Topics & Members:
Sentence types by Mubashir (2014-919),
Subject & Predicate by Huma Waheed (2014-929),
Phrase & Clauses by Umair Yousaf (2014-926),
Active & Passive Voice by Mahroz Fatima (2014-924),
Particles & Infinitives by Saleha Farheen (2014-9)
1. Sentence types
Summary of the lessonObjective
Students will be able to know a sentence, and distinguish its types.
Material
Use a video/picture of some object, showing students its different but four segments. Then, using a chart, ask them to identify sentence types within a short paragraph and complete a sentence transformation worksheet.
Grade
5
Introduction
First, introduce students with the sentence; define it to them what is a sentence.
Introduce the students the lesson by talking that there are four kinds of sentences. Then, refer to the sentence banners (you've already shown to them) and ask students if anyone can explain or give an example of the sentence types listed. Then, go over the definitions of a sentence and its four types of sentences:
Assertive/declarative - those which make statements or declare something.
Interrogative - those which ask questions.
Imperative - those expressing commands and orders.
Exclamatory - those expressing strong feelings.
The Lesson
Part I: Learning Activity
1. Use an object, say a box, having four prominent segments, and ask students to use their prior knowledge to describe that box. Ask them questions and write their answers on the board.
2. Ask students what type of sentence is written on the board. Explain to students there are four different types of sentences: declarative, interrogative, imperative, and exclamatory. Also, explain that each type has a purpose. Distribute the Sentence Identification Chart to each student, or write the following on the board or a transparency:.
- Declarative sentences tell something or make a statement. They use a period at the end of each sentence.
- Interrogative sentences ask a question. They have a question mark at the end of each sentence.
- Imperative sentences make a command or tell someone to do something. They also end with a period.
- Exclamatory sentences express a feeling and use an exclamation point at the end of a sentence.
3. Provide students with an example of each type of sentence.
4. Next, tell students they are going to watch a video about that object and its segments. While watching, ask students to pay attention to the different segments shown in the video.
5. Play the video segment. Take student answers and discuss.
6. Next, distribute the Sentence Identification Chart to each student (if you have not already done so). Write a sentence reflecting student answers. Using the chart, ask students to identify the sentence type: declarative, imperative, interrogative, or exclamatory. Ask students what clues they used to make their decision.
Part II: Assessment
1. Tell students they are going to read a passage about the object. They will read each sentence and decide if it is declarative, interrogative, imperative, or exclamatory.
2. Distribute the Sentence Identification Worksheet to each student. Students use the Sentence Identification Chart to complete the handout.
3. Next, distribute the Sentence Transformation Worksheet. Students transform sentences from one type to another per instructions.
For Students Who Need Additional Help:
· Play video again to familiarize students with content.
· Review sentence category definitions.
· Provide an example of each type of sentence.
· In small groups, complete the Sentence Identification Worksheet and Sentence Transformation Worksheet.
Activities
Try these links.
Activity 1, Activity 2, LInk 1, Video
Subject & Predicate by Huma Waheed (2014-929)
Summary of the lesson
Topic: Subject & Predicate
Objective
To make students able to identify and distinguish subject and predicate.
Material
Use picture/video of objects, persons, and places to make students understand subject and predicate.
Grade
5
Introduction
First, Introduce students with subject and predicate; define it to them what is subject and predicate.
Introduce the students the lesson by talking that there are two parts of a sentence. Then, refer to the parts banners (you've already shown to them) and ask students if anyone can explain or give an example of the parts listed. Then, go over the definitions of a sentence and predicate:
Every complete sentence contains two parts:
A subject and a predicate:
The subject is what (or whom) the sentence is about, while the predicate tells something about the subject.
Topic: Subject & Predicate
Activity 1
1. Use an animated video, or gift image , having two persons and some objects, and ask students to use their prior knowledge to describe what is being done in the picture/video. Ask them questions and write their answers on the board.
2. Show them the picture.
Judy and her dog run on the beach every morning.
4. Ask them to first find the verb and then make a question by placing "what?" or "what?" before it.
The answer is the subject, Judy and her dog.
