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Pascals

BASIC PRIMARY
A concise guide to modern grammar
Free-to-download sample pages with answers

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Adjectives are describing words that


add meaning to a noun.
A n adjective tells

what kind
how many

What kind of day is it?


It is a cold day.

how much
which person or thing.

How many children?


Several children played in the park.

Which cat?
That cat belongs to Linda.

There is often more than one adjective used to describe a noun or noun group.
Many frisky, young foals played in the paddock.
The farm had rich, black, fertile soil.

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Describers, numeratives and determiners


So me adjectives are describers.
There were beautiful sunsets every night.
The farm had fertile soil.

The words beautiful


and fertile describe the noun.

So me adjectives are numerative.


The w o rd numerative means number.

Several children went to the park.


The words several and
Ten cars were loaded onto the transporter. ten tell how many.

So me adjectives are determiners.


They are used to specify w hich no un is being spo ken o f.

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That cat belongs to Linda.


Those animals were taken away.

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ACTIVITY PAGE

10
unit

1. W rite suitable adjectives fo r these no uns.


a ________________ animal

b ________________ bag

e ________________ monster

f ________________ frog

c ________________ telephone d ________________ cards

2. Use each gro up o f adjectives in a sentence.

a cool, clear sparkling


b some sweet juicy
c large, green, hairy

3. A dd adjectives to these sentences.

The ___________ children went on a ___________ trip.

They visited ________________island.

The ___________ island was surrounded by ___________


water.

In the _____________water were ___________ fish.

The ___________ fish ate ______________seaweed.

4. A dd adjectives to these sentences. Then label them describer,


numerative, o r determiner.

a __________ stamps belong to Sharni.

_________

c Is __________ car wrecked?

_________

b __________ truck delivered the food.


d __________ children attended the concert.
e Carla collected __________ shells.

f __________ lorikeets were in the aviary.


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_________

_________

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The ___________ children had a ___________ holiday.

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_________

_________

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Adjectives can be used to compare things.


It is a small dog.

This dog is smaller than the other.

This is the smallest dog.

W hen co mparing tw o things use the co mparative fo rm.


W hen comparing more than two things use the superlative
form.
base
big
strong
happy

comparative
bigger
stronger
happier

superlative
biggest
strongest
happiest

Many adjectives simply add er fo r the co mparative and est fo r


the superlative fo rm. No te that w o rds ending in y dro p the y
and add ier o r iest.

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In other cases we need to add more for the comparative and most for the superlative.

base
beautiful
careful

comparative
more beautiful
more careful

superlative
most beautiful
most careful

Some words are irregular and change altogether.


good/well
better
best
bad
worse
worst
little
less
least

REMEMBER
Do not use double comparatives or double superlatives.

The more faster boat won the race.


The word more makes the phrase more faster boat a double comparative.
The sentence should be The faster boat won the race.

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ACTIVITY PAGE

1. C o mplete this table.


base
small
lovely
good
interesting
clean
difficult
unhappy
simple

comparative

superlative

11
unit

2. Use the co mparative and superlative fo rms o f the adjective tall

a
b
c
d

to fit these sentences.

This building is _______________than the other.


This is the _______________ tree in the district.
My brother is __________ than you.
Carol is the ____________ girl in her class.

3. Use the co mparative and superlative fo rm o f the adjective


grand to fit these sentences.

4. Use the co mparative fo rm o f an adjective in these sentences.


a
b
c
d

Jill is ______________ than Ben.


The box is __________ than the chair.
The dog ran ______________ than me.
The ice is ______________ than my skin.

a
b
c
d

As the sun rose more higher the cows sought shade.


It is the most loveliest dress she had ever bought.
This will make you feel more better.
It was the most wettest year on record.

5. A re these sentences co rrect? C ro ss o ut the inco rrect w o rd.

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a This palace is _______________ than the other one.


b Of all the buildings this is by far the __________________of
all.

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Adjectives can be divided into words that


give opinions or words that describe.
Opinion adjectives

nice, horrible, naughty


lovely, best, worst,
comfortable, nasty

descriptive adjectives

black, little, Chinese, soft


big, round, hard
leather, ancient, modern

When using two or more adjectives opinion adjectives go before descriptive


adjectives.
Isnt he a nice, little puppy.
That is a lovely, new, blue shirt.

