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

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▲■WORKBOOK PLUS40 Grade 6: Unit 3 Verbs (Use with pupil book pages 118–119.)

Skill: Students will identify and will use action verbs.

Action Verbs

Write the action verb or verbs in each sentence.

1. King Arthur probably lived in Britain around A.D. 500.

2. At that time, the Saxons sailed to Britain.

3. The Saxons attacked the British towns.

4. King Arthur earned his reputation in battle against them.

5. He established the famous castle of Camelot.

6. His knights met around the Round Table of Camelot.

7. They rode from Camelot on their various adventures.

8. The legend of King Arthur continues today.

9. In the legends, a magician named Merlin helped King Arthur.

10. Merlin predicted future events.

11. Supposedly, King Arthur pulled a magic sword out of a stone.

12. This sword gave him a lot of power.

13. Libraries contain many stories about him.

14. Movies show the Round Table and life in Camelot.

15. Why do so many people read stories and watch movies about King Arthur?

GrammarName

Elita reported on ancient legends. The legend of King Arthur grew from fact.

(continued)

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

WORKBOOK PLUS 41▲■

Many legends have been written about King Arthur and his court. Below arethe titles of five possible legends. Write a good opening sentence for eachlegend. Use action verbs in your sentences. Underline each action verb.

1. The Mysterious Merlin

2. Around the Round Table

3. Caverns and Castles

4. One Knight’s Day

5. Arthur’s Last Ride

NameGrammar

Action Verbs (continued from page 40)

A Legend

A legend is a story passed down through the years that is not completely true.Legends often grow out of facts. Think about someone who is famous today. Why is heor she famous? What special things has that person done? Suppose that it is many yearsin the future, and there are now legends about that person. Write one of those legends.

Read your legend to your partner twice. The first time, challenge your partner toguess what facts you used to create your legend. The second time, have your partnerraise his or her hand every time an action verb is read.

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Skill: Students will identify main verbs and helping verbs.

Main Verbs and Helping Verbs

Write the verb phrase in each sentence. Underline each helping verb once and eachmain verb twice.

1. The city has been known for its ship industry since the Revolution.

2. Would America have won the War of 1812 without Baltimore clipper ships?

3. The national anthem was written after a battle in Baltimore.

4. Maryland might have joined the Confederacy during the Civil War.

5. However, the state did remain with the union.

6. The streets of Baltimore were swept by a great fire in 1904.

7. Many areas have been rebuilt.

8. Today Baltimore is filled with row houses with white marble steps.

9. Baltimore’s harbor must be its largest tourist attraction.

10. Many tourists will visit the historic harbor this year.

GrammarName

helping verbs main verb

We have been reading about Baltimore, Maryland.helping verb main verb

Can you remember its history?

(continued)

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Grade 6: Unit 3 Verbs (Use with pupil book pages 120–122.)Skill: Students will use main verbs and helping verbs in sentences.


Baltimore has many exciting attractions. These billboards advertise some ofthem, but they need a slogan or description. Write a question or a statementthat will make tourists want to visit each site. Include at least one verb phrasein each sentence. Use different helping verbs in your sentences.

1.

2.

3.

On a separate piece of paper, draw a billboard, advertising an attraction inyour own town. Write a slogan on the billboard that includes a verb phrase.

NameGrammar

Main Verbs and Helping Verbs (continued from page 42)

Instructions

Suppose that friends are visiting you. They need instructions to a place of interestin your town. Write instructions that tell your friends how to get from your home tothe place they want to visit. Use at least four verb phrases. Underline each helpingverb once and each main verb twice.

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Skill: Students will identify action verbs and direct objects.

Direct Objects

Write the action verb and the direct object in each sentence. The direct object maybe compound.

1. Chief Massasoit ruled the Wampanoags.

Action Verb: Direct Object:

2. These Native Americans inhabited the land around Plymouth Colony.


3. The chief made a treaty with Governor John Carver.


4. John Carver represented Plymouth Colony.


5. The treaty protected the Pilgrims’ colony and the Wampanoags’ tribe.


6. It maintained peace and harmony in the region.


7. Massasoit and his people helped the Pilgrims with food and supplies.


8. The Pilgrims thanked them for their help.


9. The Wampanoags attended a feast with the Pilgrims.


10. The feast celebrated their friendship.


GrammarName

Chief Massasoit visited Plymouth.

