs are optional words that describe verbs (#1)© (Most adverbs come from adjectives plus the suffix –ly (#1-2). (Av that doesn’t end in –ly? (Word that ends in –ly but isn’t av? – what is it? (Some (degree) adverbs – very, really, extremely, totally, pretty, somewhat, less, as, more – modify adjectives or other adverbs (#3)© (Phrasal verbs – kick out, shut down, throw up, sell out, ask out – need phrasal avs to express their meaning (#4)© (not is an unusual adverb(#5)© (Avs can come before the subject (#6)© (#7 on back.

Summary: adverbs describe verbs (eat quickly), adjectives (very happy), or other adverbs (very quickly).

SUBJECT SIDE VERB SIDE

#7: Challenge Samuel danced too hard & split his righteously fly pants.

Frog Grammar 9: Clauses inside Clauses

SUBJECT SIDE VERB SIDE

#1 Alejandra thinks (that) Samuel is cute stuff.

n . v clause:n n

#2 “That he’s full of himself is quite obvious!”

clause:n . v av aj

#3 “It ’s so obvious that he’s full of himself!”

n. v av aj clause:n

#4 “You can just tell he thinks he’s all that!”

n. v av v clause:n

#5 Unfortunately Although she likes him, she won’t call him.

av clause:av n. v v n

(A whole clause (subject + verb) can be a single phrase (single part of speech) inside a larger clause (#1). (The mini-clause has its own subject-side and verb-side (#1). (The mini-clause starts with the conjunction that, which is sometimes – (counterexample – optional (#1). (The mini-clause is doing the job of a noun, which you can see by taking it out and putting a noun (stuff) in its place (#1). (The mini-clause is the object of the verb, thinks (#1). (Certain verbs – think, believe, know, love, hate, guess, suspect, imagine – can take whole clauses as their objects; these are the verbs you use when discussing thoughts or ideas© (You can use a mini-clause as the subject, but it’s more common to start with it and put the mini-clause at the end (#2-3)© This delayed subject is a noun-job we haven’t seen before. (You can put a clause inside a clause inside a clause… (#4) – (most in 30 sec. (Certain conjunctions – because, since, although, if, whether, before, while, after, until – allow you to use a mini-clause as an adverb (#5)©

Summary: You can put a clause inside a clause: You know (that) you like me.

SUBJECT SIDE VERB SIDE

Frog Grammar 10: WH

SUBJECT SIDE VERB SIDE

#1 Alej. met a fish. + The fish taught her to surf. = Alejandra met a fish who (the fish) taught her to surf.

n. v n wh:aj

#2 She rides waves (that) other surfers fear (the waves).

n. v n wh:aj

#3 She sees stuff. + She conquers the stuff. = She conquers whatever she sees (stuff).

n. v wh:n

#4 Wherever she goes, she ’s a winner.

wh:av n. v n

#5 She’s gullible, though. She believes that once she met a guy who knew a girl who had a cat that surfs.

n. v n wh:aj

(When 2 clauses use the same noun (#1), you can leave out the 2nd noun and link them with a WH phrase beginning with a WH conjunction: that, which, who, whose, where, when, or why (#1-2). (WH phrase = adjective describing the 1st noun (#1-2). © & label as WH:aj. (Sometimes the noun is so unimportant that you leave it out both times (#3). (This uses slightly different conjunctions – who/ever, which/ever, what/ever, where/ever, how/ever, when/ever – and turns the WH phrase into a noun or adverb (#3-4)© You can put a WH inside a WH inside a WH inside a WH (#5)© (Most WHs in a row.

Summary: WH words combine clauses: Some dogs drool + I (those dogs = I (dogs who drool.