Activity 2
1. Write for them a sentence on the board, you can also use a picture for this.
We spilled popcorn on the floor.
2. Ask them to find the verb in the sentence.
We spilled popcorn on the floor.
3. Now find the subject:
We spilled popcorn on the floor.
4. Now decide who or what spilled popcorn?
We spilled popcorn on the floor.
Activity 3
1. Provide the students with a worksheet, and ask them to fill it.
Simple subject and simple predicate
Simple Subject
Every subject is built around one noun or pronoun (or more). When all other words are removed the simple subject is left.
Simple Predicate
A simple predicate is always the verb or verbs that links up with the subject.
Compound subject and compound predicate
Compound subject
A sentence may have a compound subject -- a simple subject made up of more than one noun or pronoun.
Compound Predicate
A compound predicate, is more than one verb relating to the same subject.
Activities
Try these links.
Now that you know all about subject and predicates, try the subject and predicate song and sing along!
OBJECTIVES:
- To identify the category of certain group of words
- To provide a basic understanding of difference between phrases and clauses.
- To map out the core fragments of a sentence, which makes a sentence complete
MATERIAL:
Over head projector, audio speakers, power point presentation, worksheet, charts and few toys specially Batman and Superman.
GRADE:
I have selected grade 5.
INTRODUCTION:
Clauses and phrases are the building blocks of sentences. Every sentence must have at least one clause to be considered grammatically correct. To Understanding how clauses and phrases work will help you better understand sentence structure. You’ll need to have a working knowledge of subjects, predicates, and objects before you continue.
As You might have gone through the previous topic here
- we will initiate this lecture with and ice breaking activity of differences between batman and superman. that will enhance students interest, triggering their eager to find the differences of these two grammatical term.
- Later we will come across the basic definitions of phrases and clauses on the white broad with few below mentioned examples.
- After that students will be provided with a worksheet which that they will fill in short time of 10 minutes
- In the last the student will experience power point slides to get a short recap of the whole lecture that will enable them to grasp the lecture properly.
TOPIC: PHRASES AND CLAUSES
Activity 1
This can be referred as a brain storming or ice breaking activity which will enhance the students’ interest in this topic
- Use images and toys of batman and superman without mentioning the characters name and ask students to use their prior knowledge to describe the picture
- . Ask them to tell the special qualities of each hero and ask how they are different from each other though they both are heroes and write their answers on the board.
- After the intriguing session relate the superman with clauses as he has super powers like super speed and super strength just like a clauses always has a verb and a noun and a clauses is very important. Same ways a relates phrase with the batman because even being important it does not always have a verb and a noun in it, just like batman who is cool has gadgets, but do not has any special super powers.
Activity 2
Write the basic definitions of phrases and clauses with appropriate examples on the white and ask the students to relate the definitions with prior activity in their minds.
A clause is a subject and a predicate working together.
Examples
I took the dog to the park.
The example has one subject, I, and one predicate, took. Since they are working together to form a comprehensible sentence, this sentence has one clause.
I took the dog to the park.
The example has one subject, I, and one predicate, took. Since they are working together to form a comprehensible sentence, this sentence has one clause.
I love learning, so I spend a lot of time reading.
This example has two predicates: love and spend. Since they are each working together with separate subjects, this sentence has two clauses.
This example has two predicates: love and spend. Since they are each working together with separate subjects, this sentence has two clauses.
Phrases
A phrase is a group of words related to the subject, predicate, or object. Phrases do not contain a subject and a predicate, or we would call them clauses. Phrases provide additional information about subjects, predicates, and / or objects, and understanding how they work is helpful to building an analyzing sentences.
Examples
After working late into the night, Jack fell asleep on his desk.
The emboldened portion of the sentence exemplifies the phrase. It provides additional information about our subject, Jack, but the sentence does not require this information to be grammatically complete.
The emboldened portion of the sentence exemplifies the phrase. It provides additional information about our subject, Jack, but the sentence does not require this information to be grammatically complete.
I left my keys inside of the Whole Foods, my favorite grocery store.
In this example sentence, the predicate is left and the subject is I. On the other side of the sentence we have a phrase that provides additional information about the object of the sentence Whole Foods. Note that a phrase can come at the beginning, middle, or end of a sentence.