The Pilgrims welcomed him and his people.

(continued)

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


The word clues below are about the first Thanksgiving. Use each word clue tohelp you write a sentence. Each important word in your sentence must beginwith one of the letters in the word clue. Each sentence must have a directobject. Underline the direct object in each sentence.

Example: FOOD =

1. CORN

2. FISH

3. LAND

4. FEAST

5. THANKS

6. HELP

7. PILGRIM

8. PEACE

NameGrammar

Direct Objects (continued from page 44)

A Letter

Suppose you are a settler spending your first winter in North America. Write aletter to your family in England, describing the first Thanksgiving with Massasoitand his people. Use a direct object in each sentence. Underline the direct objects.

Fran opened other doors.

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Skill: Students will identify transitive and intransitive verbs.

Transitive and Intransitive Verbs

Underline the verb in each sentence. Label it transitive or intransitive.

1. Most people think of bamboo as a tree or a bush.

2. Bamboo belongs to the grass family.

3. It is related to wheat, oats, and barley.

4. More than 500 kinds of bamboo grow in the tropics.

5. These plants thrive in warm climates.

6. Their size might surprise you.

7. Some reach a height of 120 feet.

8. The stems measure a foot in diameter.

9. People use bamboo in many ways.

10. Engineers strengthen concrete with it.

11. In Japan the hollow stems serve as water pipes.

12. The Japanese also make flutes from these stems.

13. In China people eat the tender shoots as a vegetable.

14. Zoo keepers harvest bamboo for pandas.

15. Asian farmers live in bamboo houses.

16. Their sandals are made from bamboo strips.

17. People sometimes sleep on bamboo mats.

18. In some countries, bamboo cages hold animals.

GrammarName

Bamboo plants grow flowers. Bamboo grows fast.

(continued)

Transitive verbIntransitive verb

Choose a word or a phrase from each bamboo stem below. Combine the wordsor phrases to make a sentence. Use the same method to create eight differentsentences. Underline each transitive verb once and each intransitive verb twice.

1.

2.

3.

4.

5.

6.

7.

8.

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Grade 6: Unit 3 Verbs (Use with pupil book pages 126–128.)Skill: Students will use transitive and intransitive verbs in sentences.


NameGrammar

Transitive and Intransitive Verbs (continued from page 46)

A Description

Suppose that you have invented a new product or service that uses bamboo.Remember that bamboo bends easily, is strong, grows fast, and holds water. Write a paragraph, describing your new invention. Circle all transitive verbs and underlineall intransitive verbs.

(continued)

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Skill: Students will identify linking verbs, predicate nouns, and predicateadjectives.

Being Verbs and Linking Verbs

Underline each linking verb. Write the predicate noun or predicate adjective.

1. In northern Canada, the countryside seems peaceful.

2. The mountain air smells fresh.

3. The northern breezes feel crisp.

4. The water tastes clean.

5. Wildflowers look lovely on the hillsides.

6. Mounties on horseback are a common sight.

7. The Royal Canadian Mounted Police’s nickname is the Mounties.

8. These Mounties look impressive in their brown jackets.

9. Their uniforms are a symbol of their authority.

10. This police force became important in the 1800s.

11. The officers are government officials.

12. Their presence was necessary in the far north countryin the early days.

13. Now they are famous throughout the world.

14. They are the subject of many stories.

15. The Mounties are the model for police forcesin many countries.

16. Their standards seem high.

17. Only talented people can be officers.

18. Mounties have become an important part of Canadian life.

GrammarName

Linking Verbs: The Mounties is a law enforcement agency. predicate noun

Mounties have become famous. predicate adjective

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Grade 6: Unit 3 Verbs (Use with pupil book pages 129–131.)Skill: Students will use linking verbs, predicate nouns, and predicate

adjectives in sentences.


