Guidelines on English grammar – grade 6
Review of Nouns:
1)
Give some sentences with common and/or proper nouns and ask students to underline the common noun and circle the proper
noun. Ex:
Uncle Harry enjoys mysteries more than any other books.
Mom had to drive me to Reston to go to the library there.
2)
(M1_W1 - 15) Noun and verb agreement: Give some sentences with singular or plural nouns and verb and ask students to change
the noun so that noun and verb are in agreement and then rewrite the sentence. Some sentences should have no mistakes and
students will write ‘No mistakes’. Ex:
Hurricane begin in the warm, moist atmosphere over tropical ocean waters.
___________________________________________________________________________________
Does your hometowns get hurricanes or tornadoes?
___________________________________________________________________________________
The teacher had thirty-two children in her classroom.
___________________________________________________________________________________
Collective Nouns
1) (M1_W2 – 15) Give a sentence with collective noun(s) and ask students to underline it.
The family saw a herd of goats passing by along the main road.
A flock of ducks is swimming across the lake Anne.
2)
(M1_W3 – 15) Give a sentence with a space and ask student to complete the sentence collective noun(s) from a list provided.
pod
swarm
pride
flight
school
Shoal
Swimming in the shallow water was a ______________ of herrings
3)
(M1_W3 – 10) Give a word and two collective nouns. Ask students to circle the most appropriate collective nouns and then
make a sentence with the word and the collective noun. Ex.
Lions
(Group / Pride)
____________________________________________________________________________
4)
Match noun with its collective nouns.
Singular and Plural Nouns
1)
Give some incomplete sentences and the main noun in singular form. Ask students to write the plural in the space provided to
complete the sentence. Ex:
The McCrystals spend many ___________ (day) helping protect rattlers.
The king ordered his ministers to arrest all his ___________ (enemy) by the sunset.
Abstract and Concrete Nouns
1)
(M1_W2 – 10) Give a sentence with concrete and abstract nouns and ask students to underline the concrete nouns and circle the
abstract nouns in the sentence
The principal asked all the students to think about the importance of friendship.
When I looked at the new mother, her love for her newborn baby was obvious.
He looked at the pile of money with greed in his eyes, and then he tried to grab it.
2)
(M1_W2 – 10) Give some sentences with underlined abstract and/or concrete noun and ask students to write if it is abstract or
concrete noun. Ex.
He patted his full stomach with satisfaction after he finished eating his dinner. _____________________
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Guidelines on English grammar – grade 6
Her eyes were full of hope as she asked her mom to let her keep the puppy. _____________________
Irregular Plural Nouns
1)
2)
Give some sentences with an underlined noun and ask students to rewrite the sentences with its irregular plural form.
Give a list of singular nouns and some incomplete sentences and ask students to complete the sentences with the irregular plural of
the nouns in the list.
Pronoun:
1) Give some sentences with two/three pronouns in bracket and ask students to circle the correct pronoun. Ex:
Sibling argument is a problem for some, but not for my brother and (I, me, his).
(We, Us) get along very well and also have some common friends.
Our parents always encourage (us, we, they) to learn from each other.
2)
Give some sentences with one or many wrong usage of pronouns and ask students to re-write the sentence with the correct
pronouns. Ex:
Michael’s parents are travelling to Boston. She is going to the airport to see it off.
__________________________________________________________________________________________
Tyler has been reading a novel that has 600 pages. Him is planning to finish reading them by the weekend.
__________________________________________________________________________________________
Jennifer’s living room furniture is pretty outdated and hers wants to replace itself with a new one.
__________________________________________________________________________________________
3)
Give a paragraph with one or many wrong usage of pronouns and ask students to circle the pronouns that are used in error. Also,
ask students to write the correct pronoun next to the incorrect pronoun.
Pronouns - Subject/Object/ Possessive
1)
2)
3)
Give some sentences with pronoun(s) and ask students to underline pronoun(s) and then write kind of pronoun(s).
Give some sentences with subject and/or object and ask students to underline and then replace the subject and the object with
suitable pronouns. Ex.
Daisy and Maisy are jogging with dad in the park in the morning.
_______They, him______
What Tina and her friends are doing in the supermarket?
________They_________
Re-writing a sentence with possessive pronouns: Give some sentences and ask students to rewrite it with a possessive pronoun. Ex.
The boat crashed into the dock, but luckily no one was injured.
His boat crashed into the dock, but luckily no one was injured.________________
4)
Give some sentences with possessive pronoun and ask students to underline it and then write the noun or pronoun it refers to. If the
possessive pronoun does not refer to any noun or pronoun, ask students to write none. Ex.
The members of the DC club plans to send their team to the Olympic trials.
She was very sad since her ankle sprained just before the final run in the Track and Field competition.
Its membership for the first year is free.
Pronouns - Demonstrative / Reflexive / Relative
1)
Give some sentences with a reflexive pronoun and ask students to underline the pronoun and then write the subject it refers to. Ex:
Tony’s towel was not in the pile when he went to dry himself.
I know how to keep myself warm in the extreme winter.
The girls scared themselves by telling a ghost story.
2)
Give some sentences with a space and ask students to complete the sentence with a reflexive pronoun. Ex:
The trainer suggested all swimmers to dress _______________ quickly as the training session was to begin soon.
I do not know how the book moved to the edge of the bench, probably it did by ___________________.
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Guidelines on English grammar – grade 6
3)
Give some sentences with a definite or indefinite relative pronoun and ask students to circle the relative pronoun and then write if
it is a definite or indefinite relative pronoun. If the pronoun is definite relative, ask student to also write the subject it relates. Ex:
The student who studies hardest usually does the best.
Whoever crosses this line first will win the race.
Our house that has a red door and green shutters needs painting.
Carlos gave Maria notes from chapters 3, which were going to be on the test.
Rebecca will tell you what you need to bring to the picnic.
4)
Give some sentences with space and ask students to complete them with demonstrative pronoun. Ex:
A pair of shoes is lying on the ground. I think _____________ are Tom’s.
I have just seen a car toppled in front of me. I will never forget _____________.
5)
Mix of Demonstrative / Reflexive / Relative pronouns: give students some sentences with mix of Demonstrative / Reflexive /
Relative pronouns and ask students to identify the underlined pronoun and then circle the pronoun choice.
They didn't give themselves a chance to think before beginning the competition.
a) Demonstrative
b) Reflexive
c) Relative
Clayton yelled to his sister, "Give me that!"
a) Demonstrative
b) Reflexive
c) Relative
6)
The team is going the restaurant that is closest to the stadium.
a) Demonstrative
b) Reflexive
c) Relative
Give some sentences with Demonstrative or Reflexive or Relative pronouns and ask students to circle the pronoun and then write
the type of pronoun. Ex:
These are the examples of early American settlers.
The book itself tells us many stories about American revolutions.
Can you return the book that you borrowed last week from Terrence?
Pronouns - Indefinite / Reflexive / Interrogative
1)
Give some sentences with indefinite pronoun and choice of verbs in the sentence. Ask students to circle the indefinite pronoun and
then underline the verb that is in agreement with the pronoun. Ex:
Most of the potatoes (has, have) been harvested this year.
All of us (enjoy, enjoys) the music at the town center on Saturdays.
I hope nobody (forgets, forget) to come to my birthday party.
2)
Give some sentences with relative or interrogative pronoun. Ask students to circle the indefinite pronoun and write if the pronoun
is interrogative or relative pronoun. Ex:
Who did you go to the cinema with? ________________________
The person who had come to my house last month is my cousin sister. ________________________
3)
Who/who’s/whom/whose: Give some incomplete sentences and ask students to complete that with who/who’s/whom/whose. Ex:
_________ will help decorate the school for the year end festival?
_________ going to the market to get some tomatoes for me?
_________ did you call in the middle of the night?
This is my pencil box, but __________ pencil box is that?
