Grammar Classroom Presentation

1. Mark has 3 2/5 meters of rope. He cut it into
shorter ropes of 3/5 meter each.
How many shorter ropes was he able to make?
Was there any rope left over?
Show yourwork!

2. Thursday, November 6, 2014

3.  Once you have completed today’s lesson, you will be
able to do the following:
 Define the 8 Parts of Speech
 Recognize how the Parts of Speech function in
sentences
 Compose sentences showing words playing more than
one grammatical role.

4. “The customer and I critically evaluated
information on the companyWeb site.”
1. customer a) noun b) pronoun
c) verb d) adjective
2. and a) preposition b) conjunction
c) adjective d) adverb
3. critically a) adjective b) conjunction
c) preposition d) adverb
4. Evaluateda) adverb b) noun
c) verb d) adjective

5. “The customer and I critically evaluated
information on the companyWeb site.”
5. on a) preposition b) conjunction
c) adverb d) adjective

6.  Learning the 8 Parts of Speech helps you to develop
the working vocabulary necessary to discuss and study
a language.
 You especially need to recognize the parts of speech in
the context of sentences.
 That is because many words function in more than one
role.
 Only by analyzing the sentence at hand can you see
how a given word functions.
 It may be unlikely that your boss will ever ask you to
identify the parts of speech in a document.

7.  But being able to do so will help you to punctuate
correctly and choose precise words for clear, powerful
writing and speech.
 In addition, understanding the roles different parts of
speech play in written and oral communication will be
helpful when you learn another language.

8.  In elementary school, you probably learned that a noun is
a person, place or thing.
 In addition, nouns also name qualities, feelings, concepts,
activities and measures.

9.  Nouns are important words in our lanuage.
 Sentences revolve around nouns because these words
function both as subjects and as objects of verbs.
 To determine whether a word is really a noun, try using it
with the word is or are.
 Notice that all the nouns listed here would make sense if
used in this way.

10.  Pronouns are words used in place of nouns.
 As noun substitutes, pronouns provide variety and
efficiency.
 Compare these two versions of the same sentence:
Without pronouns:
Scott gave the book to Kelly so that Kelly could use
the book to study.
With pronouns:
Scott gave the book to Kelly so that she could us it
to study.

11.  In sentences, Pronouns may function as subjects of
verbs (ex. I, we, they, he, she, it) or as objects of the
verbs (ex. me, us, them).
 They may act as connectors (ex. that, which, who) or
and they may show possession (ex. mine, ours, hers,
theirs).
 Please note that words such as his, my, hers, its are
classified as adjectives when they describe nouns (ex.
his car, my desk, its engine).

12.  Verbs express an action, an occurrence or a state of
being.
Jason built an excellentweb site. (action)
 Actions verbs show the action of a sentence.
It has many links. (occurrence)
He is very proud of it. (state of being)
 Verbs that express a state of being generally link
to the subjectwords that describe or rename it.
 The linking verbs that express the senses:
feels, appears, tastes, sounds, seems, looks.

13.  At this point, it is important that you be able recognize
verbs so that you can determine whether sentences are
complete.
 All sentences must, must, must have at least one
verb…sometimes there is more than one verb and
sometimes they appear singly or in phrases.

14.  Words that descrive nouns or pronouns are called
adjectives.
 They often answer the questions: What kind? How
many? and Which one?
Small, independent businesses are becoming
numerous.
What kinds of businesses?
We have six franchises in four states.
How many franchises? How many states?
That chain of clubs started as a small operation.
Which chain? What kind of operation?

15. He is energetic and forceful while she is personable
and deliberate.
What pronouns do these adjectives describe?
 Adjectives usually precede nouns.
 Threewords (a, an, and the) form a special group
of adjectives called articles.

16.  Words that modify (describe or limit) verbs, adjectives
or other adverbs are called adverbs.
 Adverbs usually answer the questions When? How?
Where and To what extent?
Today we must complete the project.
Must complete the project when?
Mitch approached the intersection cautiously.
Approached how?
He seems especially competent.
How competent?

17. Did you see the television there?
Where?
The prosecutor did not question him further.
Questioned him to what extent?
Many, but not all, words ending in ly are adverbs.

18.  Prepositions join nouns and pronouns to other words
in a sentence.
 As the word suggests (pre- meaning before), a
preposition is a word in a position before its object (a
noun or pronoun).
 Prepositions are used in phrases to show a relationship
between the object of the preposition and another
word in the sentence.

19.  In the following sentence, notice how the preposition
changes the relation of the object to the verb:
Brian often talked with Paul.
Brian often talked about Paul.
Brian often talked to Paul.
 Learn to recognize objects of prepositions so that you
don’t confuse them with sentence subjects.

20.  Words that connect other words or groups of words are
conjunctions.
 The most common are and, but, or and nor…they are
called coordinating conjunctions because they join
equal (or coordinate) parts of sentences.
Yuki, Dan and Kristi are all looking for jobs.
Joins equal words.
You may be interviewed by a human resources officer or
by a supervising manager.
Joins equal groups of words.

21.  Words expressing strong feelings are interjections.
 Standing alone, they are followed by exclamation
points.
 When woven into a sentence, they are usually followed
by commas.
Wow! Did you see what she wrote in her email message?
Oops! I forgot to send the attachment.

22.  You need to know the functions of these 8 parts of
speech in order to understand and profit from your
study of this language.
 At this stage, you should not be able to identify the
functions of all words in all sentences.
 Whatever stage you find yourself at this
moment…please be patient with your progress! Don’t
give up!