The Royal Canadian Mounted Police have a special seal that appears on theiruniforms. On the seal is their slogan, “Maintain the Right.” Many other organizations have seals and slogans that reflect their ideals. A slogan for aclub might be “Friendship Is Strength.”

Here are three imaginary seals. Under each seal, write a slogan that uses alinking verb and a predicate noun or a predicate adjective. In the fourth space,draw your own seal for a club or an organization. Write a slogan that containsa linking verb.

1. 3.

2. 4.

NameGrammar

Being Verbs and Linking Verbs (continued from page 48)

A Job Application

You are applying to the Royal Canadian Mounted Police. Write a paragraph,telling why you are qualified. Use at least two predicate nouns and two predicateadjectives in your paragraph. Underline each linking verb.

(continued)

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Skill: Students will form the present, past, and future tense forms of verbs.

Simple Verb Tenses

Rewrite each sentence, using the correct form of the verb in parentheses.

1. Long ago Plutarch stories of Greeks and Romans. (relate)

2. Today we a person’s life story a biography. (call)

3. Writers today still from Plutarch. (learn)

4. His work a model for future biographers as well. (be)

5. Modern biography three hundred years ago. (originate)

6. In 1800 Mason Weems a biography of George Washington. (publish)

7. In the 1806 edition, he the story of the cherry tree. (include)

8. People about that story for years to come. (talk)

9. Today readers the truth of some of Weems’s stories. (question)

10. Someday I his account of Washington’s life. (read)?

?

?

?

?

?

?

?

?

?

GrammarName

Present tense

Past tense

Future tense

Jan looks for a good autobiography.

She looked in the library yesterday.

She will look in the bookstore tomorrow.

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Grade 6: Unit 3 Verbs (Use with pupil book pages 132–134.)Skill: Students will use the present, past, and future tense forms of verbs.


Print one letter of your name in each box below. Write three sentences aboutyourself. The main verb in each sentence must begin with the letter in the box.Use a past tense verb in the first sentence, a present tense verb in the secondsentence, and a future tense verb in the third sentence.

Now print one letter from a friend’s name in each box below. Write three sentences, following the directions given above.

Next, print one letter from a famous person’s name in each box below. Writethree sentences, following the directions given above.

NameGrammar

Simple Verb Tenses (continued from page 50)

An Autobiography

An autobiography tells about the writer’s own life. Write a short autobiography.Include five sentences about your past, five sentences about the present, and fivesentences about your future. Underline the verbs in your sentences.

(continued)

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Skill: Students will use the present, past, and future perfect verb formsin sentences.

Perfect Tenses

Underline the perfect tense in each sentence. Write its name in the spaceprovided.

1. A lot of people have decided to bring tortilla chips to the party.

2. They hadn’t called each other before choosing exactly what to bring.

3. Many had given the host their bags of tortilla chips before realizing that no more chips were needed.

4. We will have eaten a lot of tortilla chips before the party is over.

5. We had played two rounds of charades before the cake was ready to be served.

6. We have danced for hours.

Write the correct form of have for the tense shown in parentheses.

7. We made the gift baskets before the guests arrived. (past perfect)

8. I thought about this party many times. (present perfect)

9. Before long, the party will started. (future perfect)

10. My friend made a piñata in the shape of a star. (present perfect)

11. I hope everyone will had a good time. (future perfect)

12. My brother was going to help us, but he was late because he gotten lost on the way over. (past perfect)

B

A

Usage Name

Present perfect tense

Past perfect tense

Future perfect tense

My sister has baked a loaf of raisin breadto bring to a party.My sister had baked one loaf of raisin breadbefore she got ready to go to the party.By the time we go to the party, my sisterwill have baked five more loaves of bread.

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Grade 6: Unit 3 Verbs (Use with pupil book pages 135–138.)Skill: Students will use the present, past, and future perfect verb forms in

sentences.


Tell what each character in the cartoon is saying. Write a sentence in eachspeech balloon. Use each perfect tense at least once.

