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ENGLISH

Years 9 and 10

ARRANGING WORDS

punctuation, word classes, sentence structure

Workbook

+

Interactive Web based Learning

Neil Riley

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Introduction

Neil Riley has taught English for 35 years and was Head of English at Southland Boys' High School.

He is currently teaching English and French and is the CEO and general editor of Live-wire Learning.

Live-wire Learning is New Zealand's most comprehensive on-line learning resource for secondary

school students providing detailed teaching material and graded questions in English from Years 7-12.

The goal of your teachers and school is that you become a self-directed life-long learner. Teachers

will help you achieve this but you have to help yourself as well. Like any sport, computer game or

cultural activity where practice makes perfect, you have to practise your English and literacy skills.

This book and eLivewire is designed to help you to practise.

Our aim with this first book in the series is provide hard copy notes (which you can refer to in the

years ahead) from our site and some easy exercises that you can complete in class, so that then you

can practise this skill on line in your own time. Once you have mastered the easier Achieved-Only

versions of a module on line, you can then challenge yourself with the harder Merit and Excellence

level questions in the normal modules.

As a students you can now

go on line and use the eLivewire programme to practise your knowledge and understanding of this material with Achieved level questions, gain success and confidence

get instant feedback from the hundreds of online questions + explanations to accelerate your learning

re-sit modules to improve your score out of 10 and your 'working at' level

extend yourself

track your record of learning and your place on the leader board (see our home page)

refer to the relevant modules or Glossary to make notes on the Key Terms

use the definitions modules to rehearse key terms

We hope that this resource will motivate and equip you to succeed in this subject.

For instructions to access the web site, turn to the inside back cover.

All the best for your learning.

No material in this publication may be reproduced in any form without the permission of the publishers.

ISBN 978-0-9922465-0-1

© 2010 Livewire Learning

Invercargill, NEW ZEALAND

For further information contact

Neil Riley

General Editor

Live-wire Learning Ltd

3 Avenal Street

Invercargill, NZ 9810

editor@livewirelearning.co.nz

www.livewirelearning.co.nz

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Table of Contents

Topic Page

Punctuation

1. Capital Letters and Full Stops 4

2. The Apostrophe 7

3. The Colon, Semicolon, Hyphen and Dash 10

4. The Comma 13

5. The Question, Exclamation and Quotation Mark 15

Word Classes

6. Nouns 17

7. Pronouns 22

8. Adjectives 25

9. Adverbs 26

10. Conjunctions and Prepositions 28

11. Verbs Part 1 29

12. Verbs Part 2 – The Active and Passive Voice 31

Sentence Structure

13. Subjects and Objects, Phrases and Clauses 34

14. Simple, Compound, Complex, Compound-complex 36

15. Minor, Exclamatory, Imperative, Rhetorical, Tag 39

16. Direct and Indirect Speech 40

Index of Terms andPage References 43

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2. The Apostrophe

The Apostrophe In Summary

Apostrophe '

'90s, I'll go, she's busy, 1. Shows the removal of a number, a

letter or letters from a word.

a. The girl's cell phone = 1 girl

b. The girls' cell phones = more than 1

girl

c. The man's cell phone = 1 man

d. The men's cell phones = 2+ men,

vowel change for plural

e. Henare and Anaru's race horse was

doing very well. = joint owners

f. Syd's and Anna's parents came to the

wedding. = individual parents

g. James's OR James'

2. Shows possession, or ownership.

The Apostrophe In Detail There are two totally different uses for the apostrophe:

Use 1 – Contractions are when the apostrophe replaces a missing letter.

The apostrophe is used to show the removal of a number, a letter or letters from a

word, for the purpose of shortening the word for easier and/or quicker speech. The

existence of that letter must still be acknowledged, so that is why the apostrophe is

inserted in the place of the missing letter.

Challenge yourself – rewrite the following sentences using contractions.

Use 2 – Possession is where the apostrophe shows possession, or ownership.

In English, unlike other languages we can use apostrophes to show that someone or

something owns something. We can write: the boy's shoes instead of the shoes of the

boy.

a. Possession with words that form their plural by adding –s. Most nouns in English

form their plural by adding -s or -es. Note the rule for these words when they own

something.

1. We are going to town but I think we will get bored. 2. I would have done that job if you had asked me. 3. They will come to your party if they have been invited.