SUBJECT SIDE VERB SIDE

Frog Grammar 11: Prepositions

SUBJECT SIDE VERB SIDE

#1 Alejandra eagerly walked into the party.

n . av v prep:av

#2 She and her crazy friends from school had a pillow-fight until dawn.

n cj n prep:aj . v n prep:av

#3 Alejandra’s parents couldn’t sleep with all the loud screams of laughter.

n . v v prep:av

#4 Before her friends went home, they ate flies on top of cereal.

clause:av n . v n prep:aj

#5 These are better than worms / than (what) I expected.

n . v aj prep:av / prep:av

(Prepositions – about after at before between by for from in in front of inside into like of off on onto on top of over through to under until with without – go with nouns to make prepositional phrases which are av- or aj-phrases (#1-2)© (The noun is called the object of the preposition (#1-2); (the objects we’ve seen so far have been objects of verbs (#2, 4). © based on a given prepositional object. (What would #4 mean if you called the aj an av? (Like / as / than can take a single noun or a WH phrase as their object, to show comparison (#5)© (Prep-phrases can be ajs modifying the objects of other prepositions (#3)©

Summary: Prepositions go in front of nouns (in America, with a frog), usually to show something’s position.

SUBJECT SIDE VERB SIDE

Frog Grammar 12: Questions

SUBJECT SIDE VERB SIDE

#1 Alejandra has the new game for the F-box?

n . v n

#2 Who / Which frog has the new game?

n n . v n

#3 Does Alejandra have the new game?

v n . v n

#4 Is it hard?

v n aj

#5 How many zombies can she kill ?

n v n. v

#6 How can she kill that many zombies ?

av v n v n

#7 What store can I buy this game at ?

n v n v n p

#8 How delicious / What a delicious game this is !

av n n. v

#9 “Where / There / Here ’s your copy , son,” said Alejandra.

aj aj aj v n . v

#10 “Let’s (you & I) / Don’t (you) play it all night.”

v n cj n v n . v n av

(You can show questions by tone of voice (#1)©; (by using WH words – who, which, what, whose, how, how many, when, where, why (#2) (but not as cjs, as in WH phrases) ©; (or by adding a helping verb (usually do) to the front (#3)©, (except you don’t use do with be (does it be?) (#4)© (You can move an object, an adverb, or the object of a preposition (or the whole phrase) to the front, if that’s what you want to ask about (#5-7)© (Exclamations can also move words to the front, often with the determiner what a (#8)© (The adejctives here / there / where can also move to the front (#9)© (Some helping verbs – don’t, let’s, let us, let’s not – come at the front of commands (#10)©

Summary: Questions are just statements with words moved to the front (Can she beat him? She can beat him!).

SUBJECT SIDE VERB SIDE

Frog Grammar 13: TO

SUBJECT SIDE VERB SIDE

#1 “To skate is to live life fully,” Samuel told the Frogwheels reporter.

to:n . v to:n

#2 “I prefer to ride my pet iguana,” said Alejandra.

n v to:n

#3 His ability to ollie blew the judges to Mars.

n to:aj . v n prep:av

#4 “We came to cheer him on!” said Alejandra and Fishtuna.

n. v to:av

#5 The judges wanted (for) them to leave.

n . v n to:n

#6 They considered (for) them (to be) a distraction.

n. v n n

#7 That made (for) Alejandra (to be) mad!

n. v n aj

#8 After several warnings, the guards made (for) them (to) go.

prep:av n . v n v

(A TO phrase = to + a verb (to eat); it’s a way of talking about actions (#1) (+ sometimes objects (to eat flies) and adverbs (to eat flies for dinner) (#1-2). (to + a noun (to Mars – #3) is a prepositional phrase and very different from a TO phrase (I love to Mars / to skate). (TO phrases can be subjects or objects or be aj- or av-phrases (#1-4)© (Some verbs seem to take extra words after them that don’t fit any pattern we’ve studied (#8). (Actually these are TO phrases with various words implied; the TO phrase is the direct obj, and the n is the indirect obj (#5-8).

Summary: a TO phrase (to + verb: to skate) is a way of talking about an action (I love to skate).