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Opinion adjectives often tell how a person (or people) feels about something.
A lot of these adjectives end in ed or ing.
The football game was boring.
It was a very disappointing day.
Her parents were worried.
The film was absolutely terrifying.
He was pleased with his test results.

There are six basic types ofdescriptive adjectives. You are unlikely to use all of
them at once but it can be useful to think through different ideas when you are
writing.
The six basic types of descriptive adjectives are:
size shape age colour nationality material
The above is also the normal order when using more than one adjective. For
example, if using a size, shape and colour adjective you would normally write
A large, round, red basketball.
The small, rectangular, green box.

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ACTIVITY PAGE

1. W rite adjectives to describe the fo llo w ing.


a
b
c
d
e

A
The
A
The
A

opinion

size

shape

age

colour

12
unit

couch.
car.
ball.
dog.
bag.

2. A dd ed o r ing to the bold w o rds to co rrect the sentences.

When I got up this morning I was very tir ________ so I went


run _______. I soon remembered how excit ________ today
was
going to be. I wasnt going to be bor ________ today. Our
whole class were going to see a really interest ________ film
about
spiders. I was ready to be scar _______ and thrill _______ by it.

3. Use the fo llo w ing in sentences.

a large, new blue


b round green

d young Vietnamese
e beautiful, small pink

4. W rite an opinion adjective in the fo llo w ing.


a
b
c
d

I think football is _____________________.


Barbie dolls are _____________________.
My dog is _____________________.
I _____________________ ice-cream.

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c ugly, large leather

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An adverb tells how, when, where or why


something happened. Adverbs add meaning to
verbs, adjectives or other adverbs (not nouns).
How did the men walk?
The men walked slowly.

When will they arrive?


They will arrive soon.

Where did the pony stand?


The pony stood there.

how adverbs
badly, softly, beautifully, gently, easily, sometimes, well, quickly

when adverbs
during, yesterday, today, tomorrow, next year, last night, at night, in the morning
where adverbs
there, here, next to, near to, in, on, everywhere,

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REMEMBER
Some adverbs are built from adjectives by adding ly.
adjective

real
heavy
particular

adverb

really
heavily
particularly

He plays real well.


The word real is an adjective but the adverb really is needed.

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ACTIVITY PAGE

1. Underline the adverbs in these sentences.


a
b
c
d
e
f

She sang the song delightfully.


Soon we shall arrive at the city.
The animal chewed the meat greedily.
For two hours the students waited there.
The children completed the work eagerly.
Sometimes James would go to the theatre.

13
unit

2. Use these adverbs in suitable sentences.


a often

c late
d seldom

3. Many adverbs are built fro m adjectives. C hange the w o rd


sho w n in bold type into an adverb.

a Sherry is a neat worker. She works ________________.


b He acts in a strange way. He acts ________________.
c They played noisy games. They played ________________.

4. W rite suitable adverbs fo r these sentences.


5. C o rrect these sentences.

a It rained real heavily this afternoon. ________________


b It is a particular heavy box. ________________
c This is the first real good book Ive bought.
________________

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a The aircraft dropped (how) ________________ to the ground.


b They had not seen the dog (where) ________________.
c The guests will arrive (when) ________________.

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Adverbs are often used to make a verb


weaker or stronger.

Time adverbs

Manner adverbs
Place adverbs

when the action happened

how the action was done

where the action occurred

We really laughed. manner


Are you coming tomorrow. time
They nearly ran into each other. manner
The book is over there. place
I sometimes go out at night. time
Nobody came near. place

Adverbs like adjectives have degree

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He played well. positive


He played better than his brother. comparative
Peter played the best of all. superlative

Tom saw it clearly. positive


She saw it more clearly than her brother. comparative. degree
I saw it the most clearly of all. superlative degree

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ACTIVITY PAGE

1. C ho o se o ne o f the adverbs to co mplete each sentence.

14
unit

sometimes, usually, always, occasionally, often, never,


hardly ever
a I________________________ help around the house.
b I________________________ go to a restaurant for dinner.
c I________________________ brush my teeth in the morning.
d I________________________ wash the dishes.
e I________________________ watch TV in the afternoon.
f I________________________ eat spaghetti.
g I________________________ use a computer.