4)
Mix of Indefinite / Reflexive / Interrogative pronouns: give students some sentences with mix of Indefinite / Reflexive /
Interrogative pronouns and ask students to identify the underlined pronoun and then circle the pronoun choice.
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Guidelines on English grammar – grade 6
They didn't give themselves a chance to think before beginning the competition.
a) Indefinite
b) Reflexive
c) Interrogative
What is Sharon talking about?
a) Indefinite
b) Reflexive
c) Interrogative
5)
Give some sentences with Indefinite or Reflexive or Interrogative pronouns and ask students to circle the pronoun and then write
the type of pronoun. Ex:
There were many spectators in the auditorium. Everybody liked the performance. ___________________
I saw dad going to the store. What is special about the store?
___________________
Pronoun and Antecedent:
1)
Give student some sentences with a pronoun underlined and ask students to circle the antecedent. Ex.
Mother called the twins and told them that the dinner is ready.
2)
Give student some sentences with a choice of pronouns and ask students to underline the pronoun that agrees with its antecedent.
Ex.
Three children made breakfast for (his or her, their) dad on the father’s day.
Derrick asked his neighbor to take care of (his, their) cat for the weekend.
3)
Give student some sentences with a space for pronouns and ask students to write the pronoun that agrees with its antecedent. Ex.
One girl wrote _____ name on the board.
Tom lost his hat, but he found _____ the next day.
4)
Give some sentences with an underlined pronoun and an incorrect antecedent and ask students to write the correct antecedent that
agrees with the underlined pronoun. Ex.
The boy finished their history projects on time.
_______________________
My grandma or grandpa has gone to the dietician to get their meal chart.
_______________________
Adjectives:
1)
Give a sentence and ask student to underline the adjective and circle the noun or adjective or adverb it modifies or describes.
Students will also write if the object it modifies is a noun or pronoun or adverb.
2)
Give a sentence with adjective and proper adjective and ask students to underline the adjective and circle the proper adjective
3)
Give students some sentences with blank (in place of adjective). Also provide a list of adjective. Ask students to complete the
sentence with the most appropriate adjective from the list.
4)
Give some sentences with one or many adjectives in a sentence and ask students to write all the adjectives for each sentence. Ex:
5)
The powerful lion is actually a strong sociable creature.
___________________________________________________________________________________
Give a word (not adjective) and some incomplete sentences and ask students to complete the sentences with the adjective that
students form from the given words. Ex:
Intelligence
Annoy
love
The most _____________ people in the world sometimes make mistakes since they are also human being.
Something I do not like my _______________ brother as he bothers me a lot.
Rosa Park made her an inspiration to freedom-_______________ people everywhere in the world.
Adjective / Comparing with Adjectives: Positive - Comparative – Superlative
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Guidelines on English grammar – grade 6
1)
Give some words and ask students to changes it to either comparative or superlative based on the direction. Ex:
Beautiful ______________ (superlative) Safe
_________________ (superlative)
Sad _________________ (Comparative)
2)
Thin __________________ (Comparative)
Give students some incomplete sentences and the adjective in bracket and ask them to write the correct form of the adjective for
each sentence. Ex:
The restaurant has the _____________ guacamole! (good)
The paper of a dollar bill is ___________ than a regular sheet of paper. (thick)
My company has the ____________ Internet connection I’ve ever used. (fast)
The movie is the ______________ one I have ever seen. (long)
3)
4)
5)
Give sentences that contain either a comparative or superlative adjective. Ask students to circle the comparative or superlative
adjective. On the line next to the sentence, ask students to write the persons or things being compared. Ex:
It was the most beautiful music Nancy had ever heard.
__________________________
The boy who can make the silliest face will win a grand prize.
__________________________
The painting by Jacob is prettier than the one by Mitt
__________________________
Give sentences that contain either a positive or comparative or superlative adjective. Ask students to circle the best suitable degree
of comparison and then write the degree of comparison (positive, comparative or superlative). If none of them are suitable, the
student will write the suitable one. Ex:
Which tastes (good, better) with frozen yogurt – fresh fruit or oatmeal? __________________
The guava is a (small, smallest) fruit than melon. __________________________
Of the four kinds of berries, the blueberries are (riper, ripest) _______________________
Give incomplete sentences with a word and desired degree of comparison in parenthesis and ask students to complete the sentence
with the right words. Students are supposed to write the appropriate articles for superlative degree. Ex:
This is _______________________ (short, superlative) song on the album.
At the examination hall, Anita was ______________________ (nervous, comparative) than Alex.
Adverbs
1)
2)
3)
Give a sentence with one or more adverbs and ask students to circle all adverbs in the sentence and underline the object it
modifies.
Give a sentence with an adverb and ask students to circle the adverb in the sentence and underline the part of speech it modifies
and then write what kind of part of speech that the adverb modifies. Ex:
She smiled broadly at me.
_______________________
They agree she is a very intelligent woman.
_______________________
Her pulse seemed exceptionally fast.
_______________________
Give a sentence with an adverb with a degree of comparison and ask students to underline the adverb in the sentence and the write
the degree com comparison. Ex:
Mom sang more softly to the baby. ______________________
Patrick feels happiest person in the world. _________________
Adverb Derivation:
1)
Give a word and ask students to write the adverb from it. (Some words given can be used as adverb as is). Then as students to
make a sentence with it. Ex:
Careful: _________________
Sentence: ___________________________________________________________________________________
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Guidelines on English grammar – grade 6
Fast: ___________________
Sentence: ___________________________________________________________________________________
Adverbs - Adverbs of Time, Place, and Manner
1)
Give a sentence with an adverb and three choices and ask students to circle the right choice of adverb. Ex:
She speaks so loudly that everyone can hear her.
a) Adverb of manner
b) Adverb of time
c) Adverb of place
Usage of Good/Well
1)
Give students some sentences with good/well in bracket and ask students to circle the correct one as appropriate. Ex:
There are a lot of (good, well) reasons for wearing a bicycle helmet.
If you want a car that performs (good, well) on curves, then this is the car for you.
2)
Give students some sentences with good/well and ask students to write ‘correct’ if the usage of good/well is right in the sentence.
If the usage is not appropriate, students will write the correct one in the space provided. Ex:
Despite losing, I think we played really good in today’s game. ________________
Emily is a great worker because she performs good under pressure. _____________
Adjective or Adverbs
1)
Give students sentences with at least one adjective and on adverb and ask students to circle the adjective and underline the adverb.
Ex:
I have six dollars but, unfortunately, I need ten dollars to get into that awesome movie.
The black cat stealthily walked on the old windowsill.
2)
Give students sentences with an option of adverb and adjective in bracket and ask students to circle the right usage of the word in
the sentence. Ex:
The student wanted to finish her homework (quick / quickly).
Todd walked very (sneaky / sneakily) down the hallway.
The student was in such a hurry that she did (bad / badly) on the assignment.
Whoever made the cake did a (wonderful / wonderfully) job.
The show went by (amazing / amazingly) quickly and then it was time to leave.
3)
Give students sentences with an underlined word that ends with -ly. Ask students to write if the word is adjective or adverb. Ex:
Since they were late, they ran quickly to the bus stop.
The new principal in the school is very friendly.
___________________
___________________
Trisha drove her car dangerously fast through her neighborhood. ___________________
4)
Give students sentences where the same word or derivative of the word is as adjective and also as adverb and ask students to
underline the right word at the right place. Both the choice can be adverb or adjective to challenge the student. Ex:
He (correct, correctly) defined the terms. The answer sounded (correctly, correct).