NameUsage

Perfect Tenses (continued from page 52)

A Paragraph

Write a paragraph describing a party. Feel free to use your imagination. The partycould take place in your backyard, or on another planet. Tell what happened at theparty, and why it was fun or not fun. Use all three perfect tenses in your paragraph.Afterwards, share your paragraph with a partner. Have your partner find and checkyour use of the perfect tenses.

(continued)

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Skill: Students will form the principal parts of irregular verbs.

Regular and Irregular Verbs

Write the present participle, the past, or the past participle form of the verb inparentheses to complete each sentence.

1. Throughout history people have exciting things. (do)

2. Today historians are about these adventurers. (write)

3. Columbus a voyage across an uncharted ocean. (make)

4. Cartier a trip up the St. Lawrence River. (take)

5. Robert Peary dog sleds to the North Pole. (drive)

6. Amelia Earhart has alone across the Atlantic. (fly)

7–12. This section of a report has six errors with irregularverbs. Use proofreading marks to correct the report.

Example: Neil Armstrong has seeing the moon’s surface.

B

A

Usage Name

seen

Verb Present Participle Past Past Participle

be (is) being was (has) beensteal (is) stealing stole (has) stolenthrow (is) throwing threw (has) thrown

In 1999, the U.S. had threw a 30th anniversary

party for a historic space mission. On that mission,

Neil Armstrong and Buzz Aldrin had being the first people to step onto the

moon. Some scientists are still written of the moon as the pathway to the

stars. The moon might been a base for fueling satellites in orbit. Today

astronauts are seen a whole new future for space exploration. NASA

is made plans to launch Europa Orbiter to explore Jupiter’s moon In 2003.

Proofreading MarksIndentAddDeleteCapital letterSmall letterAdd quotesAdd commaAdd periodTranspose

1909 1936

1785 1875

You are an editor for a newspaper. You are proofreading the captions of a picture essay called “Incredible Firsts.” You notice that some of the verb forms the reporter has used are incorrect. Make the necessary correctionsabove the errors.

Two men have rode across the Matthew Webb swum acrossEnglish Channel in a balloon. the English Channel.

Bleriot has flew across the People taken a ferry service English Channel. across the English Channel.

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Grade 6: Unit 3 Verbs (Use with pupil book pages 139–141.)Skill: Students will use the past and perfect tenses of irregular verbs.


NameUsage

Regular and Irregular Verbs (continued from page 54)

Sentences

Suppose that you are the first person to accomplish something that has never been done before. Write at least five sentences, describing your great accomplishment.Use the present participle, the past, or the past participle of three verbs from the box below.

be make see throw drivedo have swim write fly

(continued)

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Skill: Students will use verb tenses correctly.

Revising Strategies: Sentence FluencyName

Writing with Verbs

Using Tenses Correctly 1–6. Read the description. Then revise any underlined verbsthat are in the wrong tense and rewrite those sentences.

1.

2.

3.

4.

5.

6.

Incorrect

Correct

Our class went on a trip to the zoo and sees the endangered white tiger. Everyone said it was awesome.Our class went on a trip to the zoo and saw theendangered white tiger. Everyone said it was awesome.

Our class arrived at Lion Countryjust in time. The lions were about tobe fed. Some people do not enjoy thisexhibition and left. Our class staysfor the entire time. Next we visitedthe aviary in the zoo. There were somany different species of birds thatwe do not have time to see them all.When it is time to leave, everyonewas a bit disappointed. However,

we are also quite tired and didn’tmind sitting on the bus for the longride home.

Of course, we were very excitedon the trip home. Everyone wastalking about the animals andexhibits at the zoo. By the end ofthe bus ride we realize that the sealion demonstration was ourfavorite exhibit.

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Writing with Verbs (continued from page 56)

Grade 6: Unit 3 Verbs (Use with pupil book pages 142–143.)Skill: Students will use verb tenses correctly.


Using Tenses Correctly 7–12. Read the description. Then revise any underlined verbsthat are in the wrong tense and rewrite those sentences.

7.

8.

9.

10.

11.

12.