2. A dd an adverb to these sentences.

a
b
c
d
e

The students left the school ________________ (how).


________________ (when)it rained ________________ (how).
Jane went to the show ________________ (when).
The principal said `Come here ________________ (when).
No one is to go ________________ (where) the broken fence.

b
c

d
e
f

po sitio n. Tick the co rrect o ne.


(i) I am really disappointed in you. _________
(ii) I am disappointed really in you. _________
(i) There was an accident almost. _________
(ii) There was almost an accident. _________
(i) He talked very quickly _________
(ii) He very quickly talked. _________
(i) The bucket was completely empty. _________
(ii) The bucket was empty completely. _________
(i) The cake was eaten partly. _________
(ii) The cake was partly eaten. _________
(i) It was very interesting. _________
(ii) It was interesting very. _________
(i) The party was absolutely wonderful. _________
(ii) The party was wonderful absolutely. _________

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3. In each pair o f sentences the adverb is placed in a different

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Simple sentences have one clause and make


sense on their own. They always contain a
verb and often include a noun.
A sentence begins w ith a capital letter and ends w ith a full
sto p, questio n mark o r exclamatio n mark.

Linda watched the show.


Where are you going?
Yes, Ive done it!

There are fo ur types o f sentences.

STATEMENTS
The girl was watching the horses.
She collected the parcels.
My brother is eight years old.

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QUESTIONS
Are you going to the movies?
Can the work be done?
When will the cake be cooked?

COMMANDS OR REQUESTS
These are sometimes called directives because they can give directions, provide
advice or warnings, or invite.
Sit down. (command)
Pass the salt please. (request)
Maybe you should rest for awhile. (advice)
Look out for that truck. (warning)
Come to the show with me. (invitation)
EXCLAMATIONS
Exclamations are abrupt or excited comments.
Ouch, that hurts!
What a hot day!

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Shes done it!


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ACTIVITY PAGE

15
unit

1. Label these sentences: statement, questio n, co mmand, request


a
b
c
d
e
f

o r exclamatio n.
Where has Billy gone?
Turn the light off in there.
Trini has left for the city.
Look out!
Why dont you look under the bed?
Please help your sister with the dishes.

a
b
c
d
e
f
g

All of us.
Many friends.
Please take the parcel.
By the river.
Have you seen Aisha?
To the coast.
Can it be done?

2. A re these gro ups o f w o rds sentences? W rite yes o r no .

3. Underline the verbs in these sentences.


a
b
c
d
e
f

My brother found the missing money.


All the people went to the fair.
Where did Hank go last week?
Sven gave the present to Julie.
They told me the news.
Ned collected the mail from the box.

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Make any w o rd gro ups fro m questio n 2 into co mplete sentences.

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The group of words involved with the verb make


up the clause. A clause contains a verb and its
subject.
I waited for him. (simple sentence one clause)
Clauses can be divided into two types: independent and dependent.
Independent clauses can stand on their own.
I wanted to go to the fair.
Dependent clauses do not make complete sense on their own. Dependent clauses
need an independent clause to make a sentence.
This is the car that I own.
This is the car is the independent clause
that I own is the dependent clause.

Complex sentences
A co mplex sentence has an independent clause and o ne o r
mo re dependent clauses.

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I wanted to go to the fair


independent

which was at the showground.


dependent

In this next case the dependent clause is embedded.


The boat, which carried three people, sailed out of the harbour.
The boat sailed out of the harbour independent
which carried three people dependent.

Compound sentences
C o mpo und sentences have tw o o r mo re independent
clauses.
Jenny didnt collect the mail and she forgot her pencils.
I can jump high and Penny can run fast.
The two independent clauses are connected by and.

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ACTIVITY PAGE

1. W hich o f these are co mplex sentences?


a
b
c
d

I found the lost dog.


Where is the cat that was injured?
She did not collect the parcel in the morning.
Many of those who were ill could not continue.

16
unit

2. C o mbine these pairs o f sentences into a co mplex sentence.


a Here are the cattle. They ate the crops.

b Romana owns the car. It is by the garage.