She (quickly, quick) adjusted the fees. She adapted (quick, quickly) to any situation.
It was a (dangerously, dangerous) lake to swim in. The man was (dangerous, dangerously) drowned.
I find this novel very (interesting, interestingly). It was (interesting, interestingly) written.
5)
Give students incomplete sentences with an adjective or adverb in bracket and ask students to complete the sentence with the word
in bracket. The students will need to change the word to adverb or adjective if needed. If the word in the bracket is appropriate,
then they will just write the same word. Ex:
_____________________________________________________________________________________________________________
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Guidelines on English grammar – grade 6
The doctor said that that the wound looked very ________________. (bad)
He is a ________________ intelligent boy, probably the best in the class. (high)
The game had ________________ begun when it started to rain. (hard)
Verbs - main and helping verbs
1)
Give students some sentences with main and helping verb and ask them to circle the main verb and underline the helping verb. Is
possible that some sentences may not have helping verb or helping verb is the main verb in the sentence. Ex:
The children will sometimes play tennis at the park in the summer.
They might not tell you their actual age.
People have celebrated the festival in spectacular way.
2)
The last Sunday was a typical rainy day.
Give students a 4-5 lines paragraph and ask them to underline the action verb and then circle the main verb. Ex:
3)
Give students some clue words and ask student to write a sentence that has both helping and main verb. Ex:
1. cows/eat/grass/field
2. Alex/check out/books/library
Verbs - Linking and Action Verbs
1)
Give sentences and ask students to circle the linking verb and then underline the words that are joined by the linking verbs.
2)
Give sentences and ask students to circle the verb and then write ‘L’ if the verb is linking verb or A is the verb is action verb.
3)
Give a sentence with an underlined verb where it is used as linking or action verb and ask students to write how the verb is used
and then ask students to write another sentence using the same verb as action or linking verb. Ex:
The vegetables taste fresh. _________________
__________________________________________________________________________
The engine runs faster with the premium gasoline. _________________
__________________________________________________________________________
Regular and Irregular Verbs
1)
Give a sentence with a blank. The statement should have the main verb in parenthesis. Ask students to complete the sentence with
the irregular verb. Ex:
Nancy’s peach tree has ______________ several feet in the last couple of years. (grow)
2)
Give a sentence with a wrong form of irregular verb and ask students to re-write the sentence with correct verb. Ex:
Her Chauffeur bringed her to the party since she broke her arm while playing tennis.
___________________________________________________________________________________________
The entire family seen the grand arrival of their favorite movie star into the auditorium.
___________________________________________________________________________________________
3)
Give a sentence with a wrong and a right form of irregular verb in bracket and ask students to underline the right form of irregular
verb. Ex:
The soccer team has not (met, meeted) with the best team yet.
Transitive and Intransitive Verbs
1)
Give students a sentence and ask student to underline a verb the then write Transitive or Intransitive. Ex:
Jacob inherited his house on American Dream way from his grandparents. _______________
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Guidelines on English grammar – grade 6
2)
Give students a sentence and ask student to circle a verb if it is transitive. Otherwise underline the verb. Then underline the object
if the verb is transitive. Ex:
My brother wants to be a medical professional when he will grow up.
Mom got irritated after my younger brother tore her notebook pages.
3)
Give a sentence with a space for object and ask students to fill in the appropriate object to make the verb transitive. Ex:
Frustrated with the many anonymous calls, Ethan contacted _______________________
4)
Give some sentences where a verb is used as intransitive and ask student to re-write the sentence using the same verb as transitive.
Ex:
Joan drove to Chicago last weekend.
Joan drove his car to Chicago last weekend.
5)
Give some sentences with verbs with or without helping verbs and ask students to underline a verb and write how the verb is used
in the sentence (Write as many usage as possible). Ex:
Frank scrubbed hard for two hours.
The paint on the wall was very bright.
Main, Action, Intransitive
Main, Linking
Confusing Verbs – Sit/Set, Raise/Rise, Lie/Lay
1)
Give some sentences with sit/set in the parenthesis and ask students to circle the correct form of sit or set. Ex:
Can you please (sit, set) you glass on the table for me?
If more than one people (sit, set) on the table, it will definitely break.
2)
Give some incomplete sentences with blank for sit or set and ask students to circle the correct form of sit or set in the blank. Ex:
Can you please ______ you glass on the table for me?
If more than one people _____on the table, it will definitely break.
3)
Give sentences with rise or raise in the parenthesis and ask students to circle the correct form of rise or raise. Ex:
The sun (raises, rises) in the east.
I (raise, rise) all the windows on the first day of the spring.
4)
Give incomplete sentences with blank for rise or raise and ask students to circle the correct form of rise or raise in the blank. Ex:
The sun _________ in the east.
I ___________ all the windows on the first day of the spring.
5)
Give sentences with lie or lay in the parenthesis and ask students to circle the correct form of lie or lay. Ex:
I will (lie, lay) down for a nap now.
Will you (lie, lay) the baby in his crib for a nap now?
6)
Give incomplete sentences with blank for lie or lay and ask students to circle the correct form of lie or lay in the blank. Ex:
I will _____ down for a nap now.
Will you ______ the baby in his crib for a nap now?
Modal Verbs
1)
2)
Identify modals in a sentence: Give some sentences and circle the modals used in the sentences.
Identify the usage of the modal in a sentence: Give students some sentences and ask them to underline the modal and then
underline the right usage of the model from a list of usage. Ex:
Her test is tomorrow, so she must study now.
a) Obligation
b) Request
c) Possibility/ability
d) Suggestion
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Guidelines on English grammar – grade 6
China may become a major economic power.
a) Obligation
b) Request
c) Possibility/ability
d) Suggestion
Polly should sort out this problem at once.
a) Obligation
b) Request
c) Possibility/ability
d) Suggestion
3)
Can/Could/May/Might: Give some incomplete sentences that students need to complete with can or may based on the context
of the sentence. Ex:
The old man ______________ (can/could/may/might) walk with a cane yesterday.
Grandmother______________ (can/ could /may/might) eat when she comes out of surgery.
My teacher said I ______________ (can/ could /may/might) participate in the show.
Your cousin Joe ______________ (can/ could /may/might) whistle through his teeth.
4)
Give a list of modals and then some incomplete sentences with the usage in a bracket. Ask students to complete the sentence
with one from the list and according to its usage given in the bracket. Ex:
Can
should
may
must
could
might
Please do not call them now; they __________ be eating their dinner now. (Possibility)
My brother ________ eat fruit every day to get proper nutrition. (Obligation)
5)
Give some sentences with substitute of modal verb and ask students to replace the substitute with the right modal verb. Ex:
Even though you did not complete your homework, you have to go to school.
_____________________________________________________________________
They are allowed to stay up late for the movie.
_____________________________________________________________________
Susan will probably win the tennis tournament.
_____________________________________________________________________
Simple Verb Tenses - present, past, future
1)
2)
Give a paragraph with mix of verb tense and ask students to rewrite the paragraph in a given tense.
Give sentences with a verb in bracket and ask students to change it to a given tense. Ex:
When I will reach home, I ___________ (eat) dinner first. (Change to future)
He was driving his car when you ________________ (call) him. (Change to past)
3)
Give a compound or complex sentence and ask students to rewrite it with correct verb. Ex:
Tim opened the door and will look to find the treasure inside.
______________________________________________________________________________________
The president will visit our town the day after tomorrow and delivered his first election oriented speech.