SUBJECT SIDE VERB SIDE

Frog Grammar 14: ING

SUBJECT SIDE VERB SIDE

#1 In Samuel’s nightmare, frog-eating Aliens are invading.

prep:av n . v ing:v

#2 Surrendering would cause suffering.

ing:n . v v ing:n

#3 Yet desperately fighting these aliens is costing many lives.

av ing:n . v ing:v

#4 The F-Wing sneaking up behind is cause for cheering. Go, Samuel!

n ing:aj . v n prep:aj

#5 Despite him being nervous, his shooting was very accurate.

prep:av ing:n . v av aj

#6 (What with) (the aliens) (being) cowards, they flew away crying / hungry / their bellies still empty.

prep:av n . v av ing:aj aj n aj

(An ING word (invading) can be a subject or object (#2) or aj or v that uses be as a helping v (#1). (An ing:v = progressive v: shows an action in progress right at this moment (#1, 3); (how is #1 different from Aliens invade? ©; hint: ING words can show simultaneous action; to add one to The ___ing flag looked good, think what else the flag could do while it’s looking good. (An ING word can form an ING phrase with objects and adverbs (#3-4)© (An ing:n can be the object of a preposition (#4)©; (it can have a noun or determiner in front of it (#5)© (This pattern (prep + n + ing:n: with the aliens being cowards) is often shortened (#6); this can give the appearance of stray words (#6)©

Summary: ING words (flying) can form phrases (flying my spaceship) & can be subjects / objects (Flying is fun / I like flying) or progressive vs (Those aliens are flying) or ajs (a flying saucer).

SUBJECT SIDE VERB SIDE

Frog Grammar 15: HAVE

SUBJECT SIDE VERB SIDE

#1 Alejandra and her trusty steed, Juana Iguana, have ridden all day to find her missing snails.

n cj n n . v v av to:av

#2 All of the lost dogies were eventually captured by her.

n . v av v prep:av

(When you use a verb with the helping verb have, you get its HAVE form (have ridden, have captured), which sometimes = its past form (I rode, I captured); © a few. (It can be an adjective or a verb following the helping verbs have or be (#1-2). ©; hint: a HAVE form used as an aj shows an action that previously happened to the noun: to add one to The chicken was good, ask yourself: what could have happened to the chicken before it got to me? (be + HAVE form (was captured) = passive v: subject is passively having something done to it; (how is #2 different from She captured the dogies? (have + HAVE form (has captured) = perfect v: no simple explanation for this name(; (how is #1 different from Alejandra rode all day? (Progressive, perfect, & passive vs = complex vs: vs that need a helping verb; others vs = simple.

Summary: A verb’s have-form (broken) can be used with have or be as a verb (has broken his heart –perfect / his heart was broken–passive), or by itself as an adjective (a broken heart).

SUBJECT SIDE VERB SIDE

Grammar Questionnaire

1. Which word in the following sentence is a noun? “That dog smells bad!”

a. that b. dog c. smells d. bad

2. Which word in the following sentence is a determiner (aka article)? “It needs a bath!”

a. it b. needs c. a d. bath

3. Which word in the following sentence is a helping verb (aka auxiliary / modal)? “What did it eat?”

a. what b. did c. it d. eat

4. Which word in the following sentence is a verb? “It ate spicy chili.”

a. it b. ate c. spicy d. chili

5. Which word in the following sentence is an adverb? “Your dog just farted!”

a. your b. dog c. just d. farted

6. Which word in the following sentence is a preposition? “Fart in the yard, you bad dog!”

a. fart b. in c. the d. yard

7. Which words in the following sentence are a prepositional phrase? “A dog with fleas walked in the room.”

a. a dog b. with fleas c. walked in d. the room

8. What is the subject of the following sentence? “Get out, flea-bag!”

a. you b. get c. out d. flea-bag

9. Which word in the following sentence is the indirect object? “Give it a flea-bath.”

a. give b. it c. a d. flea-bath

10. What is the part of speech of “Bathing” in the following sentence? “Bathing won’t help him!”

a. adjective b. noun c. preposition d. verb

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NAME:

cj

Hi, my name’s That! They call me and my friends determiners because you need us to determine what people are talking about. Imagine someone too lazy to use determiners told you, “Dude, like whoa, cat got run over” - “Which cat?! My cat?! Whose cat, you lazy bum!” - “No dude, not your cat, someone else’s cat. Chill!” See how important we are? In fact my friend the is the most common word in the English language. Go determiners!

cj

cj

“I have many talents, and you should hire me for this job.” Alejandra quickly became the president of the company, made a billion dollars, and retired to a private island in the Carribean.