3. W rite the tw o simple sentences that fo rm these co mplex

sentences.

a The students who came here did not complete the work.
b I enjoyed the show which was full of action.

a
b
c
d

All of them visited the park and the picnic grounds.


They came and watched the game.
He completed the job but was very tired.
My cousin went to the dance but she did not stay late.

5. C o mbine each pair o f sentences into co mpo und sentences.


a Dario went to the field. He climbed the mountain.

b Sally plays the piano. She cannot play the flute.


c My brother goes to the class. He might see the film.
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4. A re any o f these sentences co mpo und sentences?

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Language is used to ask questions, inform, make


inquiries, suggestions and commands. The mood
of a clause, sentence or conversation depends
on the usage. There are three moods
declarative, imperative and interrogative.
Declarative mood
Imperative mood

Charles found the treasure.


subject verb

Find the treasure!


verb subject

statement
command

Interrogative mood
Where is Charles?
question
In different situations statements, commands and questions are made with differing
degrees of certainty.
STATEMENT

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COMMAND

QUESTION

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He definitely found it.


I think he found it.
He may have found it.
Im not sure whether he knows where it is.

Find it!
Would you find it, please.
Please look for it.
Maybe youll find it if you look.
If you could find it, I would appreciate it.
Where is it?
Have you found it?
Can you find it?
Could you look for it soon?

Degree of certainty

High degree words include: certainly, definitely, must, will, always, can, has to
Low degree words include: maybe, could, sometimes, possibly, might, probably, may
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ACTIVITY PAGE

1. Rew rite the fo llo w ing w ith a high degree o f certainty.


a I dont think I can go.

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unit

b Do you think you can do it?


c Maybe the boxes are over there.
d I think I saw him.
e Can you get up soon?
f Jill may come to the party.
g Ellen sometimes plays tennis on a Friday.

2. List fo ur things yo u have to do at scho o l. W rite each o ne as


a sentence.

to a party.

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3. W rite fo ur different w ays that yo u co uld ask so meo ne to co me

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Questions are asked to obtain more information.


There are two main types of questions.
1. C lo sed questio ns

These questions require a simple yes/no or short answer.

Is Ursula here?
Do you like chocolate?
Has Nick been here?
How does Jake take his tea?
When did they arrive?
Where did you put it?

2. O pen questio ns

These require a longer response.

How would you solve this problem?


What do you think about feral cats?
How do you feel about Greenpeace?
What can be done about toxic waste?

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C reating questio ns

When creating questions for a specific purpose interviewing someone about


his/her life, finding out the rules of a game it is important to ask useful
questions. Think about what you want to know and create questions accordingly.

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ACTIVITY PAGE

1. Use these w o rds to finish the questio ns.

who what when where which whose why how


a ______________________ do you live?
b ______________________ do you have for lunch?
c ______________________ are your friends?
d ______________________ do you get home?
e ______________________ is in the box?
f ______________________ is that boy over there?

unit

2. C reate a closed questio n o r an open questio n fo r each


o f the fo llo w ing.

a Finding the nearest toilet.


b Asking a friend to help you.

3. W rite so me interview questio ns fo r a favo urite bo o k o r


televisio n character?
C haracters name:

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c Asking someone about his/her swimming ability.

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Verb

All sentences contain at least one verb.

Subject

The subject is the person or thing doing the action.


Jessica played in the park.
Is the car parked behind the shed?

Who played? Jessica.


What is parked? The car.

The subject is o ften left o ut in co mmands o r requests.


Dont do that (You is left out.)
Collect the parcel. (You is left out.)

Object

In a sentence the action is affecting the object.


Maria will collect the parcel.
The parcel is the object.

The parcel is the direct o bject. It is directly affected by the


verb.

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In some sentences there is more than one object.

She gave Jack the book.


The verb is gave.
The subject is she.
The direct object is book and the indirect object is Jack.

REMEMBER
A singular subject takes a singular verb.
The boy is working in the shop.
A plural subject takes a plural verb.
The boys are working in the shop.

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ACTIVITY PAGE

1. Underline the verbs in these sentences.

a How happy the little girl is.


b The newspaper was delivered to the door.
c Can you do it?