______________________________________________________________________________________
4)
Give incomplete sentences with a verb (in present form) in bracket and ask students to complete the sentence with the right tense
form of the verb based on the context of the sentence. Ex:
Unless the weather gets better we ____________________ to go to the beach tomorrow (not be able)
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Guidelines on English grammar – grade 6
The whole family ________________ up to the mountain last weekend. (drive)
We ________ around the table when electricity __________ out. (sit, go)
Continuous Tense - Present/Past/Future continuous
1)
Give some sentences with mixed verb tense and ask student to underline the verb and then write the verb tense in the space
provided. Ex:
In your math class, Students are learning new things every day.
_______________________
In high school, they will be learning more difficult math skills. _______________________
Last year, students were learning about shapes and planes.
2)
_______________________
Give sentences with a verb in bracket and ask students to change it to a given tense. Ex:
When I will reach home, I ___________ (eat) dinner first. (Change to future continuous)
He was driving his car when you ________________ (call) him. (Change to past continuous)
3)
Give sentences with a verb in bracket and ask students to change the verb tense based on the context. Ex:
Right now I ____________ a movie. I ____________ a lot of movies. (watch)
Jaime usually _______ cold cereal for breakfast, but today he ________ oatmeal instead. (eat)
Perfect Tenses - present perfect / past perfect /future perfect
1)
Give some sentences with mixed verb tense and ask student to underline the verb and then write the verb tense in the space
provided. Ex:
In your math class, Students have learnt geometry today.
_______________________
Last year, students were learning about shapes and planes.
2)
_______________________
Give students some incomplete sentences and give the main verb and the verb tense in bracket and then ask students to complete
the sentence using the main verb with the tense specified. Ex:
Believe it or not, the famous Pablo Picasso _________________ on paper bags. (paint, past perfect)
With such a revolutionary idea, someday Iris ________________ a fortune! (earn, future perfect)
I ______________ you in the mall sometimes back. (see, present perfect)
3)
Give students some incomplete sentences and give clue words and ask students to rewrite to complete the sentence using the clue
words in present perfect. The same can be done for past perfect and future perfect Ex:
He can’t walk very fast because (hurt / leg)
_____________________________________________________________________________
She can’t get in because (he / lock the door)
_____________________________________________________________________________
We don’t know how Robert is as (not hear from him)
_____________________________________________________________________________
I’ve written to them three times, but (not reply)
_____________________________________________________________________________
4)
Give some sentences with two options of simple past and present perfect in the bracket and ask students to underline the right
verb tense that goes with the sentence. Ex:
She (has folded / folded) the pink apron and placed it in a table a minute ago.
I do not know where he (went / has gone) yesterday night.
Verb Tense – present perfect continuous / past perfect continuous
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Guidelines on English grammar – grade 6
1)
Give some incomplete sentences with the main verb in bracket and ask students to complete the sentences in present perfect
continuous
Catherina is getting fatter because she ________________________ (eat) too much.
Where are my eye-glasses? I ________________________ (look) for them for an hour.
She ________________________ (earn) quite a lot of money for the last two years.
2)
Give some sentences with two options of present perfect and present perfect continuous verb in bracket and ask students to
underline the right verb tense. Ex:
Your exam paper is completely blank! What (have you been doing / have you done)?
There’s nothing to eat. My sister (has been eating / has eaten) everything I left in the kitchen.
I’m very tired. Because I (have travelled / have been travelling) around Boston all day.
3)
Give some sentences with two options of past perfect and past perfect continuous verb in bracket and ask students to underline
the right verb tense. Ex:
We (had been playing / had played) football for half an hour when it started to rain.
His knees and hands were very dirty. He (had been crawling / had crawled) in the garden.
4)
Give some words that are in present, past or future and ask students sort them into categories of present, past or future tense.
Conjunctions
1)
2)
Give sentences with or without conjunction and ask students to circle and then write the conjunction. If a sentence does not have
any conjunction, students would write none in the space. Ex:
What are the five most common trees in the United States?
________
Tiny bonsai trees are from Japan, and they can be less than a foot tall.
________
The trainer would hold onto the chair until the last student had a turn.
________
Give sentences with a conjunction and ask students to underline the conjunction and put a comma in the correct place. Ex:
Many areas in the world are covered with trees but the Arctic tundra is treeless.
Moisture is absorbed and then it evaporates and falls as rain.
Combining sentences with conjunctions
1)
2)
Give two sentences and ask students to combine both with a conjunction.
Give two sentences and a choice of conjunction in bracket and ask students to combine the sentences with the conjunction. Ex:
Some tasted space food. Others wore spacesuits. (and)
The students were told to remove their jewelry. They would not be injured. (so that)
Gum and drinks are not allowed. They can create disasters in the dirt-free zone. (because)
3)
Give two sentence and three combined sentences and ask the students to circle the letters of the sentences that best combine the
sentence pairs. Then underline the conjunction that was used to join the sentences. Ex:
Pay attention to the leader. You do not hurt yourself while training.
a. Pay attention to the leader so that you do not hurt yourself while training.
b. Pay attention to the leader unless you do not hurt yourself while training.
c. Pay attention to the leader while you do not hurt yourself while training.
They practiced for a long time. The environment was so different from that of Earth.
a. They practiced for a long time before the environment was so different from that of Earth.
b. They practiced for a long time because the environment was so different from that of Earth.
c. They practiced for a long time, while the environment was so different from that of Earth.
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Guidelines on English grammar – grade 6
Subordinating, Coordinating and Correlating Conjunctions
1)
Give students sentences with subordinating or coordinating or correlating conjunction and ask students to underline the
conjunction and then write the type of conjunction. Ex:
2)
Give an incomplete sentence and some choices of conjunctions and ask students to circle the letter of the conjunction that best
completes each sentence. They will need to then write the circled conjunction in the space. Ex:
3)
___________ the students arrived at the camp, they tried on spacesuits.
a. When
b. Although
c. Whether
Give subordinating and/or correlating in a list and also give sentences and ask students to use the conjunctions in the list to join the
sentences. Ex:
Neither…Nor,
Because,
Either…or,
both…and,
unless,
since,
although
Anthony has never visited Washington DC. I have also never visited Washington DC.
_______________________________________________________________________________________________
The pitcher plants must obtain water and nutrients. They will die.
_______________________________________________________________________________________________
Our school is located near to our house. We have never walked there.
_______________________________________________________________________________________________
Prepositions
1)
2)
Give some prepositions in a box and some incomplete sentences below it and ask students to complete the sentences using the
prepositions listed in the box.
Give some sentences with one or more prepositions and ask students to circle all the prepositions and underline the object of the
preposition.
Interjections
1)
Identify the interjection: Give some sentences with interjection and ask students to circle it.
Alas! The old lady is no more.
Hurry! The bus is about to leave and the next bus is after an hour.
Absolutely, I can do it for you.
2)
Fill in the interjection: Give students some incomplete sentences and ask then to complete the sentence with correct
interjection from the bracket. Ex:
________! The doctor could not save the patient’s life. (Wow, Alas, Great)
_______! How could you jump so high? (Of course, wow, hurray)
Articles (A, An, The)
1)
Give students some sentences without articles and ask students to put in A / AN or THE to complete the sentences. In some
sentences you may give an extra space where students don’t need to put any articles, so they will it blank. Ex:
There was ______ waiter standing at ______ entrance of ______ restaurant.
This morning, I bought ______ newspaper. I then read ______ article in _____ newspaper.
I went to ______ school to talk to _____ principal.
_____ cotton which comes from _____ Alabama is better than _____ cotton which comes from _____ Oklahoma.
Direct/Indirect Objects
1)
2)
Give a sentence and ask students to underline the direct object in the sentence.