Hi, my name’s Into! They call me and my friends prepositions, because we usually tell the position of things: “Alejandra jumped off the bed… Now she’s floating through the air… Now she’s crashing into Jazmine!” Some prepositions don’t have anything to do with position: my friend After tells when things happen, not where: ”After that crash, they were sore.” (Actually, “pre” is Latin for “in front”: prepositions are “positioned in front” of nouns.)

Hi, my name’s Lost! You probably think of me as an adjective (“a lost puppy”), but did you know I’m really a verb that lost its mind and turned into an adjective? Some of my ing friends can even turn into nouns. You can use us to create hyperactive sentences with lots of actions happening at once: “The flying cow loves aiming steaming pies at her shocked and horrified victims!” We just told you a whole story in 1 sentence! What a mouthful!

n

d

d n

aj

or

d n

prep:aj

p d n

obj of the prep

That mush was as tasty as tasty could be

And then, the next summer, grew into a tree.

The tree was all covered - all covered with moss,

And on it grew meatballs and tomaaaaato sauce.

If you eat spaghetti all covered in cheese,

Hold on to your meatball whenever you sneeze! ACHOO!

On top of spaghetti all covered in cheese,

I lost my poor meatball when somebody sneezed.

It rolled off the table and onto the floor,

And then my poor meatball rolled right out the door.

It rolled in the garden and under a bush,

And then my poor meatball was nothing but mush.

gender — masculine / feminine / neuter

person

case

number

plural

singular

Hi, my name’s Her, and I’m a pro... at being a noun! A pro-noun! You can hire me to fill in for any girl’s name. My friend It can be almost anything: frog, America, THE UNIVERSE! When you get tired of saying the same noun over and over, call one of us professionals to do the job! (Actually, pro is the Latin root for “for”: pronouns stand “for nouns”.)

superlative

comparative

plain

optional

determiner-phrases

Even a truly spectacular name like Umm Kareem Fatima al-Jameel bint Nidh'aal bin Abdulaziz al-Filisteeni is 1 word! Sha-ZAMM!

d n

Once upon a time, while hiring people for a fun, high-paying job, I received applications from Garlicia the garlic-person and Alejandra the frog . (Can you see what Garlicia did wrong, or are you destined to scrub deep-fat-fryers for a living? As a professional, you will be judged by your writing and punctuation; the only way to punctuate correctly is to understand grammar.

aj

“I have many talents, and should be hired for this job.” Garlicia now sells fast food for a living, and no one cares whether she can write correctly.

d aj n

Hi, my name’s Mildly! They call me and my friends ad-verbs because we add to the verb extra info like when it happened (partied yesterday) or how (partied wildly). It’s too bad adjectives aren’t called ad-nouns, since they add to nouns! (Actually, ad is the Latin root for “to”: adverbs apply “to verbs”.)

or

cj

(Wilma(

verb

subject

I’m in group # ____; I do round #____.

p n

ing:aj

ing:n

wh:n

p

Hi, my name’s Cutest! Are you more boring than a grammar lesson? If you want to be plain and boring, go ahead and use plain adjectives: “This is cute; that’s nice; blah blah blah.” Things get a little more intersting when you compare things with comparative adjectives: “Mine is soo much cuter than yours! Yours is uglier than a moose!” But if you want to say something super-duper intense, you need a superlative adjective: “You smell like the sweatiest, hairiest monkey-armpit in the whole zoo! Sha-ZAM! I just got superlative on you, son!”

d aj n

ing:n

cj

I’m How, and I’m sad( I wish you would spell me Whow!!! All of the other conjunctions laugh and call me names (like “W-less”). They never let me join in any conjunction games (like Conjunctionopoly). Sure, I sounds like I start with an H, but so does Who, and nobody spells her Hoo. She thinks she’s all that. Speaking of which, my friend That gets teased even more than I do. Some words are so immature!

aj

d n

or

d

n

mini-mini-clause!

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