19
unit

2. Underline the subjects in these sentences.

a Where did she go last week?


b They all went to Bondi beach.
c At dusk, all the lights came on.

3. Underline the direct o bjects in these sentences.

a Have you signed the letter yet?


b Take this out as quickly as you can.
c Justine moved the chairs into the hall.

4. A re there indirect objects in these sentences? If so, underline them.

a Sven gave the present to her.


b Yiu passed Linda the parcel.
c They told me the news.

5. W rite the verb, subject, object o rder o f these sentences.


a
b
c
d

I like icecream. subject verb object


Jim plays football. __________________________________
Alex was talking to Carol. ___________________________
The book that I gave you is mine. _____________________

a
b
c
d

Several boys is collecting the mail. __________


Goats, sheep and donkeys was grazing in the field. __________
Emily, Aisha and Marlo is waiting at the gate. __________
Hundreds of cars was held up at the bridge. __________

6. A re these sentences co rrect? W rite the co rrect w o rd o n the line.

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The first o ne has been do ne fo r yo u.

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Another way of describing a sentence is to discuss


how the words are used to provide meaning.

Noun groups (participants)

the people, things, ideas and events involved.

Verb groups (processes)

the actions or activities taking place.

Adverbs and prepositional phrases


(circumstances)

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how, when, where or why the actions take place.

Who?

My young brother

Action?

Where?

(noun group)
participant

(verb group)
process

(prepositional phrase)
circumstance

The large black cat

What?

is sitting very comfortably

Action?

on the armchair.

Action?

a loving atmosphere

What?

at the christening.

(noun group)
participant
There was

(verb group)
process

54

was running

(verb group)
process

(noun group)
participant

in the race.

Where?

(adverb group)
circumstance

Where?

(prepositional phrase)
circumstance

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ACTIVITY PAGE

20
unit

1. Underline the participants (no un gro ups) in these sentences.


a
b
c
d

All of the children went to the city.


I will go.
Care and attention to detail are required.
A box with a green lid was found.

a
b
c
d

phrases)
in the fo llo w ing.
I want to go to the beach on the weekend.
The classroom was very noisy.
Look at the way those cats play with each other.
The boxes were overflowing with old toys.

2. Underline the circumstances (adverbs and prepo sitio nal

3. Label each part o f the fo llo w ing sentences.

b The scholars ____________________________


read ____________________________
the ancient documents.____________________________
c The tribes ____________________________
lived peacefully____________________________
in the valley.____________________________

d At the time____________________________
the young boy____________________________
wasnt interested____________________________
in reading or writing.____________________________

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a At the yearly show ____________________________


the riders from out west ____________________________
competed ____________________________
for the many trophies ____________________________
on display. ____________________________

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You use a and an with singular nouns.


The can be used in front of all nouns.

When something is first talked of, a or an are used. The is used when referring
back to something.
I saw an ice-cream that Id like. The ice-cream is vanilla with chocolate coating.

a & an

You use a and an with singular nouns.


There is a horse.
Id like an orange.
You use a when the following word starts with a consonant sound.
I just saw a unicorn. (initial sound y)
They have a car.
You use an when the following word starts with a vowel sound.
He was an honourable man. (initial sound o)
He has an egg.

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The

The can be used in front of all nouns, singular or plural. It is used when referring
back to something. The is known as the definite article.
I bought a sandwich and then I dropped the sandwich.
I bought some sandwiches and then I dropped the sandwiches.

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ACTIVITY PAGE

1. Place a o r an in the fo llo w ing sentences.

216
unit

a Id like ____________ sandwich, ____________ orange juice


and ____________ packet of sultanas, please.

b Alfred owns ____________ dog, ____________ cat


and ____________ owl.

c He is ____________ unique person.

d Is that ____________ university or ____________ college.

e It is ____________ honour to serve you.

2. W rite a, an o r the in the fo llo w ing.

a Alisha went for ____________walk up ____________

mighty mountain. ____________ mountain was very tall.

She had on ____________ new pair of walking shoes and

____________ enormous hat. Before long ____________

shoes began to rub and ____________ hat got heavier

and heavier.