Rewrite each incomplete sentence, adding a direct object. Ex:
Ships carry from one port to another.
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Guidelines on English grammar – grade 6
3)
4)
Rewrite each incomplete sentence, adding an indirect object.
Give a sentence with direct and indirect object and ask students to underline the direct object and circle the indirect object in
the sentence
Part of speech
1)
2)
Give a sentence with a word underlined and ask students to write the part of speech of the word.
Give a sentence with some words underlined and ask students to write the part of speech of each of the underlined words. Ex:
Mrs. O’Hara and Mr. Simons took their classes to the magnificent auditorium.
____________________________________________________________________________________________
3)
Give a sentence with a verb or noun underlined. Ask students to covert the word and then write as sentence with the converted
word. Ex:
Both Robert and Tim are bright, but there should not be any comparison between them.
Label Noun or Verb: _________________
Convert into the other one: ________________
Sentence: _____________________________________________________________________________
4)
Give a sentence and ask students to underline subject and circle the verb. Then ask students to write the direct and indirect object
of the sentence. Ex:
David and Victoria took the beautiful picture of the landscaped garden.
Direct Object: _________________________
Indirect Object: ____________________________
Subject and Predicates
1)
Give some sentences and ask students to circle the verb and then underline subject or predicate as per direction. Ex:
Most of the remarkable stories about David are not true. (Predicate)
Ronald Amundsen led the first expedition to the North Pole. (subject)
2)
Give some group of words or phrases. If the word group or phrases is just a subject, ask student to write S, P for predicate and SP
for a complete sentence with subject and predicate.
___________ tomatoes
___________ dropped the ice-cream.
___________ Bobby lost his only key.
3)
Give sentences and ask students to write underline the predicate and circle the subject.
4)
Give some sentences and ask students to circle the simple subject and underline the complete subject. Ex:
The big, bad comet hurtled toward America.
Davy’s pet bear was so fast that rocks trees cows and snakes flew out from beneath its feet.
5)
Give some sentences and ask students to circle the simple predicate and underline the complete predicate. Ex:
The people elected Davy to Congress when he returned home.
6)
Give some sentences and ask student to write if the sentence has compound subject or compound predicate or both compound
subject and predicate. Ex:
1. Davy and Death Hug danced in the forest. _________________________
2. Davy combed his hair with a rake and shaved his beard with an ax. _________________________
3. The President and Davy posed for pictures. _________________________
4. Davy and his friends climbed to the top of Eagle Eye Peak and waited for the comet. ___________________
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Guidelines on English grammar – grade 6
7)
Give a sentence fragment and ask students to complete the sentence fragment by adding either a subject or a predicate.
Subject and verb agreement
1)
Give incomplete sentences with choice of helping or main verbs in bracket and ask students to complete the sentence with the
correct form of verb. Ex:
Cinco de Mayo _______ (is, are) an important Mexican holiday.
Some people __________________ (watch, watches) these celebration in Los Angeles, California.
Strolling bands ____________ (plays, play) traditions mariachi music.
2)
Give a sentence and ask students to identify subject and verb and then if they are agreement. If subject and verb are not in
agreement ask student to write the verb that will make the verb in the statement in agreement with the subject. Ex:
Underline the subject and circle the verb. Write “yes” if the subject and the verb are in agreement. If not, write “no” and then write
the correct verb
The children at the park knows to play tennis
_____________________________________________
3)
Give incomplete sentences with choice of subjects in bracket and ask students to complete the sentence with the correct subject
that agrees with the verb. Ex:
The art (gallery / galleries) down town displays amazing paintings.
When I have headaches, (Mom / Mom and Dad) give me aspirin.
(My brother and me / My brother or I) go to the library every Sunday.
4)
Give sentences with an underlined subject and ask students to rewrite each sentence, changing the underlined subject from singular
to plural. Students will need to change the verb so that it agrees with the subject. Ex:
Our greatest traffic problem is due to reckless drivers.
Before a smart voter goes to the polls, she studies the issues.
5)
Give sentences with correct or incorrect agreement of subject and verb and ask students to rewrite the sentences with correct
subject verb agreement. Students will write ‘No mistake’ if the sentence has the correct subject verb agreement. Ex:
My cousins is bringing that delicious cinnamon bread for me.
_________________________________________________________________________________________
After six months the experiment have been judged a success.
_________________________________________________________________________________________
The singers are applauding for the winners.
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6)
Give some sentences with indefinite pronoun and choice of verbs in the sentence. Ask students to circle the verb that is in
agreement with the pronoun. Ex:
Most of the potatoes (has, have) been harvested this year.
All of us (enjoy, enjoys) the music at the town center on Saturdays.
I hope nobody (forgets, forget) to come to my birthday party.
7)
Give some sentences with indefinite pronouns in bracket. Ask students to underline the correct pronoun that is in agreement with
the verb. Ex:
(One, Several) of my brothers takes part in the marathon every year.
(Someone, Few) are strong enough to swim across the English Channel.
Sentence Types - imperative, interrogative, declarative, exclamatory
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Guidelines on English grammar – grade 6
1)
2)
Give some sentences and ask students to label the type of sentence. Students should also punctuate the sentence with proper
punctuation. Ex:
Why did Sage miss Vocabulary Day
___________________
Call Starr and ask her for the words
___________________
I love your Earth Day Parade costume
___________________
Give some sentences and ask students to rewrite it based on the type in the bracket. Students should also punctuate the sentence
with proper punctuation. Ex:
A cat is not a wild animal. (interrogative)
___________________________________________________________________
Do some people think that Michael has a very strange personality? (Declarative)
___________________________________________________________________
Simple, compound, complex sentences
1)
Give students simple or compound sentences and ask then to write if the sentence is simple or compound.
Kevin loves to read books and play tennis. _________________________
Kim likes the beach, and she often goes there with her family. _________________
2)
Give students two simple sentences and ask then to join with a conjunction given in the bracket at the end. Ex:
Ants are very small. They are very powerful. (but)
_________________________________________________________________________
3)
Give students compound sentences and ask then to underline two independent clauses and circle the conjunction that joins these
two independent clauses.
4)
Give students complex sentences and ask then to underline the subordinate clause.
5)
Give students compound or complex sentences and ask then to write if the sentence is compound or complex. Then the students
will underline the subordinate clause and circle the independent clause
6)
Give students two simple sentences and subordinate conjunction word in bracket and ask them to convert the sentence into a
complex sentence. Ex:
I like to read books. I often go to the library. (Because)
Mr. Brown is my English teacher. He encourages me to be a write. (When)
Making sense of sentences
1) Give students some sentences and underline the entire or some portion of it that may need to change. Give four options. Two/three
are incorrect replacement of the underline part, one could be the correct replacement and one is “correct as is”. Students are
expected to choose the correct replacement or “correct as is” (if there are no change). Ex:
Have you heard of Lawrence and Lorrie Blair, two brothers who travelled in Indonesia for ten years.
a) Blair, two brothers who travelled in Indonesia for ten years?
b) Blair? two brothers who travelled in Indonesia for ten years.
c) Blair, two brothers whom travelled in Indonesia for ten years?
d) Correct as is.
The dog barked the baby awoke.
a) The dog barked the baby awoke.
b) The dog barked, the baby awoke.
c) The dog barked, and the baby awoke.
d) Correct as is.
The chopsticks that my aunt sent us made of bamboo.
a) The chopsticks that my aunt sent us is made of bamboo.
b) The chopsticks that my aunt sent us are made of bamboo.
c) The chopsticks are made of bamboo, that my aunt sent us.
d) Correct as is.
