g r a m m a r name action verbs - carterville cusd...

UN

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VERBS

UN

IT3

VERBS

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Action Verbs

GrammarName

Grade 6: Unit 3 Verbs (Use with pupil book pages 118–119.)Skill: Students will identify action verbs.

RETEACHING WORKBOOK 25●

The subject of each sentence is underlined.Write the action verb that tells what the subject does.

Example: Baron Karl von Drais improved an early French design.

1. Early bicycles moved slowly.

2. Riders pushed the ground with their feet.

3. Kirkpatrick Macmillan attached cranks to the rear wheel.

4. He connected the cranks to foot pedals.

5. Macmillan rode seventy miles on his new invention.

6. The high-wheeler started interest in bicycles.

7. Many people fell from high-wheelers.

8. John Starley improved the safety bicycle in 1885.

9. A chain carried the movement to the rear wheel.

10. Many people bought bicycles in the 1890s.

11. They cycled through parks and on country lanes.

12. Today many people own bicycles.

13. The bicycle serves different purposes in people’s lives.

14. Most people use their bicycles for pleasure.

15. Some workers travel to their jobs on bicycles.

16. Other riders race professionally.

17. These different purposes require different designs.

18. Bicycle design improves every year.

• An action verb tells what the subject of thesentence does.

Baron Karl von Drais built one of the first bicycles in 1813. We enjoy his invention today.

improved

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Main Verbs and Helping Verbs

NameGrammar

●RETEACHING WORKBOOK26 Grade 6: Unit 3 Verbs (Use with pupil book pages 120–122.)

Skill: Students will identify verb phrases.

Write the verb phrase in each sentence.

Example: We are learning about spiders.

1. Webs are seen best in the early morning.

2. Thousands of threads might be covered with dew.

3. Shall we look for webs at dawn tomorrow?

4. Spiders can move rapidly after their prey.

5. They may catch insects with their webs.

6. Do they eat anything besides insects?

7. Not many spiders will bother people.

8. You should handle some spiders carefully.

9. Black widow spiders have caused problems.

10. A tarantula could grow ten inches long.

11. Spiders were kept as pets by my class last year.

12. My friend has been studying spiders for years.

13. Does every spider have eight legs?

14. I am looking for a good book on spiders.

• The main verb expresses action or being.• A helping verb works with the main verb.• A verb phrase is made up of one or more helping verbs and a main verb.

helping mainverb verb

All spiders can spin silky threads.

helping mainverb verb

Have you seen spiders at work?

helping mainverbs verb

I could have watched them for hours.

are learning

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Direct Objects

GrammarName

Grade 6: Unit 3 Verbs (Use with pupil book pages 123–125.)Skill: Students will identify direct objects.


Write the direct object that receives the action of the underlined verb. The directobject may be compound.

Example: The telegraph improved communications.

1. Mr. Wan described the first telegraph.

2. At first, wires carried the signals.

3. Marconi developed a wireless system.

4. He had studied electricity on his own.

5. His first message traveled a distance of about one mile.

6. The Italian government ignored his experiments.

7. He continued them in England.

8. The inventor organized his own company.

9. British ships used Marconi’s equipment.

10. In 1901 a message crossed the Atlantic.

11. Marconi’s service connected England and Canada.

12. It served the citizens of two continents.

13. Marconi encouraged other scientists.

14. He gained fame and fortune in his lifetime.

15. In 1909 Marconi won the Nobel Prize.

16. His invention has helped people all over the world.

17. Marconi’s achievements interest me.

18. I admire him and his work.

• A direct object receives the action of a verb.• Some direct objects are compound.

Marconi invented the wireless telegraph. (invented what?)

This book describes him and his invention. (describes whom and what?)

communications

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Transitive and Intransitive Verbs

NameGrammar


Skill: Students will identify transitive and intransitive verbs.

Label each underlined verb transitive or intransitive.

Example: Many conditions produce earthquakes.

1. Earthquakes can cause tremendous damage.

2. Many countries experience frequent earthquakes.

3. Japan suffers from earthquakes almost every year.

4. Many earthquakes occur in the United States.

5. In 1906 a great earthquake happened in San Francisco.

6. The earthquake did tremendous damage.

7. San Francisco shook for 45 to 60 seconds.

8. Buildings tumbled.

9. The earthquake destroyed more than 28,000 buildings.

10. Fires swept through the city.

11. Horse-drawn fire engines fought the fires.

12. People in San Francisco learned from that experience.

13. The people rebuilt the city with surprising speed.

14. The new buildings would be safer than the old ones.

15. Still, recent quakes have caused serious damage.

• A verb is transitive when it is followed by a directobject that receives the action of the verb.

• A verb is intransitive when it has no direct object.

• Some action verbs are always intransitive.The ground trembles.

transitive

Earthquakes strike many parts of the world.They usually strike

without warning.