3. W rite the co rrect w o rd in the fo llo w ing.


very good.

b Pass me ____________ apple, please. Yes, ____________


red one will do.

c Id like ____________ ham sandwich, please. Can I have


mustard on ____________ sandwich too.

d Helen has ____________ small toy car. ____________ toy


car was broken yesterday.

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a I went to ____________ party. ____________ party was

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Connecting words join words, phrases and


clauses to create more complex sentences.

Maria went to the shop.


Ned went to the shop.
Maria and Ned went to the shop.

The mo st co mmo n co nnecting w o rds are:


and but or so yet because as both if

before since like for

Connecting words are important as they make writing flow smoothly. Connecting
words are also known as conjunctions.

C o mpare these tw o passages:

James was going out. It was cold. He put on a jumper. He put a jacket on as
well. He stepped outside. A blast of cold wind blew in his face.

James was going out but it was cold. He put both his jumper and his jacket on.
As he stepped outside, a blast of cold wind blew in his face.

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C o nnecting w o rds jo in w o rds, phrases and clauses.


Joining single words: Sad but true.

Joining phrases: The beach was very crowded like last year.
Joining clauses
He was angry yet Jenny was calm.

Mo re co nnecting w o rds

therefore until though where although


wherever whenever since while once neither nor either

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ACTIVITY PAGE

1. Underline the co nnecting w o rds in these sentences.


a
b
c
d
e

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Slowly but eagerly they opened the chest.


Neither Freya nor Ned did the work.
Near the fence and beside the creek the children played.
The fencing was done neatly and quickly.
Many of them saw the birds in the trees and in the shrubs.

unit

2. Use co nnecting w o rds and jo in the fo llo w ing.

a two adjectives____________________________________
b two nouns________________________________________
c two adverbs _______________________________________

3. C o mbine these pairs o f sentences using co nnecting w o rds.

a There are the parrots. There are the galahs.


b Fotini owns the car. The car isnt working.

c The boys went into town. The boys saw a movie.


a
b
c
d

He went home ________________ a bath.


Christina touched it to see _________ it was hot ______ cold.
Joanne _______ Chris arrived to take down the sign.
He was here ___________ three oclock.

5. Place co nnecting w o rds in the fo llo w ing passage.

In the morning everyone __________ Billy got up. Billy stayed in


bed __________ slept. Billy had not been well __________ the
weekend. Aisha had a shower __________ got dressed.
She did it quietly __________ as not to wake Billy.
Aisha couldnt wait __________ he was better __________ she
missed having him to talk to.
Pascals Basic Primary Grammar

Pascal Press ISBN 978 1 86441 060 0

4. Place co nnecting w o rds in these sentences.

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This unit covers commonly misused words.

Double negatives
Dont put two negatives together. It doesnt make sense.
Im not saying nothing.
I dont want none.

You should say, Im not saying anything.


You should say, I dont want any.

Seen/saw

I saw you last night.


I seen you last night.
If you get confused about seen and saw just remember:
saw can be used on its own I saw him.
seen needs a helping verb I have seen him.
Did/done

I did it.
I done it.
did can be used on its own She did it.
done needs a helping word She has done it. (Shes done it)

Pascal Press ISBN 978 1 86441 060 0

Two, to, too

Two is the number 2.


To can be used in many ways: from here to there, to do something, to push,
to and fro.
Too is always an adverb: She is too much. He is clever too.
Should have/shouldve

When speaking shouldve can sound like should of. Should of is never right.

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1. C o rrect the fo llo w ing.


a I dont know nothing.

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unit

b No one dont care about me


c I never go nowhere

2.

a I just seen him downstairs

3.

a I already done it.


b The girls have did it already.

4.

a. I was going too go but it cost two much.

c The girls were pushed too and fro.

5.

a That box should of been picked up hours ago.


b I should of known he would be late.

Pascals Basic Primary Grammar

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b. There are to many feral cats.

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Good writing is clear and easy to understand.


This involves considering who the reader will
be and what you are trying to tell them.
Before you start writing, make a plan.
Begin by thinking about the whole piece. Who is the audience and what are you
trying to tell them?