In this example sentence, the predicate is left and the subject is I. On the other side of the sentence we have a phrase that provides additional information about the object of the sentence Whole Foods. Note that a phrase can come at the beginning, middle, or end of a sentence.
Activity 3
Students will be provided with a worksheet for at least 10 minutes which will reveal their general understanding about the lecture.
Directions: Identify each item as a clause or a phrase. (20 points)
1. He works hard every day
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Clause / Phrase
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2. After a good day
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Clause / Phrase
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3. If I need to call you
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Clause / Phrase
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4. In a dark and dangerous hallway
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Clause / Phrase
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5. Before the next light
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Clause / Phrase
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6. Because it's the right thing to do
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Clause / Phrase
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7. As quickly as possible
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Clause / Phrase
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8. This car's not working
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Clause / Phrase
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9. Working for himself
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Clause / Phrase
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10. Whenever it gets cold
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Clause / Phrase
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11. If they want to talk to me
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Clause / Phrase
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12. Towards the north
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Clause / Phrase
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13. In front of the building
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Clause / Phrase
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14. Jumping up and down on the bed
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Clause / Phrase
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15. Until the next time
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Clause / Phrase
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16. Until she finds a car
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Clause / Phrase
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17. I don't know the answer
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Clause / Phrase
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18. Turn off the computer
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Clause / Phrase
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19. Across the street from us
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Clause / Phrase
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20. Inside a deep, dark well
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Clause / Phrase
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Activity 4
Student will watch a power point presentation of the whole lecture
For additional references visit these links
Phrases and clauses
Dependent and independent clauses
Active & Passive Voice
Mahroz Fatima 2014-924
Mahroz Fatima 2014-924
Objectives:
At the end of the lesson, the students should be able to do:
- Differentiate active and passive voice:
- identify the voice of the verb in each sentence:
- rewrite the sentence changing, the voice from active to passive voice:
- appreciate the lesson by showing active participation of the students towards the lesson.
Subject Matter:
Topic: Active and Passive Voice
Use videos, pictures, chart papers, strips of cartolina, manila paper, and fomic sheets etc.
Grade:
5th
Introduction:
Introduce the students with Active and Passive Voice. Make students familiar with the basic concepts of Active and Passive Voice.
ACTIVE AND PASSIVE VOICE:
DEFINITION:
Active Voice - the voice used to indicate that the grammatical subject of the verb is performing the action or causing the happening denoted by the verb.
Passive Voice - the voice used to indicate that the grammatical subject of the verb is the recipient (not the source) of the action denoted by the verb.
http://www.readwritethink.org/files/resources/lesson_images/lesson280/grammatically_definitions.html
EXAMPLES:
Here are examples of sentences written in both the active voice and the passive voice, with the active voice sentence appearing first:
- Harry ate six shrimp at dinner. (active)
- At dinner, six shrimp were eaten by Harry. (passive)
- Beautiful giraffes roam the savannah. (active)
- The savannah is roamed by beautiful giraffes. (passive)
- Sue changed the flat tire. (active)
- The flat tire was changed by Sue. (passive)
- We are going to watch a movie tonight. (active)
- A movie is going to be watched by us tonight. (passive)
- I ran the obstacle course in record time. (active)
- The obstacle course was run by me in record time. (passive)
Read more at http://examples.yourdictionary.com/examples-of-active-and-passive-voice.html#b2p1mGSFetyX56MJ.99
Difference between Active and Passive Voice:
When the verb is active, the subject performs the action; when the verb is passive, the subject is the recipient of the action. In the examples given above, both verbs are present tense; the difference between them is voice. This has a subtle effect upon the impact of the sentence.
Active Sentences:
1: Try out this example first. Look at this sentence: "The thief smashed the window." The red section, "The thief," is the subject of the sentence, or the one doing the action. The purple section, "smashed," is the verb, or action. The blue section, "the window," is the object: something is happening to it. Keep reading for more explanation, and look back at this example sentence to follow along.
2: Understand the subject of an active sentence. In an active sentence, the subject is whatever does something. It can be a person, a place, a thing, or even an idea. Here are some examples, with the subject in red:
- Every morning, the sun rises.