Revising Strategies: Sentence FluencyName

Incorrect

Correct

Last week I wrote to Aunt Jean. When youcalled her this week, tell her I miss her.

Last week I wrote to Aunt Jean. When youcall her this week, tell her I miss her.

Aunt Jean is my mother’s sister.She lived more than 200 milesaway from us. Whenever I wrote toher, I tell her about the funnythings that happen to us. In my lastletter I told her about whathappened with our silly dog, Platz.

Last week Platz is sleeping bythe front door. The doorbell rangand Platz hardly moved. I answerthe door to let in my friend, Anna.

Again, Platz hardly moved. Annalaughed. She said that Platz was nota very good guard dog. After awhile Anna decides to go home.That’s when I laughed. Platz jumpedup and barked.

Now I realize that Platz really isa very good guard dog. He letsanyone into the house. He justdidn’t let people out!

(continued)

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Skill: Students will write verbs that agree with singular and plural subjects.

Subject-Verb Agreement

Complete each sentence with the correct present tense form of the verbin parentheses.

1. Denise a book of old photographs. (own)

2. It one of the earliest photographs. (include)

3. The photo a picture by a French inventor. (be)

4. The picture the view from his window. (show)

5. These pages daguerreotypes. (contain)

6. They the earliest clear and distinct photographs. (be)

7–12. These captions about animal pictures have sixerrors in subject-verb agreement. Use proofreadingmarks to correct the captions.

Example: The details in these pictures amazes me.

B

A

Some mammals lives in cold places.

Usage Name

Singular Subjects Plural Subjects

Denise looks at a photo. We look at her album.One photo was missing. The other photos were in order.It is part of this collection. Denise and I are careful with them.

Mother alligators puts their eggs in nests made from grass and mud.

This fish guard eggs in a nest.

A porcupine’s quills help it to stay alive.

Snakes sometimes swallows things that is bigger than their heads.


A very young lion cub drink milk.

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


These humorous photos illustrate special sentences. Each sentence contains atleast two words that rhyme. Look at these examples.

Examples:

Write a sentence for each photo below. Use a present tense verb in eachsentence. At least two words in the sentence should rhyme.

NameUsage

Subject-Verb Agreement (continued from page 58)

Kate and Nate stand by the gate. Grim Jim hates to swim.

Comparison and Contrast

You have taken photographs of another country. Tell how people live in thatcountry. How is the country the same as or different from where you live? Write a paragraph, explaining at least three ways in which things are different and threeways in which they are the same. Be sure that all of the verbs in your paragraphagree with their subjects.

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

More Subject-Verb Agreement

Choose the correct verb in parentheses to complete each sentence. Write thesentence correctly.

1. Either Luis or Kim (suggest, suggests) a play about the Constitution.

2. John or Mandy (play, plays) the part of George Washington.

3. There (is, are) students to play the other parts.

4. Neither Laura nor the others (know, knows) their lines yet.

5–8. This note has four errors in subject-verb agreement.Use proofreading marks to correct the note.

Example: There is wigs on the table for all of the actors.

B

A

Usage Name

Mike or Ann asks about the Constitution.Either Nina or the other girls answer the question.Neither her friends nor Abby ever forgets the facts.Here are some facts about that document.There is a copy of the Constitution.

(continued)

are

To: Andrea

Either you or Mrs. Palmer are responsible for the

costumes. You or she have to make sure they look

realistic. Enclosed is instructions for the boys’ costumes. We have cloaks

and hoods for the girls. Neither the cloaks nor the hoods needs cleaning.


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Grade 6: Unit 3 Verbs (Use with pupil book pages 147–149.)Skill: Students will write verbs that agree with singular, plural, and

compound subjects.


People who write laws or rules have to make their sentences very specific.Make up a list of five rules for the game below. Choose subjects and verbsfrom the game board. Begin two rules with compound subjects joined byor, either . . . or, or neither . . . nor. Begin another rule with here or there.

1.

2.

3.

4.

5.

NameUsage

Sentences

Think of a new law that you would like to see passed. Write at least five sen-tences to explain why you think the law should be passed. Use compound subjectsjoined by or, either . . . or, or neither . . . nor in two of your sentences. Beginanother sentence with here or there.