Transitive verb

Intransitive verb

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Being Verbs and Linking Verbs

GrammarName

Grade 6: Unit 3 Verbs (Use with pupil book pages 129–131.)Skill: Students will identify linking verbs.


Write the linking verb in each sentence.

Example: Comic strips are a big part of many newspapers.

1. My aunt is the author of a comic strip.

2. Her office is a busy and colorful place.

3. Her special ink smells funny.

4. The characters in her strip are little animals.

5. Some of them look humorous.

6. My aunt’s comic strip has been very successful.

7. Comic strips can be serious too.

8. I am fond of both kinds of comics.

9. The history of comics seems exciting.

10. Comics once became weapons in a newspaper battle.

11. Joseph Pulitzer was the first to publish color funnies.

12. The sales of his newspaper were high.

13. W. R. Hearst felt envious of Pulitzer’s success.

14. Sunday funnies soon became part of his papers too.

15. Now comics have become serious business for publishers.

• A being verb shows a state of being.• A being verb is called a linking verb when it links the subject

with a word in the predicate.• A predicate noun renames or identifies the subject.• A predicate adjective describes the subject.

are

A popular newspaper section is the comics.predicate noun

Comic strips have become popular.predicate adjective

Linking verbs

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Simple Verb Tenses

NameGrammar


Skill: Students will identify the present, past, and future tense formsof verbs.

Write present, past, or future for each underlined verb.

Example: The Egyptians constructed the first lighthouse.

1. Lighthouses long ago were low towers on the shore.

2. In those days, ships depended on lighthouses for safety.

3. Even today lighthouse beams guide sailors.

4. In the past, a lighthouse lens was glass.

5. Modern lenses are plastic.

6. Formerly the life of a lighthouse keeper was lonely.

7. Now several people maintain each lighthouse.

8. In the future, computers will replace lighthouse keepers.

9. Perhaps future generations will save old lighthouses.

10. Some old lighthouses will require special care.

11. One such lighthouse still stands in Boston Harbor.

12. For over 250 years, its beacon directed ships in the harbor.

13. Its light still shines today.

14. It will guide ships for many years in the future.

15. I shall visit that lighthouse next year.

16. At that time, we shall learn more about its history.

• The tense of a verb tells when the action or the state ofbeing takes place.

• The present tense tells that something is happening now.• The past tense tells that something has already happened.• The future tense tells that something is going to happen.

Today lighthouses use electricity.Long ago they used oil lamps.In the future, lighthouses will use computers.

Present tense

Past tense

Future tense

past

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Perfect Tenses

Usage Name

Grade 6: Unit 3 Verbs (Use with pupil book pages 135–138.)Skill: Students will use the perfect tenses correctly.


Rewrite the sentences, changing the underlined verb to the correct perfect tense.Use the verb tense shown in parentheses.

Example: By the 1950s, 20 million people send mail that couldn’t be delivered. (Past)

1. The post office try to read incomplete addresses, but it has had to give up. (Present)

2. People send poorly addressed mail only to have it end up in Dead Letters. (Present)

3. If the sender include a return address, the letter would have been returned. (Past)

4. By the end of this year, our class send 800 letters to animal rights groups. (Future)

By the 1950s, 20 million people had sent mail that couldn’t be delivered.

The perfect tense describes an action that was or will be completed beforeanother action, time, or event. It is formed by combining the helping verb have with the past participle of the main verb.• The present perfect tense combines has or have with the past participle. • The past perfect tense combines had with the past participle. • The future perfect tense combines will have with the past participle.

past/present action still going on

Tim has bought snacks three times today.past action before another past action

Lorette had eaten dinner before she saw the play.future action before another future action

The scouts will have packed before the hike begins tomorrow.

Present perfect

Past perfect

Futureperfect

Present Past Present Participle Past Participle

study studied (is) studying (has) studiedhelp helped (is) helping (has) helpeddo did (is) doing (has) doneeat ate (is) eating (has) eaten

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Regular and Irregular Verbs

NameUsage


Skill: Students will identify regular and irregular verbs.

Choose the correct form of the verb for each sentence. Then identify whether it is regular or irregular.

1. Kela, the pilot, (saw, seen) acres of blue ice.

2. The view (proved, proven) to be a very exciting one.

3. Many of the rivers had (froze, frozen).

4. Kela quickly (scribbled, scribbling) what she saw into her flight log.

5. The wind (blew, blown) fiercely.

6. Kela (work, worked) hard to stay warm in the frigid temperatures.

7. Kela (did, done) a good job of touring the northernmost state.

8. These photos (show, showed) Kela on her arrival there.

• Most verbs form the past tense and past participle by adding -ed.• Irregular verbs do not follow any rules for forming the past tense and

past participles.