1. List the points that you could include.


2. Work on the sequence of events or ideas.
Number your points from one onwards. This may be fairly simple for an
information report but a story may be told in many different ways. It can be
written in chronological order or you could start at the main event and work
backwards explaining why it happened.

Pascal Press ISBN 978 1 86441 060 0

3. Now think of the paragraphs.


A paragraph is a group of sentences on the same subject or idea. A new
paragraph starts on a new line and is used to introduce: a person, a place,
a different time or a new idea.

4. Be particular about your first and last paragraph.


Does the first paragraph grab the readers attention and tell something about
the whole piece? Does the last paragraph sum up the piece? Remember this is
read last and can leave a lasting impression.

5. Read through what you have written.


Does it tell the reader everything he or she needs to know? Are any sentences
or paragraphs too long? Does your piece flow well? Is it interesting?
6. When you are happy with the content, double-check for any spelling or
punctuation errors.

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ACTIVITY PAGE

24
unit

1. Make a list o f the po ints yo u w o uld include if w riting o n o ne o f


the fo llo w ing to pics.

What I did yesterday

The monster in my garden

A report on spiders

2. G ive each o f yo ur po ints a number to help yo u put them in


o rder.

Pascal Press ISBN 978 1 86441 060 0

3. No w w rite yo ur o pening paragraph.

Pascals Basic Primary Grammar

65

UNIT 11 1 comparative
superlative
smaller
smallest
lovliest
lovelier
better
best
more interesting most interesting
cleaner
cleanest
more difficult
most difficult
unhappier
unhappiest
simpler or more simplest or most
simple
simple
2 a taller b tallest c taller d tallest
3 a grander b grandest
5 a more b most c more d most
UNIT 12 2 tired, running, excited, bored,
interesting, scared, thrilled
UNIT 13 1 a delightfully b soon c greedily
d there e eagerly f sometimes
3 a neatly b strangely c noisily
5 a It rained heavily this afternoon.
b It is a particularly heavy box.
c This is the first really good book
Ive bought.
UNIT 14 3 a (i) b (ii) c (i) d (i) e (ii)
f (i) g (i)
UNIT 15 1 a question b command
c statement d exclamation
e question f request
2 a no b no c yes d no e yes
f no g yes
3 a found b went c go d gave
e told f collected
UNIT 16 1 b, d
2 a Here are the cattle that ate
the crops.
b Romana owns the car that is
by the garage.
3 a The students came here.
They did not complete the work.
b I enjoyed the show. It was full
of action.
4 a no b no c no d yes
5 a Dario went to the field and

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he climbed the mountain.


b Sally plays the piano but she
cannot play the flute.
c My brother goes to the class
and he may go to the movies.
UNIT 18 1 a Where b What c Who d How
e What f Who
UNIT 19 1
2
3
4
5

a is b was delivered c do
a she b They c the lights
a the letter b this c the chairs
a her b Linda c me
b subject verb object
c subject verb object
d object subject verb
6 a are collecting b were grazing
c are waiting d were held up

UNIT 20 1 a All of the children b I c Care


and attention to detail d A box
with a green lid
2 a to the beach on the weekend
b very noisy c at the way, with
each other
d with old toys
3 a circumstance, participants,
process, participants, circumstance
b participants, process, participants,
c participants, process,
circumstance
d circumstance, participant,
process, participants
UNIT 21 1 a a, an, a b a, a, an c a d a, a e an
2 a, a, The, a, an, the, the
3 a a, The b an, the c a, the d a,
The
UNIT 22 1 a but b nor c and d and e and
3 a There are the parrots and the
galahs.
b Fotini owns the car but it isnt
working.
c The boys went into town and saw
a movie.
4 a for b if, or c and d before/until
5 but, and, since, and, so, until,
because

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Pascal Press ISBN 978 1 86441 060 0

UNIT 23 1 a I dont know anything.


b No one cares about me.
c I never go anywhere.
2 a I just saw him downstairs.
3 a I already did it.
b The girls have done it already.
4 a I was going to go but it cost too
much.
b There are too many feral cats.
c The girls were pushed to and fro.
5 a That box should have been
picked up hours ago.
b I should have known he would
be late.

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Pascals Basic Primary Grammar

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