More Subject-Verb Agreement (continued from page 60)

play need

spin skip

shake move

is lose

are winn

um

ber

lose

r

playersmarker

counters

color

winner

(continued)

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Skill: Students will identify contractions.

Contractions

Complete each sentence with a contraction for the words in parentheses.

1. starting a shell collection. (We are)

2. You collect many shells at high tide. (will not)

3. Even at low tide, I seen any unusual shells. (have not)

4. Rachel find a sand dollar. (could not)

5. still continue her search. (She will)

6. waiting for Michelle’s return. (I am)

7. always a successful collector. (She is)

8. actually found a Neptune shell near the jetty. (She has)

9. It have a scratch on it. (did not)

10. added it to our collection. (We have)

11–15. This post card has five errors with contractions. Use proofreading marksto correct the post card.

Example: Weve been using herbs to add flavor to food.

B

A

Im having a great vacation. My aunt’s teaching

me about wildflowers and herbs. Shes been using herbs

for healing for a long time! Tomorrow were going to pick

marigold leaves to make a sunburn cream. Your going to

be surprised when you see how easy it is. Its a lot of fun!

Grammar/MechanicsName


Two Words Contraction

I do not know what shells these are. I don’t know what shells these are.Pedro said he would help me find out. Pedro said he’d help me find out.We are going to the library. We’re going to the library.

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Grade 6: Unit 3 Verbs (Use with pupil book pages 150–152.)Skill: Students will use contractions in sentences.


Ms. Gomez’s class made up a new game. See if you can play their game. First,decide which contractions from the box below will make sense in each sen-tence. Then write the numbers of those contractions in the blanks. Add thenumbers that you wrote in each blank. The person with the largest total wins.

1. walk on the beach at low tide. Total:

2. The sun set for another hour. Total:

3. They digging for clams. Total:

4. I identify that bird. Total:

5. He find any seashells. Total:

6. wait for high tide. Total:

7. She very patient. Total:

8. She wait for long. Total:

9. We watching the sailboats. Total:

10. Boats sail at low tide. Total:

GRAND TOTAL:

NameGrammar/Mechanics

Contractions (continued from page 62)

A Description

Suppose that you are walking along the beach. Write five sentences, describingone object you see. You may want to choose a seashell, a sand castle, or a sailboat.Use at least three contractions in your sentences.

1 2 3 4 5 6 7 8 9they’re won’t they’ve I’ll it’s it’ll she’ll he’ll I’m

10 11 12 13 14 15 16 17didn’t can’t doesn’t don’t aren’t isn’t shouldn’t couldn’t

18 19 20 21 22 23 24 25 26wasn’t weren’t he’d she’d they’d we’d haven’t hasn’t he’s

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

sit, set; lie, lay; rise, raise

If the underlined verb in each sentence is correct, write correct. If it is incorrect,rewrite the sentence correctly. Use the verbs sit, set, lie, lay, rise, and raise.

1. At mealtime the baby sets in a highchair.

2. His mother sets his bowl in front of him.

3. A little steam raises from the bowl.

4. The mother rises the spoon to his mouth.

5. Later the father sets and rocks the baby.

6. Then he lies the baby in his crib.

7–10. This first-aid manual has four errors with verbs. Use proofreading marks to correct the sentences.

Example: Encourage a victim to set as quietly as possible.

B

A

Have the victim lay quietly.

Set next to the victim to make sure he or she is breathing.

Do not rise the victim unnecessarily.

Do not attempt to sit a fracture.

Usage Name


The teddy bear sits on the shelf. Set it in the crib.The baby will lie next to it. He will lay his head on it.The balloon rises. The toddler raises his head.

(continued)

sit

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Grade 6: Unit 3 Verbs (Use with pupil book pages 153–155.)Skill: Students will use the verbs sit, set, lie, lay, rise, and raise correctly.


Use the correct forms of the verbs sit, set, lie, lay, rise, and raise to completethis crossword puzzle.

