Grammar and Composition Grammar Practice Workbook Grade 8 Copyright © The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce material contained herein on the condition that such material be reproduced only for classroom use; and be provided to students, teachers, and families without charge; and be used solely in conjunction with Writer’s Choice. Any other repro- duction, for use or sale, is prohibited without written permission of the publisher. Printed in the United States of America. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240 ISBN 0-07-823354-2 1 2 3 4 5 6 7 8 9 024 04 03 02 01 00 ii Glencoe/McGraw-Hill Subjects, Predicates, and Sentences 8.1–2 Sentences and Sentence Fragments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 8.3–5 Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 8.6 Simple and Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Nouns 9.1–2, 5 Kinds of Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 9.3–4 Distinguishing Plurals, Possessives, and Contractions . . . . . . . . . . . . . . . . . . 5 9.6 Appositives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Verbs 10.2 Transitive and Intransitive Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 10.3 Verbs with Indirect Objects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 10.4 Linking Verbs and Predicate Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 10.5 Present and Past Tenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 10.6 Main Verbs and Helping Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 10.7 Progressive Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 10.8 Perfect Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 10.9 Expressing Future Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 10.10 Active and Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 10.11–12 Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Pronouns 11.1 Personal Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 11.2 Pronouns and Antecedents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 11.4–5 Possessive and Indefinite Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 11.6 Reflexive and Intensive Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 11.7 Interrogative and Demonstrative Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . 21 Adjectives and Adverbs 12.1–2 Adjectives, Articles, and Proper Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . 22 12.3–4 Comparative, Superlative, and Demonstrative Adjectives . . . . . . . . . . . . . . 23 12.5 Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 12.6 Comparative and Superlative Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 12.8 Avoiding Double Negatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Prepositions, Conjunctions, and Interjections 13.1 Prepositions and Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 13.2 Pronouns as Objects of Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 13.3 Prepositional Phrases as Adjectives and Adverbs . . . . . . . . . . . . . . . . . . . . . 29 13.4–5 Conjunctions and Conjunctive Adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 13.7 Finding All the Parts of Speech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Unit 13 Unit 12 Unit 11 Unit 10 Unit 9 Unit 8 iii Contents Clauses and Complex Sentences 14.1–2 Sentences, Clauses, and Complex Sentences. . . . . . . . . . . . . . . . . . . . . . . . . 32 14.3–4 Adjective Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 14.5 Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 14.6 Noun Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Verbals 15.1 Participles and Participial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 15.2 Gerunds and Gerund Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 15.3 Infinitives and Infinitive Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Subject-Verb Agreement 16.1, 5 Making Subjects and Verbs Agree. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 16.2 Problems with Locating the Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 16.3–4 Special Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Glossary of Special Usage Problems 17.1–3 Using Troublesome Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Capitalization 19.1–2 Capitalization I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 19.3–4 Capitalization II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Punctuation 20.1 Using the Period and Other End Marks. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 20.2 Using Commas I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 20.3 Using Commas II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 20.4 Using Commas III. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 20.5 Using Semicolons and Colons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 20.6 Using Quotation Marks and Italics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 20.7–8 Using Apostrophes, Hyphens, Dashes, and Parentheses. . . . . . . . . . . . . . . . 51 20.9–10 Using Abbreviations and Writing Numbers . . . . . . . . . . . . . . . . . . . . . . . . . 52 Unit 20 Unit 19 Unit 17 Unit 16 Unit 15 Unit 14 Contents iv Writer’s Choice: Grammar Practice Workbook, Grade 8, Unit 8 1 Name ...................................................................................... Class .................................................. Date ................................ I A. Identifying Types of Sentences Decide whether each item is a sentence or a sentence fragment. If it is a sentence, write whether it is declarative, interrogative, exclamatory, or imperative, and add the correct end mark. If it is a sentence fragment, write fragment. 1. I will be there by 8:15 in the morning _________________________________________ 2. Saving a seat for me _______________________________________________________ 3. Please be on time _________________________________________________________ 4. Ouch! I stubbed my toe ____________________________________________________ 5. What do you know about that speaker ________________________________________ 6. I can count on you ________________________________________________________ 7. Pick up your books and go to the exit ________________________________________ 8. Can’t recall ever hearing a better speech _____________________________________________ I B. Writing Complete Sentences Correct the following fragments by writing them as complete sentences. 