Regular

Irregular

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Writing with Verbs

Grade 6: Unit 3 Verbs (Use with pupil book pages 142–143.)Skill: Students will revise sentence pairs, using the correct verb tense.


Using Tenses Correctly Decide which tense is best in each pair of sentences. Revise any verbs that are in the wrong tense.

Example: At first, railway tracks were wooden. Soon, iron rails will replace them.

1. The first subway was built in London. In 1863, it will have its opening day.

2. Trains ran with steam locomotives then. People will be impressed.

3. In Paris, subway service started in 1900. Trains have been much slower then.

4. Rock was blasted to create tunnels. New York subways are running by 1904.

5. The crews tunneled under enormous buildings. It will be highly dangerous work.

Revising Strategies: Sentence FluencyName

Verb tense indicates the time of an action. Keep verbs in each part of a sentence consistent so that the meaning remains clear.

When she gave her word, she means it.When she gave her word, she meant it.When she gives her word, she means it.

Incorrect

Correct

(continued)

At first, railway tracks were wooden. Soon, iron rails replaced them.

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Skill: Students will correct verb tenses in sentences.

Revising Strategies: Sentence FluencyName

Writing with Verbs (continued from page 33)

Using Tenses Correctly Revise each of the following sentences, using a consistent verb tense.

Example: If you attend a musical today, you see a lot of dance.

6. Jacques Offenbach was born in Germany but will create the operetta in France.

7. In 1885, Gilbert and Sullivan write operettas about social class.

8. They composed The Mikado, which will have mocked the British nobility.

9. Franz Lehar, who is popular in 1905, penned The Merry Widow.

10. If you go to an operetta, you saw a comedy with a happy ending.

In some discussions, you may need to change tenses:• When something that happened in the past still exists in the present.• When an action in the present leads to a future action.

Be sure to shift tenses carefully so that the meaning is clear.

Operetta is a type of musical theater that is popular inthe late 1800s.Operetta is a type of musical theater that was popular inthe late 1800s.

Incorrect

Correct

If you attend a musical today, you will see a lot of dance.

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Subject-Verb Agreement

Usage Name

Grade 6: Unit 3 Verbs (Use with pupil book pages 144–146.)Skill: Students will choose verbs to agree with singular, plural, and

compound subjects.


Write the correct form of the verb in parentheses to complete each sentence.

Example: Reptiles through lungs, not gills. (breathe, breathes)

1. A reptile scales or bony plates on its body. (has, have)

2. These animals all cold-blooded. (is, are)

3. They on the environment for warmth. (depend, depends)

4. Alligators and turtles reptiles. (is, are)

5. Only two kinds of alligators in the world. (exist, exists)

6. One kind in the southeastern United States. (live, lives)

7. It dull gray or dark olive in color. (is, are)

8. Its jaw many sharp teeth. (has, have)

9. The male to a length of twelve feet. (grow, grows)

10. Females somewhat smaller. (is, are)

11. A turtle the only reptile with a shell. (is, are)

12. It the animal from enemies. (protect, protects)

13. About 50 kinds of turtles in North America. (live, lives)

14. The largest type from four to eight feet long. (grow, grows)

15. Musk turtles only four inches long. (measure, measures)

• A subject and its verb must agree in number. • Use a singular verb with a singular subject. • Use a plural verb with a plural subject. • Use a plural verb if the parts of a compound

subject are joined by and.

Singular Subjects Plural Subjects

A turtle has no teeth. They have sharp beaks.It is a fascinating animal. These reptiles are quite common.A reptile’s size varies. Their size and weight vary.

breathe

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More Subject-Verb Agreement

NameUsage


Skill: Students will choose verbs to agree with singular, plural, andcompound subjects.

Rewrite each sentence, using the correct form of the verb in parentheses. Thesubjects are underlined to help you.

Example: Here (is, are) a painting of a French landscape.

1. There (is, are) many impressionistic paintings in the museum.

2. Claude Monet or Mary Cassatt (appeal, appeals) most to Inez.

3. Here (is, are) a still life of a bowl of fruit.

4. Neither the grapes nor the orange (looks, look) real.

5. On the top floor, there (is, are) a mobile by Alexander Calder.

6. Light winds or a breeze (make, makes) it turn.

• If a compound subject is joined by or, either . . . or, or neither . . . nor,make the verb agree with the closer subject.

Stacy or Carmen knows this painter well.Either Degas or Renoir is Stacy’s favorite painter.Neither Stacy nor her classmates paint well.• The subject of a sentence beginning with here or there usually comes after

the verb. First, identify the subject. Then make the verb agree with it.Here is the new exhibit. There are so many paintings!

Here is a painting of a French landscape.