Worked example 1:

I am = I'm

You are = you’re

He is = he’s

The 1990s = the '90s

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b. Possession with words that form the plural differently. There are a number of words

that form the plural by changing a vowel in the word eg man - men.

Note: apostrophes do NOT occur every time the plural form of a word is used.

c. Possessives adjectives – my, your, his, her, its, our, their – do not require

apostrophes.

Nor do possessive pronouns – words like mine, yours, his, hers, its, ours, theirs.

d. Joint ownership – when two or more people own something.

e. Apostrophes showing possession when words end in -s, -x, -z. When a word ends in

one of these letters, it can be hard deciding whether to add an 's' after the apostrophe.

In words of one syllable, we usually add an 's'.

Worked examples 2: The girl's cell phone is on the dresser. Who owns the cell phone? The girl (singular) does. We put the apostrophe after girl.

The girls' cell phones are on the table. Who owns these cell phones? The girls (plural) do. We put the apostrophe after -girls. Notice the difference in the position of the apostrophe between the singular - girl’s and the plural - girls'.

Worked examples 3: The men's cell phones. Who own the cell phones? Men do. We put the apostrophe after the owners - men. Note these examples

woman women the women's gloves

ox oxen the oxen's hooves

child children the children's shouts

mouse mice the mice's droppings

Worked examples 4:

The Bible was returned to its stand after the reading was finished.

The dog reluctantly returned to its kennel.

That book's hers. = That book is her book.

Notice here that its is used in a possessive sense. Watch out for this irregularity as

NO apostrophe is ever used with its to show possession.

Worked example 5: Henare and Anaru's race horse was doing very well in the lead up to the Melbourne Cup. Who owns the race horse? Henare and Anaru do. We put the apostrophe after the last noun to show that they jointly own it. But

Worked example 6: Syd's and Anna's parents came to the wedding.

Whose parents came to the wedding? Syd's parents came and so did Anna's, so

there were four parents there altogether. We put the apostrophe after both of the

nouns to show that both Syd and Anna each have their own set of parents.

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Challenge yourself –

a. rewrite the following phrases according to the pattern.

b. insert or delete apostrophes where appropriate

COMPUTER WORK - Log on to Live-wire Learning and test your understanding.

MODULE First Attempt

/10

Working at Second

Attempt /10

Working at

Using the Apostrophe – Achieved Only

Using the Apostrophe

Follow this pattern: the golf club of the boy the boy's golf clubs

a. the golf clubs of the ladies

b. the hats of the men

c. the horns of the ox

d. the horns of the oxen

e. the children of Maree and Eru

f. the holiday home of the Rileys and Coles

1. It is too soon to know whether the Prime Ministers speech has had the desired

effect. Its impact ll be seen in next Fridays poll.

2. Brian and Helen Blacks, and Greg and Sarah Browns children were the only

ones to turn up to the party. Our's wouldve gone but they had to go to another

childs place.

Worked example 7:

a. James's folder or James' folder.

Either is possible.

b. The ox's ears.Liz's bike.

These are the most common forms.

c. Jesus' teaching

For others, like 'Jesus' or 'James', you go by the sound. If it sounds too hissy,

leave the 's' out. 'Jesus' teaching' sounds better than 'Jesus's teaching'.

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14. Simple, Compound, Complex, Compound-complex

A. Sentences in Summary

Sentences in Detail 1. Definition of a Sentence

A sentence begins with a capital letter and ends with a full stop, an exclamation mark

or a question mark and contains a subject and verb. It expresses a complete thought

When we are writing, we have to write in complete sentences. However, it is

important when writing to vary the sentence structures you use in order to help your

writing flow better and to make it more interesting for your reader.

Talking, though, is a different

matter. In the examples here,

some of the sentences do not have

subjects and verbs eg 'Fantastic',

'Police check.' and we call them

minor sentences.

Clause: a group of words that has a subject and a verb.

a. independent /

main clause

The children caught the train Clauses that can stand on their

own are called independent or

main clauses.

b. dependent /

subordinate clause

because they missed the bus. Clauses that cannot stand on their

own but need the main clause to

help them are called dependent or

subordinate clauses. They work

under the main clause.