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Guidelines on English grammar – grade 6
Sentences and Sentences Fragments
1)
2)
Give some sentences and segment fragments and ask students to write fragment for segment fragment and sentence for sentence.
Ex:
Looking forward to the Tenth Annual Day Parade.
_________________
Robert went to the end of the line after she spelled the word correctly.
_________________
Give students some sentence fragments and ask them complete the sentence.
Fragments, Run-ons, and Compound Sentences
1)
2)
3)
Give students some run-on sentences and ask then to correct them by separating them as two sentences.
Give students some run-on sentences and ask then to correct them by re-writing them as compound sentence.
Give students some run-on sentences and ask then to correct them as per direction [adding semicolon or conjunction or separation
into two sentences]. Ex:
The telephone rang I ran to answer it. (Semicolon)
______________________________________________________________________________________________
We didn’t win the first game we didn’t win the second game. (Conjunction)
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Tara’s birthday is Friday let’s take her to the movies. (Separate sentences)
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4)
5)
Give some sentences fragments and ask students to correct the sentence fragments by adding a subject, a verb, or both. They many
write the new sentences on the lines provided.
Give some sentences and ask students to write S in the blank before each simple sentence or to write C before each compound
sentence or to write R-O before each run-on sentence and then fix the run-on sentences. Ex.
_____1. Florida and Georgia are the only southern states I’ve visited.
_____2. I lost my old cell phone, therefore I need a new one.
_____5. We went to the reptile house, and later we say the pachyderms.
_____6. Try it, you’ll like it.
6)
Give some sentences and ask students to C before each compound sentence and put the comma at the right place. If the sentence is
not a compound sentence, students should write S in the space. Ex.
_______ A storm was coming so we boarded up the windows of our seaside cottage.
_______ I smell the skunk yet I can’t see where it is.
_______ Mr. and Mrs. Hilton found their keys underneath their car.
7)
Give some compound sentences and ask students to underline the independent clauses of the sentence and then circle the
conjunction that joins the clauses. Ex.
Arctic icebergs are rough, but Antarctic icebergs are flat and smooth.
Did Rita make this cabinet herself, or did her teacher help her?
8)
9)
Give some fragment or run-on or complete sentence and ask students to write CS, F or R if the sentence is a complete sentence or
fragment or run-on.
Give some fragment or run-on sentences and ask students to write F (for fragment) or R (run-on). Ask students to complete the
fragment or correct and rewrite the run-ons Ex.
_____ My cousin plays piano, her teacher is from Paris.
_____________________________________________________________________________________________________
_____Puzzled by strange sounds
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Writing Effective sentences - using words, phrases and clauses
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Guidelines on English grammar – grade 6
1)
Give students two sentences and ask them to combine the sentences by inserting a word. Ex:
My sister is learning about human anatomy in her course at school. The course is in life science.
My sister is learning about human anatomy in her life science course at school.
We went for the vacation to the Chesapeake Bay. The vacation was memorable.
We went for the memorable vacation to the Chesapeake Bay.
2)
Give students two sentences and ask them to combine the sentences with a phrase. Ex:
Dad watched Rick. Rick was playing tennis with his friends.
Dad watched Rick playing tennis with his friends.
3)
Give students two sentences and ask them to combine the sentences with an adjective clause. Ex:
Larry can explain this problem. We have this problem for our homework.
Larry can explain this problem that we have for our homework.
4)
Give students two sentences and ask them to combine the sentences with an adverb clause (give the preposition that would be used
to combine). Ex:
The house was very quiet. My baby sister was born. (before)
The house was very quiet before my baby sister was born.
Expanding sentences:
1)
Give a basic sentence and ask students to expand the sentence by adding adjective and/or adverb. Ex:
The crew was ready for liftoff. (Which? When?)
________________________________________________________________________________
The astronauts studied the control panels. (How many? Where?)
________________________________________________________________________________
2)
Give a basic sentence and ask students to expand the sentence by adding adjective and/or adverb of their own. Ex:
The singer ran into the stage.
________________________________________________________________________________
PHRASES
1)
Give some sentences with or without phrases and ask students to underline the phrase (if any) and then write P in the space. If a
sentence does not have any phrase, students will write NP in the space. Ex:
________ Michelle does not have any money to spend.
________The store on the corner was robbed yesterday night.
________ After walking for two straight hours, Natalie was completely exhausted.
Prepositional phrases
1)
Give some sentences with prepositional phrases and ask students to underline and then write the prepositional phrase from each
sentence. Ex:
There are many fine restaurants within the old city.
__________________________________
It has been months since we’ve seen a good movie. __________________________________
2)
3)
Give some sentences with prepositional phrases and ask students to underline the prepositional phrase and circle the preposition
from each sentence.
Give some sentences with prepositional phrases and ask students to underline the prepositional phrase and then select the
preposition from the list. Ex:
There was a big battle at this location centuries ago.
a. centuries
b. location
c. battle
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Guidelines on English grammar – grade 6
d. at
Adjective Phrase
1) Give students some sentences with or without any adjective phrase and ask students to circle the adjective phrase and underline the
noun(s) or subject it modifies. If the sentence does not have any adjective phrase, students will not do anything.
2)
Give students sentences where an adjective phrase modifies another adjective phrase and ask students to circle the adjective
phrases and write the adjective phrase that is modified by the other adjective phrase. Ex:
Mr. Stephen has a huge collection of rare photographs from the World War II.
The painting of sunflowers by Van Gogh is a masterpiece.
________________
________________
Adverb Phrase
1) Give students some sentences with or without any adverb phrase and ask students to circle the adverb phrase and underline the
object it modifies. If the sentence does not have any adverb phrase, students will not do anything. Write what part of speech is the
object that the adverb phrase modifies. Ex:
The city of Katmandu has been inhabited for many centuries.
_________________
We left home very early in the morning. ___________________
The president is aware of the situation. ____________________
Adjective or Adverb phrase
1) Give some sentences with prepositional phrases (adverb or adjective) underlined and ask students to write what kind of phrase it
is. Ex:
2)
The photo will appear on the school Web site.
____________________
The newspaper from Chicago is my favorite.
____________________
Give some incomplete sentences ask students to complete the sentence with adjective or adverb phrase. Ex:
The puppy was digging _______________ (adverb phrase)
The discussion _______________ will only take half the period. (adjective phrase)
Gerund/Participle/Infinitives
1)
Give students some sentences with participle or participle phrase and ask students to underline the participle or participle phrase
and then circle the word or words it modifies. Ex:
Excited by the good news, Cheryl went out to celebrate with her friends.
Frozen strawberry cake is my favorite dessert.
The ugly looking monsters appeared finally to get the buried treasure.
2)
Give students some sentences with gerund and ask students to circle the gerund. If the sentence does not have any gerund, ask
students to strike out the entire sentence. Ex:
The college recommends sending applications early.
Her most important achievement was winning the national championship.
Molly will be going to the market to buy the birthday cake for her son.
3)
Give students some sentences with infinitive and ask students to circle the infinitive. If the sentence does not have any infinitive,
ask students to write ‘None’ at the end of the sentence. Ex:
Which is the healthier meal to eat?
To exercise is an important goal this summer.
Will you share your new toy with me?
4)
Give students some sentences with gerund or particle for infinitives and as students to underline write gerund or particle for
infinitives and then write G or P or I in the space provided. Ex:
Swimming in your pool is always fun.
_______
Jim is expected to program computers at his new job. _______
The crying boy angered by the bully began to fight. _______
5)
Give some incomplete sentences and a verb in bracket and ask students to complete the sentence with gerund or infinitive. Ex.