- The tall woman will brush her teeth.
- Your bravery saved the town.
3: Find the verbs in active sentences. In active sentences, the verb describes what the subject does. It can also describe what the subject did in the past, or will do in the future. Here are some examples, with the verb colored purple:
- The tree grew very tall.
- My enemy is planning his attack.
4: Learn about the object of the sentence. In many active sentence, but not all of them, an action is done to something else. Here are examples, with the object colored blue:
- The dog ate the meat.
- The explorers discovered a new river.
5: Figure out how to tell the subject and object apart. If you're not sure whether something is the subject or object, find yourself the verb and ask yourself "What is (verb)-ing?" to find the subject.[1] Ask "What is being (verb)ed?" to find the object. Here's an example of a tricky sentence, step by step:
- "Everything in the world irritates her."
- Find the verb. The only word that describes an action is "irritates", so "irritates" must be the verb.
- Find the subject. What is irritating? "Everything in the world" is irritating, so the entire phrase "Everything in the world" is the subject.
- Find the object. What is being irritated? The person described as "her" is being irritated, so "her" is the object.
Passive Voice:
1: Look at this example. "The ball is thrown by the athlete." In this passive sentence, the subject is "The ball". The verb, "was thrown", describes what happened to the ball. The agent, the thing that did the action, is "the athlete".
2: Understand the subject of a passive sentence. The subject of a passive sentence is having something done to it. This can be any noun: a person, place, thing, or idea. Here are some examples, with the subject written in red:
- This essay was written last year.
- The delicious dinner was cooked by a professional cook.
- Elephants are protected from hunters by international law.
3: Understand the verb in a passive sentence. In a passive sentence, something happens to the subject. The verb is the action that happens. It begins with a "to be" verb (for example, "is," "was," "were," "has been," "will have been"), then a verb in a past tense.[3] Here are some examples with the verb colored purple:
- The city was destroyed by the meteor.
- All the ice cream had been eaten already.
- The music was played beautifully.
4: Find the agent in a passive sentence. Many passive sentences do not include the agent at all. If an agent is present, it describes what did the action. It usually comes at the end of the sentence, after the word "by." Here are some examples, with the agent colored brown:
- The child was raised by her mother.
- World War I was started by an assassin.
5: Tell the subject and agent apart. Remember, a passive sentence is about a subject that something is happening to. Find the verb and ask "What (verb)?" to find the subject. To find the agent, if there is one in the sentence, rephrase the sentence to ask "Who is (verb)ing? Here's a difficult example, step by step:
- "None of them had been so badly treated by their own teacher before."
- Find the passive verb. This sentence might sound confusing, because the writer has added some adverbs in the middle of the verb! The full verb is "had been (...) treated". If it makes the sentence easier to follow, you can treat the verb as "had been so badly treated."
- Find the subject. What had been so badly treated? None of them had been so badly treated. "None of them" is the subject of the sentence.
- Find the agent. Who had treated "none of them" so badly before? Their own teacher had treated "none of them" so badly before. "Their own teacher" is the agent of the passive sentence.
ACTIVITIES:
Activity 1:
Activity 2:
Activity 3:
Choose the best answer:
- Everybody ___ by the terrible news yesterday.
- shocked
- was shocked
2. Mr. Green ___ at the University since 1989.
- has been teaching
- has been taught
3. Not much ___ about the accident since that time.
- has said
- has been said
4. A new book ___ by that company next year.
- will publish
- will be published
5. He ___ the girl's name now.
- remembers
- is remembered
6. The secretary ___ to her new boss yesterday.
- introduced
- was introduced
7. Our plan ___ by the members of the committee.
- is being considered
- is considered
8. He ___ responsible for the accident.
- was holding
- was held
9. A prize ___ to whoever solves this equation.
- will be giving
- will be given
10. When the manager arrived, the problem ___ .
- had already been solved.
- had already solved.
Activity 4:
Activity 5:
Participles, Infinites
Saleha Farheen : 2014-16
Saleha Farheen : 2014-16
WHAT IS PARTICIPLE?