1. At least once a week _______________________________________________________________________ 2. Definitely will not _______________________________________________________________________ 3. After school on the playground _______________________________________________________________________ 4. No one in the room _______________________________________________________________________ Grammar Practice 8.1–2 Sentences and Sentence Fragments Copyright © The McGraw-Hill Companies, Inc. A sentence is a group of words that expresses a complete thought. Each sentence has a subject part that names whom or what the sentence is about and a predicate part that tells what the subject does or has. The predicate may also tell what the subject is or is like. There are four types of sentences: declarative, interrogative, exclamatory, and imperative. A sentence fragment is a group of words that lacks either a subject, a predicate, or both. A fragment does not express a complete thought. Key Information . declarative fragment . imperative ! exclamatory ? interrogative . declarative . imperative fragment Each sentence should have a subject and a predicate and be correctly punctuated. 2 Writer’s Choice: Grammar Practice Workbook, Grade 8, Unit 8 I A. Identifying Subjects and Predicates Write whether each sentence has a simple subject or a compound subject and a simple predicate or a compound predicate. Then underline each simple subject and simple predicate. 1. Did you read and understand the homework assignment? _________________________ 2. She and Elizabeth will join us at the play. ______________________________________ 3. I know that lovely melody. _________________________________________________ 4. You and I would rather eat apples and bananas. _________________________________ 5. The boys jumped through hoops for us. _______________________________________ 6. Cowboys and cowgirls both rope steers. _______________________________________ 7. He huffed and puffed loudly. ________________________________________________ 8. Will you please rub my back?________________________________________________ 9. The author wrote and illustrated many books. __________________________________ 10. She learned about physics and geometry. ____________________________________________ I B. Making Subjects and Verbs Agree Underline the correct form of the verb in parentheses. 1. John and Tanya (was, were) very upbeat. 2. Parents and friends sometimes (shout, shouts) a lot at basketball games. 3. Laughter (swell, swells) up in his chest and nearly (make, makes) him choke. 4. She (write, writes) to her family each day. 5. Peas and carrots (is, are) my favorite vegetables. Name ...................................................................................... Class .................................................. Date ................................ Grammar Practice 8.3–5 Subjects and Predicates Copyright © The McGraw-Hill Companies, Inc. The complete subject includes all the words in the subject. The main word or group of words in the complete subject is called the simple subject. A compound subject has two or more simple subjects with the same predicate. The complete predicate includes all the words in the predicate. The main word or group of words in the complete predicate is called the simple predicate. A compound predicate has two or more simple predicates with the same subject. Key Information simple subject, compound predicate compound subject, simple predicate simple subject, simple predicate compound subject, simple predicate simple subject, simple predicate compound subject, simple predicate simple subject, compound predicate simple subject, simple predicate simple subject, compound predicate simple subject, simple predicate Writer’s Choice: Grammar Practice Workbook, Grade 8, Unit 8 3 Name ...................................................................................... Class .................................................. Date ................................ I A. Identifying Simple and Compound Sentences Write whether each sentence is simple or compound. 1. Tigers and elephants are my favorite zoo animals.________________________________ 2. Some animals live in cages, but these animals roam inside fenced areas. ______________ 3. Tigers have such bright eyes; they look so intelligent! _____________________________ 4. Elephants’ eyes are not so bright, but their eyelashes are long. ______________________ 5. Have you ever noticed the eye colors of elephants and tigers?_______________________ _______________________________________________________________________ 6. Some animals enjoy being observed, but other animals seem uncomfortable. __________ _______________________________________________________________________ 7. Do you feel afraid, or do you find the experience enjoyable? _______________________ 8. Some zoo animals look happy; others seem depressed.____________________________ 9. Both elephants and tigers sometimes pace. _____________________________________ 10. Perhaps they are hungry or need some attention._____________________________________ I B. Rewriting Run-on Sentences Rewrite the following run-on sentences correctly. 1. I told her yes then she ran up and put my name on the board._________________________ _______________________________________________________________________ 2. Her performance was fantastic, no one was better.____________________________________ _______________________________________________________________________ 3. I ate breakfast, she drank juice. _____________________________________________________ _______________________________________________________________________ 4. I can’t possibly eat another thing okay, give me a carrot.