Sentence: an independent clause that begins with a capital letter and ends with a full stop, an

exclamation mark or a question mark and contains a subject and verb.

simple sentence

(an independent or

main clause)

subject verb

The dog barks.

A simple sentence has one

independent or main clause - it

can stand by itself and form a

sentence.

compound sentence Independent clause + Independent clause

The dog barks and strains at its

leash.

A compound sentence is two or

more simple sentences

(independent/main clauses) joined

together by coordinating

conjunctions like 'and', 'but', 'or'.

complex sentence Independent clause + Dependent clause

The dog barks because it is hungry

and angry.

A complex sentence has one

independent/main clause and one

or more dependent clauses.

compound-complex

sentence

Independent clauses +

The dog barks and strains at its

Dependent clause

leash because it is hungry and

angry.

A compound-complex sentence

has two or more independent

clauses and one or more

dependent clauses.

subject verb

Worked example 1: The dog barks.

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B Main Sentence Types Simple, compound, complex, and compound-complex sentences are four of the major

types of sentences. The minor sentence will be covered in another module.

1. The Simple Sentence

A simple sentence has one independent/main clause - it can stand by itself and form

a sentence.

a. The simplest sentence just has

- a subject / an agent - someone or something that does something.

- a finite verb - an action that occurs.

b. A simple sentence can also be quite long and have an object, as well as adverbs and

adjectives.

2. The Compound Sentence A compound sentence is two or more simple sentences (main clauses) joined together

by a conjunction such as 'and','or','but'.

a. We use compound sentences to avoid too many short sentences. This is what too

many short simple sentences look and sound like:

3. Complex sentence

A complex sentence has one main clause and one or more subordinate clauses. (They

can be adverbial, adjectival or noun clauses.)

subject verb

Worked example 2: The dog barks.

phrase independent clause with subject + verb adjectival phrases

Worked Example 3: Bending, he observed the crushed unit, deep teeth marks penetrating

noun phrase

delicate instruments and mashed amongst them, the crystalline wiring and comp circuits.

This worked example only has one subject 'he' and a finite verb 'observed' .

Worked Example 4: I went to the pantry. I opened the door. I took out some biscuits. I ate only one. Notice how the writing is choppy and how 'I' is repeated.

To avoid this we join sentences together using coordinating conjunctions such as 'and, but', or sometimes the comma or semicolon (;). Worked Example 5: I went to the pantry and opened the door. I took out a packet of biscuits but ate one. This now becomes two compound sentences. Each part of the sentence has a subject and verb and it can make sense on its own. We could also, of course, write it as: I went to the pantry, opened the door, took out a packet of biscuits and ate one.

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4. Compound-Complex Sentence

A compound-complex sentence has two or more main clauses and one or more

subordinate clauses.

Challenge yourself - for each sentence identify the subject and verb; then indicate whether the clause is dependent or independent; finally identify the sentence type.

COMPUTER WORK Log on to Live-wire Learning and test your understanding.

MODULE First

Attempt /10

Working at Second

Attempt /10

Working at

Sentence Structure 2: Simple, Compound, Complex

1. This is a complete sentence.

2. A new thing is happening in the coffin and burial business.

3. People can now buy coffins made from untreated timber which means that the environment is

not harmed.

4. Can you go to the shop and purchase some food before afternoon tea, please.

5. For his initiation the new apprentice had to go to the hardware store where he was to ask for

and purchase a left-handed screw driver.

Worked Example 6: The cat was sick because she ate her fluffy toy.

independent clause

dependent clause - adverb clause of reason (explaining why the cat was sick. It cannot stand on its own; it needs the main clause to help it make sense.)

The cat was sick because she ate her fluffy toy.

Worked Example 7: It was the present that we'd given her for Christmas.

independent clause

dependent clause - adjectival clause (describing the present. It cannot stand on its own; it needs the main clause to help it make sense.)

It was the present that we'd given her for Christmas.

Worked Example 8: After the cat recovered, we threw the toy away.

dependent clause - adverbial clause of time (shows when it occurred. It cannot stand on its own; it needs the main clause to help it make sense.

main clause

After the cat recovered, we threw the toy away.

Worked Example 9: I brought along the chicken dish and Dicken brought along the dessert, even though I had asked him earlier in the day not to.

independent clauses dependent clause

I brought along the chicken dish and

even though I had asked him earlier in the day not to.

Dicken brought along the dessert

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