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Guidelines on English grammar – grade 6
(tell) They hesitated _______ her because they were afraid.
(kick) Stop _____________the ball into the river.
6)
Give some sentences with gerund underlined gerund and ask students to convert the gerund to infinitives and then rewrite the
sentence. Ex.
I like jogging along the seashore best
___________________________________________________________________________
7)
Give some sentences with gerund underlined infinitives and ask students to convert the gerund to gerund and then rewrite the
sentence. Ex.
I like to jog along the seashore best
___________________________________________________________________________
Clauses and Phrases –
1)
2)
3)
Give students some sentences with or without any clause and underline a portion of the sentence. Ask students to write if the
underlines portion is a clause (C) or not a clause (NC).
Give students some sentences with a phrase or a clause underlined and ask students to write if the underlined portion is a
phrase or a clause. Ex:
After several hours of delay, the movie finally began.
___________________
While Jennifer was watching TV, she heard someone knocking at the door.
___________________
Give students some sentences with a phrase or a clause and ask students to underline any phrase and double underline the
clause. Ex:
With all your help, I should be able to achieve great things!
Nita can do well in the test only if her teacher guides her in school.
4)
Give students some a phrase or a clause and ask students to complete the sentence with the phrase or clause. Ex:
Leaving behind the dog, ________________________________________________.
_______________________________________________________ because she smiled at him.
Clauses - Independent and dependent clauses
1)
Give some sentences and ask students to underline all independent clauses in the sentence and circle the dependent clause(s) in the
sentence. Ex:
Malcolm made a whole-wheat pizza dough, and then he spread the dough on a pan.
The cook used a non-stick pan because he wanted to the cleanup to be easy
2)
Give some sentences with a clause underlined and ask students to I for independent clauses or NI the dependent clause in the
sentence. Ex:
I have never watched any baseball games before meeting you.
When the game makes sense, it is suspenseful and enjoyable.
We then watched the games for several weekends in a row.
If you need any help do not hesitate to call me.
3)
Give a dependent (sub-ordinate) clause and ask student to complete the sentence by writing an independent clause. Ex:
When I graduate from high school ________________________________________________________________
Until Mark moved to Chicago ___________________________________________________________________
Since I met you in the art class first time ___________________________________________________________
Noun, Adverbial and Adjectival Clauses
Give some sentences and underline a clause and ask student to write ‘Noun’ or ‘Adjective’ or ‘Adverb’ based on the type of the
underlined clause it is.
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1)
Guidelines on English grammar – grade 6
Many people hope that Canada can resolve its economic problems.
The books which the professor assigned were very expensive.
2)
_____________________
_____________________
Give some sentences with a clause and ask student to underline the clause and circle one of the three options of clauses. Ex:
The books that people read were mainly religious
a) Noun
b) Adjective
c) Adverb
The Toronto fans hope that the Blue Jays will win again.
a) Noun
b) Adjective
c) Adverb
3)
Give some sentences with the incorrect position of the clause and ask to rewrite the sentence with the correct use of the clause. Ex:
The man is friendly who lives next to me.
____________________________________________________________________________
The books are on that shelf are mine.
____________________________________________________________________________
The girl who sitting next to me is Maria.
____________________________________________________________________________
MECHANICS
Punctuation and Capitalization (Basic) .?!,""
Capitalization and end marks.
1)
Give students some sentences and ask students to rewrite it with proper punctuation and capitalization.
the city of sacramento is the capital of California
_________________________________________________________________________________
my friend sally and i are reading the novel the phantom tollbooth
_________________________________________________________________________________
the american women’s league meeting will be held on Tuesday, but I will not be able to attend
_________________________________________________________________________________
Oh my God, I can’t believe Robert can behave so rudely with his friends
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End Marks and Abbreviations
2)
Give students some sentences with abbreviations and missing punctuation at the end and ask them to punctuate it correctly.
Ex:
The British adventurer T E Lawrence is also known as Lawrence of Arabia
Did you know that our house is on N Herald St
If you are not going to be home later than 6:00 P M, please call me
Usage of commas
3)
Usage of commas – give students some sentences with commas are missing and ask students to rewrite the sentences with
commas. Sentence categories – commas with items in a series, commas in a compound sentence, commas with introductory
element, commas in dates and addresses, and commas with interrupters. (I have given examples in each category). You can give
sentences mix of these.
Mrs. Tiffany stood up closed the book and walked away. (Commas with items in a series)
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Mrs. Tiffany stood up, closed the book, and walked away. (Expected answer)
My helmet is well constructed so it will last long. (commas in a compound sentence)
My helmet is well constructed, so it will last long. (Expected answer)
Mr. Brown our main teacher comes from Boston. (commas with interrupter)
Mr. Brown, our main teacher, comes from Boston. (Expected answer)
At the top of the staircase Ali stood with his arms folded. (commas with introductory element)
At the top of the staircase, Ali stood with his arms folded. (Expected answer)
My grandfather was born on February 20 1930 in Richmond Virginia. (commas in dates and addresses)
My grandfather was born on February 20, 1930, in Richmond, Virginia.
Quotation Marks
4)
Give students some sentences and ask then to punctuate with quotation marks. (usage of quotation – with dialogue or direct
quotation or with titles). (I have given examples in each category). You can give sentences mix of these.
Vivian asked may I have a cup of tea instead of a glass of milk?
Who has written the poem The Second Coming?
5)
Give students a paragraph and ask them to re-write it with proper punctuations..
Punctuations - Semicolon (;), Colon (:), Hyphen (-)
1)
Give some words and ask students to put hyphen, if needed.
A long standing argument
A self made man
Bright sun
2)
Give students some sentences and ask students to rewrite it with semicolon or colon or hyphen.
He lives near the beach. The salty air is making his car rust.
_________________________________________________________________________________
I will have three things on my sandwich ham slices, cheese, and mayonnaise.
_________________________________________________________________________________
3)
Give students some sentences where punctuations are used incorrectly and ask students to rewrite it with punctuation.
The well:known actress received her award on the stage?
_________________________________________________________________________________
A long;anticipated decision was finally made,
_________________________________________________________________________________
4)
Give students some sentences where punctuations (end marks, colon, semi-colon or hyphen) are missing and ask students to
rewrite the sentence with right punctuations.
Direct and Indirect Speech
1)
Give some sentences with direct speech and ask students to change it to indirect speech. Ex:
Mary said, “The train will probably arrive on time.”
_________________________________________________________________________________
Mary said to John,“I cannot go to the movie with you.”
_________________________________________________________________________________
2)
Give some sentences with indirect speech and ask students to change it to direct speech.
Negatives / Double Negatives
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Guidelines on English grammar – grade 6
1)
Give incomplete sentences with words in parenthesis (after the blank) and ask students to complete the sentence with words from
the parenthesis to make the sentence negative. Ex:
The doctor can accept __________ (any, no) appointments on Wednesdays.
We do not know ____________ (everything, nothing) about the universe yet, but in the future we might.
Brian will _____________ (never, ever) be as good as you are at playing chess.
2)
Give some sentences with double negatives and ask students to correct and rewrite them. Ex:
We did not have no time to pack all of our baggage for our long awaited vacation.
Natalie never reads nothing but fiction books.
None of his toys run with 9 volt batteries.
FIGURE OF SPEECH
Sayings and Idioms
1)
2)
3)
Give and list of sayings and some sentences. Ask students to re-write the sentence with a saying from the list.
Give and list of idioms and some sentences. Ask students to re-write the sentence with an idiom from the list.