___________________________ _______________________________________________________________________ Grammar Practice 8.6 Simple and Compound Sentences Copyright © The McGraw-Hill Companies, Inc. A simple sentence has one complete subject and one complete predicate. It may have a compound subject, a compound predicate, or both. A compound sentence contains two or more simple sentences joined by a comma and a coordinating conjunction or by a semicolon. A run-on sentence is two or more sentences incorrectly written as one sentence. Correct a run-on sentence by rewriting it as two separate sentences or by joining the sentences with a semicolon or with a conjunction preceded by a comma. Key Information simple compound compound compound compound compound compound simple simple Possible answers given. I told her yes; then she ran up and put my name on the board. Her performance was fantastic; no one was better. I ate breakfast. She drank juice. I can’t possibly eat another thing. Okay, give me a carrot. simple 4 Writer’s Choice: Grammar Practice Workbook, Grade 8, Unit 9 I A. Identifying Kinds of Nouns List the nouns in each sentence. Then write whether each noun is proper, concrete, abstract, or compound. 1. Did Oki see Maria’s new dog? _______________________________________________ 2. I think it’s a golden retriever, but I’m not sure. __________________________________ 3. The truth is, she named him Goldy after her Aunt Golda! _________________________ 4. Every Tuesday, she takes him to obedience school.____________________________________ I B. Making Compound Nouns Plural Follow the rules you learned in your textbook to write a sentence using the correct plural form of each of the following compound nouns. Make sure the verb you use agrees with the noun. Use additional paper if necessary. 1. (lawnmower)_____________________________________________________________ 2. (son-in-law) ______________________________________________________________________ I C. Using Collective Nouns Fill in the blanks with an appropriate collective noun. 1. The entire ________________ was at recess. 2. The performers took a bow when the ________________ applauded. Name ...................................................................................... Class .................................................. Date ................................ Grammar Practice 9.1–2, 5 Kinds of Nouns Copyright © The McGraw-Hill Companies, Inc. A noun is a word that names a person, place, thing, or idea. A proper noun names a specific person, place, thing, or idea. Beatles Montreal A common noun names any person, place, thing, or idea. children honesty Concrete nouns name things you can see or touch. desk chair Abstract nouns name ideas, qualities, or feelings. honor sadness Compound nouns are made up of two or more words. To create the plural form of hyphenated compound nouns and com- pound nouns of more than one word, add -s or -es to the most important part of the compound. Commander in Chief Commanders in Chief A collective noun names a group that is made up of individuals. Key Information proper, concrete; proper, concrete; concrete concrete abstract; proper, concrete; proper, concrete proper, abstract; concrete Sentences should include these plural forms: lawnmowers sons-in-law Possible answers given. class audience Writer’s Choice: Grammar Practice Workbook, Grade 8, Unit 9 5 Name ...................................................................................... Class .................................................. Date ................................ I A. Identifying Plurals, Possessives, and Contractions Write whether each underlined noun in the following sentences is a plural, a plural possessive, a singular possessive, or a contraction. 1. The children’s books section of the store was packed with shoppers. _________________ 2. I noticed that the catalog’s front page was ripped out. ____________________________ 3. The bride’s never supposed to be late to the wedding. ____________________________ 4. All five of the countries’ representatives spoke at once.____________________________ 5. That book’s the best one I’ve read this year._____________________________________ 6. That singer’s sure to be a star someday. ________________________________________ 7. The flowers’ fragrances were overwhelming. ____________________________________ 8. He wore several sweaters made of different styles and yarns.___________________________ I B. Using Plurals, Possessives, and Contractions Write three sentences for each of the following words. In the first sentence use the plural form of the word. In the second use the plural possessive form. In the third sentence use the word as part of a contraction. 1. (child) ___________________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2. (Frank) __________________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Grammar Practice 9.3–4 Distinguishing Plurals, Possessives, and Contractions Copyright © The McGraw-Hill Companies, Inc. Possessive nouns name who or what owns something. They can be singular or plural, common nouns or proper nouns. To form the possessive of singular nouns and plural nouns not ending in -s, add an apostrophe and -s (‘s). To form the possessive of plural nouns ending in -s, add only an apostrophe. the boy’s coat the boys’ coats Bill’s coat the Joneses’ car Contractions are made by combining two words into one and putting an apostrophe in place of one or more letters. is not—isn’t Key Information plural possessive singular possessive contraction plural possessive contraction contraction plural possessive plural Sentences should contain the following noun forms. children children’s child’s (coming) Franks Franks’ Frank’s (happy) 6 Writer’s Choice: Grammar Practice Workbook, Grade 8, Unit 9 I A. Punctuating Appositives Underline each appositive in the following sentences. Remember to add commas if needed. 1. George Washington our first president had wooden false teeth. 2. He and his wife Martha lived at Mount Vernon in Virginia. 3. Martha a widow had children from her first marriage. 4. Washington’s home Mount Vernon is open to the public. 5. Martha Washington’s husband George was a farmer as well as a politician and soldier. I B. Writing Appositives Rewrite the following sentences, and add appositives or appositive phrases to each. Be sure to punctuate your sentences correctly. 