A participle is a form of a verb that is used in a sentence to modify a noun, noun phrase, verb, or verb phrase, and then plays a role similar to an adjective or adverb.
In English participles may be used as adjectives.
Here are some examples of participles.
- 'He ate a boiled egg for breakfast.'
- 'I like to see smiling faces.'
- 'You are singing a good song.'
- 'I have exercised.'
- 'He has eaten dinner already.'
Activity for participle:
Combine the following pair of sentences by using participle.
For further practice:
Types of participle:
Present participle:
A participle that typically expresses present action in relation to the time expressed by the finite verb in its clause and that in English is formed with the suffix -ing and is used in the formation of the progressive tenses.
work - working read - reading
go - going listen - listening
meet - meeting sleep - sleeping
enjoy - enjoying ski - skiing
grow - growing fix – fixing
Activity for present participle:
Put in the verbs in brackets as present participle into gaps.
For further practice:
Past participle:
The form of a verb typically ending in –ed in English, which is used in forming perfect and passive tenses and sometimes as an adjective.
For example:
Jump>jumped
Paint>painted
Chat>chatted
Stop>stopped
Activity for past participle:
Choose the right answer according to past participle.
For practice:
INFINITIVES
What are infinitives:
Infinitive is a verb form normally identical in English with the first person singular that performs some functions of a noun and at the same time displays some characteristics of a verb and that is used with to (as in “I asked him to go”) except with auxiliary and various other verbs (as in “no one saw him leave”)
For example:
To play
To give
To try
Infinitive is a grammatical term referring to certain verb forms existing in many languages. Thus to go is an infinitive, as is go in a sentence like "I must go there" (but not in "I go there", where it is a finite verb). The form without “to” is called the bare infinitive and the form with to is called the full infinitive or to-infinitive.
Here is links for further studies:
Types of infinitives:
Types of infinitives are:
 Definition:The zero infinitives is a type of complement with an infinitive verb form that's not preceded by the particle to. Also known as the bare infinitive.
The zero (or bare) infinitive is used after verbs of perception (see, feel, hear), many auxiliary verbs (may, should, must), the verbs make and let, and the expressions had better and would rather.
USE OF ZERO-INFINITIVES:
Full infinitives/to-infinitives:
Definition
A verb phrase made up of the particle to and the base form of a verb. For example, to live, to love, to learn. Contrast with the zero infinitive (live, love, learn).
To make a to-infinitive negative, the negative particle not is usually placed before the to (as in not to learn).
"The to-infinitive (or a to-infinitive clause) is used:
after many catenative verbs: I want to know
as a nominal: To know all is to forgive all as an adverbial clause: Pull tab to open as a post-modifier: a book to read, nothing to do as an adjective complement: nice to know, hard to imagine."
USES OF INFINITIVES:
INFINITIVES AS Subject:
An infinitive can constitute the subject of the sentence. For example in “to go even after all that trouble did not seem worthwhile anymore,” ”to go” is the action that derives the sentence.
INFINITIVES AS Direct object:
In the sentence “We all want to see,” “to see” is the direct object, the noun (or noun substitute) that receives the action of the verb. “To see” refers to a thing being done — or, in this case, desired to be done: the act of seeing.
INFINITIVES AS SUBJECT COMLIMENT:
In “My goal is to write,” “to write” is the subject complement. A subject complement looks just like a direct object, but the difference is in the type of verb preceding it. The verb in the previous example, want, is a transitive verb. (Transitive verbs have two defining characteristics: They precede a direct object, and they express an action.)
In “My goal is to write,” the verb is a copular, or linking, verb — one that links a subject to a word or phrase that complements it. (In this sentence, “to write” is the goal, so it’s the complement of goal. Note that in the previous example, “to see” is what those referred to as we want, but it’s not the complement of we.)
INFINITIVES AS ADJECTIVES:
In “She didn’t have permission to go,” “to go” modifies permission — it describes what type of permission is being discussed — so the phrase serves as an adjective.
INFINITIVES AS ADVERBS:
In “He took the psychology class to try to understand human behavior,” “to understand (human behavior)” explains why the taking of the class occurred, so it’s an adverb modifying the verb took.
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