Give a list of idioms and some sentences with a word or group of words underlined and ask students to replace the word or group
words with an appropriate idioms from the list:
On the tip of his tongue
Under my belt
Getting my feet wet
Busy as a bee
1. Martin had the answer ready, but Lily said it first.
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2. Leslie was spending all her time preparing for the holidays.
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3. I’m just getting ready, so I’d like some tips about the job.
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4. I felt better when I’d gotten a hot meal inside me.
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4)
Give a list of sayings and some sentences with a word or group of words underlined and ask students to replace the word or group
words with an appropriate saying from the list. Ex: Same as above.
5)
Give some sentences with an idiom or saying and ask students to underline the idiom or saying and then write the meaning of it.
Figure of speech – Simile / Metaphor/ Personification / Hyperbole / Onomatopoeia/ Alliteration
1)
2)
3)
4)
Give a list of personifications in a box and some sentences and ask students to rewrite the sentence using the personifications
Give a list of Metaphors in a box and some sentences and ask students to rewrite the sentence using the Metaphors
Give a list of Simile in a box and some sentences and ask students to rewrite the sentence using the similes
Give list of similes, metaphors, personification and Onomatopoeias. Then give a topic and ask students to write various figures of
speech against the topic. Ex.
Similes
Metaphors
Personifications
Onomatopoeias
Topic
Dog
Faithful as a shadow, Fast as the wind, Like a squirt gun
Frozen rock, life, Raging bulls
Queen of all desserts, singing the songs of joy, Came screaming down
Yum, Plop Buzz
Simile
Metaphor
Personification
Onomatopoeia
Rain
Ice Cream
5)
Give a sentence with a figure of speech underlined and ask students to write the kind the figure of speech the underlined is. Ex:
The wind sang her sad song through the falling leaves in the autumn. _______________________
Little Lilly laughed loudly at the clown’s jokes.
_______________________
Ouch! You punched me all of sudden and that really hurt my back.
_______________________
_____________________________________________________________________________________________________________
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Guidelines on English grammar – grade 6
6)
Give a sentence with a figure of speech and ask students to underline the figure of speech in the sentence and then write the kind
the figure of speech the underlined is. Ex:
The wind sang her sad song through the falling leaves in the autumn. _______________________
Ouch! You punched me all of sudden and that really hurt my back.
7)
_______________________
Give some phrases and ask students to write the figure of speech against it. Ex:
Splash: _________________
Bright Billy bought books: ____________________
Thanked million times: __________________
The wind sang: ______________________
Predicate Nominatives/ Predicate Adjectives
1)
Give students some sentences and ask them to underline the predicate nominative and circle the linking verb. The students will
strike out the entire line if it does not contain and predicate nominative. Ex:
Students' favorite food must be pizza.
The alarm must be ringing again and again.
This swamp will soon be an attractive theme park.
2)
Give students some sentences and underline a word in the sentences. Ask student to write PN if the underlined word is the
predicate nominative and circle the linking verb. If the underlined word is not a predicate nominative, student will write NONE.
Ex:
The best sprinters are Stephen and Jennifer.
Pablo Picasso became a great artist.
3)
___________
___________
Give students some sentences and ask them to underline the predicate adjective and circle the linking verb. The students will strike
out the entire line if it does not contain and predicate nominative. Ex:
Great men are not always wise.
I became hungry late in the evening.
They seemed irritated by our behavior.
4)
Give students some sentences and underline a word in the sentences. Ask student to write PN if the underlined word is the
predicate nominative and circle the linking verb. If the underlined word is not a predicate nominative, student will write NONE.
Ex:
The best sprinters are always fast.
Pablo Picasso became a great artist.
5)
_____________
_____________
Give students some sentences and underline a word in the sentences. Ask student to write PN if the underlined word is the
predicate nominative. If the underlined word is not a predicate adjective, student will write PA. If the sentence does not have any
predicate nominative or predicate adjective, ask students to write NONE. Ex:
The old man was extremely lovable.
The small village looked peaceful in the moonlight.
The evergreen tree has long, sharp needles.
6)
Give students some incomplete sentences and ask students to complete it predicate nominative or predicate adjective. If the word
written by student is predicate adjective, student will write PA at the end of the line. If the word written by student is predicate
nominative, student will write PN at the end of the line. Ex:
Fatima seems especially ________________ today.
Skating on the street can be _________________.
Appositives
1)
Give students some sentences with appositives and ask them to underline the appositive and circle the noun or pronoun it
describes. Ex:
Peter, a reader, ordered some detective books
Cheryl went on a walk with her dog Toby.
_____________________________________________________________________________________________________________
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Guidelines on English grammar – grade 6
2)
Give students some sentence and set of words (or group of words) that can be used as appositives, and ask students to re-write the
sentence with an appropriate word (or group of words) from the list using it as appositives. Ex:
My neighbor
fajitas
Peter
Newspaper reporter interviewed many celebrities.
_______________________________________________________
Where did your best friend go?
_______________________________________________________
The Mexican food is my favorite.
_______________________________________________________
3)
Give students two sentences and ask them to combine those using appositives. Ex:
Ralph lives in my room. Ralph is my pet tarantula.
_______________________________________________________
Alan got lost during the hike. He is a former Eagle Scout.
_______________________________________________________
4)
Give students some sentences with appositive phrase and ask them to underline the appositive phrase and circle the noun or
pronoun it describes. Ex:
Peter, a reader from California, ordered some detective books
Using Modifiers
1)
Give some sentences with an adjective or adverb as modifier and ask students to underline the modifier and write the kind of
modifier. Ex:
The baby napped peacefully.
2)
__________
Give some sentences with phrase as modifier and ask students to underline the modifier and write the kind of modifier. Ex:
They applauded after the performance.
3)
____________
Give some sentences with clause as modifier and ask students to underline the modifier and write the kind of modifier. Ex:
After we ate dinner, Rita cleaned the table for us.
Jackie, who plays guard, is one of the team captains.
4)
____________
____________
Give some sentences with clause as modifier and ask students to underline the modifier and write the kind of modifier. Ex:
Give some sentences with a single word or phrase or clause as modifier and ask students to underline the modifier and circle the
kind of modifier as specified in bracket. Ex:
Jillian preferred birds that are very social. (adjective / Adverb)
The cockatoo, which Jillian named Ludwig, charmed everyone. (adjective / adverb)
Jillian bought a cage with several perches. (adjective / adverb)
5)
Give some incomplete sentences ask students to complete the sentence using a kind of modifiers as directed. Ex:
The boy _______________________________ won the first prize. (phrase as adjective)
Ernest stomped ________________________ through the house. (single-word as adverb)
I didn’t tell her the story ________________________________. (clause as adverb)
OTHERS
Prefix/Suffix
1)
Give a list of words followed by some incomplete sentences. Ask students to add a suffix to the word to form a word and then
complete the sentences. Ex:
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Guidelines on English grammar – grade 6
Moist
earth
cover
Billy ____________ the towel and then used it to wipe the table.
Farmers still sometimes _________ human bones in their farm land.
Scientists were recently successful to ___________ 5th moon on Pluto.
2)
Give sentences with word with prefix or suffix. Ask students to underline the prefix or suffix and circle the base word and
then write how the prefix or suffix changes the base word. Ex:
Mike has been an inactive member of the organization for the whole year.
______________________________________________________________
I have liked the dress and it is inexpensive too!
______________________________________________________________
I and found the rebate coupon, but it is postdated.
______________________________________________________________
Dou you think the rain will be harmful to the hay we have cut?
______________________________________________________________
Syllables
1)
Give some words and ask students to syllabicate them and write the syllables. Ex:
Consonant
=
__________
_____________
____________
Proofreading
=
__________
_____________
____________
_____________________________________________________________________________________________________________
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