1. Mrs. Fuller ran her best time ever in the 400-meter race. __________________________ _______________________________________________________________________ 2. Our dog whimpered all night when we first brought him home. ____________________ _______________________________________________________________________ 3. His father was also a very tall man. ___________________________________________ _______________________________________________________________________ 4. My cousin will stay for two weeks when she visits. _______________________________ _______________________________________________________________________ 5. Her teacher handed back the papers on time. ___________________________________ _______________________________________________________________________ 6. She asked for her favorite hot drink. ________________________________________________ _______________________________________________________________________ Name ...................................................................................... Class .................................................. Date ................................ Grammar Practice 9.6 Appositives Copyright © The McGraw-Hill Companies, Inc. An appositive is a noun that is placed next to another noun to identify it or add information about it. My only grandmother, Erma Clayborn, was a farmer. An appositive phrase is a group of words that includes an appositive and other words that describe it. The man, a skilled athlete, easily lifted the heavy box. Key Information , , , , , , , , Appositives will vary. Writer’s Choice: Grammar Practice Workbook, Grade 8, Unit 10 7 Name ...................................................................................... Class .................................................. Date ................................ I A. Identifying Transitive and Intransitive Verbs The following excerpt is from Growing Up by the American author Russell Baker. Indicate whether each of the underlined action verbs in the excerpt is transitive or intransitive by writing T or I in the space above the word. If the verb is transitive, underline the direct object twice. For the first time, light shone on a possibility. Writing couldn’t lead to a job after high school, and it was hardly honest work, but Mr. Fleagle had opened a door for me. After that I ranked Mr. Fleagle among the finest teachers in the school. My mother beamed with delight when I showed her Mr. Fleagle’s A-Plus and described my triumph. I B. Using Transitive and Intransitive Verbs Write four sentences about someone you admire. Identify each action verb you use as transitive (T) or intransitive (I). 1. _________________________________________________________________________________ _________________________________________________________________________________ 2. _________________________________________________________________________________ _________________________________________________________________________________ 3. _________________________________________________________________________________ _________________________________________________________________________________ 4. _________________________________________________________________________________ _________________________________________________________________________________ Grammar Practice 10.2 Transitive and Intransitive Verbs Copyright © The McGraw-Hill Companies, Inc. A direct object receives the action of a verb. It answers the question whom? or what? after an action verb. When an action verb transfers action to a direct object, it is transitive. The crowd cheers the runners. When an action verb does not have a direct object, it is intransitive. The crowd cheers enthusiastically. Key Information I I T T I T T Sentences will vary. 8 Writer’s Choice: Grammar Practice Workbook, Grade 8, Unit 10 I A. Identifying Direct and Indirect Objects Underline each direct object once, and underline each indirect object twice. 1. I sang Tanya a song about happiness. 2. She drank juice for breakfast every day. 3. The glee club offers students an opportunity to sing. 4. The dogs licked José in the face. 5. Nick tossed Alicia a big, juicy apple. 6. Each of the players knew the rules. 7. The children loved the clown. 8. Parents asked teachers many questions. 9. The little girl ate a lollipop. 10. The little boy gave his mother a drawing. I B. Writing Sentences with Indirect Objects Rewrite each sentence, underlining the direct object and adding an indirect object. 1. She sang a song. __________________________________________________________ _______________________________________________________________________ 2. The children made some candy.______________________________________________ _______________________________________________________________________ 3. This magazine offers fashion tips. ____________________________________________ _______________________________________________________________________ 4. The teacher gave the tests.__________________________________________________________ _______________________________________________________________________ Name ...................................................................................... Class .................................................. Date ................................ Grammar Practice 10.3 Verbs with Indirect Objects Copyright © The McGraw-Hill Companies, Inc. Direct objects are words that answer whom? or what? after an action verb. I wrote a letter. Indirect objects tell to whom or for whom an action is done. An indirect object appears only in a sentence that has a direct object. I sent mother the letter. Key Information Sentences will vary. Direct objects are underlined. Writer’s Choice: Grammar Practice Workbook, Grade 8, Unit 10 9 Name ...................................................................................... Class .................................................. Date ................................ I A. Identifying Linking Verbs and Predicate Nouns and Adjectives Underline the verb in each sentence, and label it action or linking. If the verb is a linking verb, write whether it is followed by a predicate noun or a predicate adjective. 1. Grandmother always grows lavender.__________________________________________ 2. Today I feel wonderful!_____________________________________________________ 3. Mrs. Johnson is our coach.__________________________________________________ 4. Craig is always organized.___________________________________________________ 5. Sandy clearly was the leader. ________________________________________________ 6. Professor Hayford conducted experiments. _____________________________________ I B. Using Linking Verbs and Predicate Nouns and Adjectives Write a sentence for the given topic, using a form of one of the following linking verbs in each sentence: smell, sound, feel, taste, grow. Use at least one predicate noun or predicate adjective in each sentence. 