ACROSS1. The mother a blanket over the newborn. 3. The baby her head when she hears her mother’s voice. 5. The six-month-old on the floor and plays.6. The older children an example for the toddler.7. Do most babies on their stomachs or on their backs?8. The infant wakes when the sun .

DOWN1. My little brother still with his eyes closed.2. The one-year-old one block on top of another.3. The baby’s temperature did not .4. The child in a highchair to eat her cereal.?

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NameUsage

sit, set; lie, lay; rise, raise (continued from page 64)

Instructions

The parents of a baby girl have hired a new baby sitter. They want to leave acomplete list of instructions, telling the sitter how to feed the baby, what to do whenshe cries, and when to put her to bed. Help them with their list. Write six instruc-tions using sit, set, lie, lay, rise, and raise.

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43

6

7

5

2

8

(continued)

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Skill: Students will use the verbs lend, borrow, let, leave, teach, and learncorrectly.

lend, borrow; let, leave; teach, learn

If the underlined verb in each sentence is correct, write correct. If it is incorrect,rewrite the sentence correctly. Use verbs from the box above.

1. Our teacher leaves us do a play about Franklin.

2. He lends books from his brothers and sisters.

3. Ben must let school after two years.

4. His brother James learns him to be a printer.

5. His clever sayings leave us see his sense of humor.

6–10. These advertising slogans have five incorrect verbs.Use proofreading marks to correct the slogans.

Example: Let your car problems in the parking lot!

B

A

Usage Name


I will borrow the book from Babs. I hope she will lend it to me.I want to learn about Ben Franklin. The book will teach me.Babs will let you take it. Leave it here. I will take it when I leave.

Leave

We’ll leave you test drive our new car, the Gazelle.

Please do not let the engine running.

Are your friends tired of borrowing money to you?

I’ll lend a library book on safe driving and leave you read it.

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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.


Below you will find several proverbs or well-known sayings like thosefound in Ben Franklin’s Poor Richard’s Almanac. Use the verb lend, borrow,let, leave, teach, or learn to complete each proverb. You will use some verbsmore than once.

1. You cannot an old dog new tricks.

2. a smile be your umbrella.

3. A person is never too old to .

4. They who do not , live without cares.

5. only what you can afford to lose.

6. them alone and they’ll come home.

7. sleeping dogs lie.

8. We must to walk before we can run.

9. Learn only from those who can well.

10. Always them laughing when you say good-by.

Write your own proverbs on the lines below. Use the verb lend, borrow, let,leave, teach, or learn in each proverb.

11.

12.

13.

14.

NameUsage

Sentences

Think of advice that you could give someone who is younger than you. Thenwrite six sentences, giving your advice. Use the verbs lend, borrow, let, leave, teach,and learn.

lend, borrow; let, leave; teach, learn(continued from page 66)

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▲■WORKBOOK PLUS68 Grade 6: Unit 3 Verbs (Use with pupil book page 159.)

Skill: Students will replace repeated verbs with moreexact verbs.

Revising Strategies: VocabularyName

Using Exact Verbs

1–10. Replace each underlined verb or verb phrase with one from the box. Be surethe verb you choose fits the meaning of the sentence.

describe toexpress towhisper toannouncedgrunted

report relayrehearseillustratedisclose

confided inremarkedmoanedcommentedassured

proclaimedmutteredaskedchallengeddemanded

Once Darcy told Ted what she saw, he told her he saw it too.

confided in assured

At the end of Audrey’s first day on the job at the school paper, she ran

home to tell her big sister what being a reporter was all about. “My first

assignment is a story about the Science Club’s expedition to look at

dwarf trees,” she said. Her job would be to tell about the club’s trip to

Bear Mountain. Most of all, she would tell how these tiny trees only grow

very high up in the mountains. “Somehow, the job of being a reporter

isn’t as glamorous as they told me it would be,” she said to her sister.

“You can come up with a better story idea than that,” her sister said.

“Why don’t you?” she said.

“Maybe I will,” said Audrey. “But for now, I guess it’s dwarf trees for

me,” she said.

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

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