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Contractions

Grammar/MechanicsName

Grade 6: Unit 3 Verbs (Use with pupil book pages 150–152.)Skill: Students will identify the words that are combined to form

contractions and verbs or verb phrases.


Rewrite each sentence, using the words that make up the underlined contraction.Then underline the verb or verb phrase in each sentence that you wrote.

Example: Hilary hasn’t visited Mount Vernon before.

1. She’s visiting Mount Vernon next spring.

2. She’ll see George Washington’s home.

3. Since 1858 Mount Vernon hasn’t belonged to the Washington family.

4. It’s a beautiful example of the Georgian style of architecture.

5. Hilary hasn’t seen the many portraits in the house.

6. We’ve enjoyed the gardens and the view of the river.

7. Hilary mustn’t forget Woodlawn, home of Washington’s granddaughter.

8. Last year we didn’t have time for Woodlawn.

• A contraction is the shortened form of two words. Anapostrophe replaces the dropped letters.

Two Words Contraction

It is a beautiful setting. It’s a beautiful setting.We are going there soon. We’re going there soon.I would not want to miss that. I wouldn’t want to miss that.

Hilary has not visited Mount Vernon before.

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sit, set; lie, lay; rise, raise

NameUsage


Skill: Students will use the verbs sit, set, lie, lay, rise, and raise correctly.

Write the correct verb to complete each sentence.

Example: Please the zoo pictures here. (sit, set)

1. The gorilla inside a rubber tire. (sits, sets)

2. A mountain goat on a boulder. (lies, lays)

3. The gray fox behind a thick bush. (sits, sets)

4. Several sea lions on a little island. (lie, lay)

5. The owl sleeps while the sun . (rises, raises)

6. The zoo keeper out bamboo for the panda. (sits, sets)

7. She hay in the pen for the zebra. (lies, lays)

8. The tiger cubs in the sun. (lie, lay)

9. A female penguin her eggs. (lies, lays)

10. The giraffe its head to reach the leaves. (rises, raises)

11. Huge crocodiles from beneath the water. (rise, raise)

12. Workers special crops for the animals. (rise, raise)

13. Other workers stones for a new path. (lie, lay)

14. The stones flat and close together. (lie, lay)

• Use the verbs sit, set, lie, lay, rise, and raise correctly.

Verbs Meanings Examples

sit to rest in an upright position The lion sits in the grass.set to put or place an object The lion sets the cub down.lie to rest or recline The lion lies on the hillside.lay to put or place an object It lays its head down.rise to get up or go up The lion rises at daybreak.raise to move something up, to grow The lion raises its paw.

something, or to increase

set

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lend, borrow; let, leave; teach, learn

Usage Name

Grade 6: Unit 3 Verbs (Use with pupil book pages 156–158.)Skill: Students will use the verbs lend, borrow, let, leave, teach, and

learn correctly.


Rewrite each sentence, using the correct verb in parentheses.

Example: Bev (lends, borrows) a book by Helen Keller to Suki.

1. Suki (learns, teaches) from Bev about Anne Sullivan.

2. Anne (lets, leaves) the Perkins Institution for the Blind.

3. She (teaches, learns) Helen, a deaf child, to speak.

4. Helen (lends, borrows) many books in Braille from her teacher.

5. Anne (lends, borrows) them to her gladly.

6. Helen’s parents (let, leave) Helen visit Boston with Anne.

7. Helen (lets, leaves) her home in Alabama for Radcliffe College.

8. Helen (learns, teaches) all of us to not give up.

• Use the verbs lend, borrow, let, leave, teach, and learn correctly.

Verbs Meanings Examples

lend to give Anne lends a book to Helen.borrow to take Helen borrows a book from Anne.let to permit Anne lets Helen have the book.leave to go away, to allow to Anne leaves the school.

remain in one place She leaves her friends behind.teach to give instruction Anne teaches her student.learn to receive instruction Helen learns from her teacher.

Bev lends a book by Helen Keller to Suki.

Example: The athlete moved through the water like a fish.

1. Inside the stadium, many athletes moved swiftly around a track.

2. Away from the runners, other athletes moved briskly over hurdles.

3. I saw short races where runners moved down the track at an amazing speed.

4. I saw long races where runners barely moved across the finish line.

5. Some, through sheer strength, moved sixteen-pound metal balls with ease.

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●RETEACHING WORKBOOK40 Grade 6: Unit 3 Verbs (Use with pupil book page 159.)

Skill: Students will replace weak verbs with more exact verbs.

Revising Strategies: VocabularyName

Using Exact Verbs

The verb move is often overused. Replace each underlined form of move with amore exact verb from the box.

jogged leaped ran threw sprinted

• Use exact verbs to make your writing more interesting and clear.

The bus driver moved the bus to the front of the stadium.drove

The athlete swam through the water like a fish.

g r a m m a r name action verbs - carterville cusd...

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