1. (difficulty or ease of writing)_______________________________________________________ _______________________________________________________________________ 2. (breakfast food)___________________________________________________________________ _______________________________________________________________________ 3. (flower garden) ___________________________________________________________________ _______________________________________________________________________ 4. (sunshine)________________________________________________________________________ _______________________________________________________________________ Grammar Practice 10.4 Linking Verbs and Predicate Words Copyright © The McGraw-Hill Companies, Inc. A linking verb connects the subject of a sentence with a noun or an adjective in the predicate. The dog was friendly. A predicate noun is a noun that follows a linking verb. It tells what the subject is. She is a teacher. A predicate adjective is an adjective that follows a linking verb. It describes the sub- ject by telling what it is like. The sky is cloudy. Some common linking verbs are forms of the verbs be, become, smell, look, feel, sound, grow, taste, and appear. Key Information action linking, predicate adjective linking, predicate adjective linking, predicate noun linking, predicate noun action Sentences should use given verbs as linking verbs. 10 Writer’s Choice: Grammar Practice Workbook, Grade 8, Unit 10 I A. Distinguishing Between Verbs in Past and Present Tense Read the following paragraph, and decide whether each numbered, underlined verb is written in the present tense or in the past tense. Write your answers in the space provided below the reading selection. Fish, flowers, and landscapes (1.) are the subjects of paintings by Joseph Raffael, a California painter. Raffael (2.) experimented with color and light in many of his works. (3.) Examine his paintings. They (4.) have very bright colors. In the painting Joseph and Reuben, which he (5.) painted in 1984, Raffael (6.) used a strong contrast between darkness and light. This technique (7.) is different from that in his other paintings. It (8.) gives the painting the look of a snapshot. 1. _____________________________________ 5. _____________________________________ 2. _____________________________________ 6. _____________________________________ 3. _____________________________________ 7. _____________________________________ 4. _____________________________________ 8. _____________________________________ I B. Writing Verbs in Present and Past Tenses Write two sentences each for the verbs jump and walk. Follow the guidelines in parentheses. 1. (present tense) ___________________________________________________________ _______________________________________________________________________ 2. (past tense) ______________________________________________________________ _______________________________________________________________________ 3. (present tense) ___________________________________________________________ _______________________________________________________________________ 4. (past tense)_______________________________________________________________________ _______________________________________________________________________ Name ...................................................................................... Class .................................................. Date ................................ Grammar Practice 10.5 Present and Past Tenses Copyright © The McGraw-Hill Companies, Inc. The present tense of a verb names an action that happens regularly. It can also express a general truth. The mail arrives at 1:00 P.M. The past tense of a verb names an action that already happened. Yesterday the mail arrived late. Key Information present past past past present present present present Sentences will vary. Writer’s Choice: Grammar Practice Workbook, Grade 8, Unit 10 11 Name ...................................................................................... Class .................................................. Date ................................ I A. Using Helping Verbs Correctly Circle the correct helping verb in parentheses. 1. Wilma (had/have) hoped that we’d go with her. 2. Some people (are/have) arrived already. 3. Kids (are/were) lined up around the block yesterday. 4. The pitcher (is/has) finally arrived to start the game. 5. The ushers (had/were) already seating the crowd. I B. Practice with Helping and Main Verbs In sentences that are questions, the helping and main verbs of a verb phrase are not placed next to one another. Rewrite the following sentences, changing them into questions if they are statements and into statements if they are questions. 1. She has developed all the film I sent her. ____________________________________________ _______________________________________________________________________ 2. André has sat at the same desk all year. ______________________________________________ _______________________________________________________________________ 3. Had she joined them before they left for school? _____________________________________ _______________________________________________________________________ 4. Mrs. Watkins is handing back the papers.____________________________________________ _______________________________________________________________________ 5. Were you watching the football game?_______________________________________________ _______________________________________________________________________ Grammar Practice 10.6 Main Verbs and Helping Verbs Copyright © The McGraw-Hill Companies, Inc. A helping verb helps the main verb tell about an action or make a statement. Common helping verbs are be, have, and do. A verb phrase consists of one or more helping verbs followed by a main verb. They are running together in the race. Key Information Possible answers are given. Has she developed all the film I sent her? Has André sat at the same desk all year? She had joined them before they left for school. Is Mrs. Watkins handing back the papers? You were watching the football game.