Usage & Mechanics
|
Skill #5: Sentence Structure and Formation: Consistent Verb Tenses
|
LEARNING TARGET(S):
I can consistently use the correct verb tense while writing sentences.
I can identify and correct shifts in verb tense.
|
College Readiness Standards: Sentence Structure and Formation (13-15): Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences.
|
Kentucky Academic Standards:
L.CCR.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L.CCR.2- Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
W.CCR.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
|
FOR THE TEACHER:
Lesson Outline:
Introduction of skill/content (class review and demonstration)
Student practice (Activities 1 and 2)
Additional activities to be used in any thematic unit (3-6)
Extension activities
These lessons can be used in the sequence presented above, or they can be pulled as needed and dropped into an existing unit. Activities 1 and 2 are more appropriate for direct instruction and guided practice, while the remaining activities can be used for additional guided practice, independent practice, or modified for assessment purposes. Extension activities are designed to be used with students at higher levels or to continue working with related concepts and skills.
Prior information to review with students:
A verb is a word that shows action or being. Whatever you’re doing can be expressed by a verb.
The main verb expresses the main action or state of being in the sentence.
The principal called Julio into his office.
Julio is nervous.
Helping verbs are nice and help the main verb express tenses. There are 23 of these verbs.
Am are is was were be being been do does did have has had may must might can could would should shall will
A main verb can have up to three helping verbs.
(source: Terban, M. Scholastic Guides: Checking Your Grammar. Scholastic, New York. 1993.)
|
Teaching Activities:
|
Activity #1: Class Review
|
New information to be introduced:
Tense means time in grammar. The tense of a verb tells you when the action of the verb takes place. There are six main tenses.
Present tense means now: I ride my bike this very minute.
Past tense means before now – a second or a million years ago: I rode my horse the day before yesterday.
Future tense means not yet (but any time after now): I will ride my skateboard to school this morning.
Present perfect tense means started in the past and just recently finished or still going on: I have ridden my moped around the park three times (and I’m still riding it).
Past perfect tense means finished before some other past action: I had ridden my wagon for a mile before I fell off.
Future perfect tense means the action will be started and finished in the future: I will have ridden the camel for hours before I get there.
Every verb has three main parts called principal parts.
The present is used by itself for the present tense (I go) and with the helping verb will for the future tense (I will go).
The past is used for the past tense (I went).
The past participle is used with the helping verbs have, has, or had to form the three perfect tenses:
Present perfect (I have gone)
Past perfect (I had gone)
Future perfect (I will have gone)
|
Activity #2: The Verb Tense Song
|
Play the “Verb Tense” song for students as part of your introduction of verbs and tenses. (Note: There is a $2.99 download charge for the song and additional materials). At the end of the lesson, challenge students to write their own “verb tense” rap.
The verb tense song: http://www.educationalrap.com/song/verb-tenses.html
|
Activity #3: Verb Tense Time Warps
|
Find a photo of someone from a past decade (60’s, 70’s, etc – the funnier, the better), a picture of someone from a current decade, and someone wearing an outfit from a projected future (high-end fashion runway shows provide good options). An alternative would be to have students find their own photos and bring them in. Cut out the figure and glue it to a popsicle stick.
Come up with a list of verbs in various tenses; these can be teacher-generated or student-generated. Call out each verb or display it visually in front of the class. Students should hold up the figure that identifies the tense of the verb: past, present, or future. You can use this to check progress of the entire class on tense identification, or you can break the students into teams and make a contest out of it.
|
Activity #4: Switching Tenses
|
Have students find a paragraph from their favorite book (or a book/article the class is currently reading) and rewrite it using a different tense. Require a reflection paragraph and ask students to reflect on how the shift in verb tense affects the story.
|
Activity #5: Word Play
|
Write different verbs on index cards. Have each student draw a certain number of words “out of a hat” and write sentences using all three tenses. An alternative option is to have students select a handful of words and write a paragraph using all of the words. The teacher should assign a verb tense to each student with this option.
|
Activity #6: Good Sports
|
Have students watch a sporting event, play, concert, etc., and narrate the event as it is happening. You can use video clips or you can have students use Flip cameras to record their own video with narration as it occurs.
|
Activity #7: Whose Line is it Anyway
|
Have students come up with a list of topics. One at a time, have students come to the front of the room. The teacher calls out a tense (past, present, or future) and the student begins a monologue on one of the topics. At any point, the teacher can call a different tense and the student must switch tenses and continue the story. If the student incorrectly uses a tense, he/she must sit down and another student takes his/her place. An alternative would be to have the students in the “audience” be spotters and call out when the speaking student makes a tense mistake.
|
Additional Resources
|
Computer-based activities:
Online exercises: http://owl.english.purdue.edu/exercises/2/22
Verb tense games: basketball: http://www.marks-english-school.com/games/b_verbs.html
Golf: http://www.marks-english-school.com/games/g_present.html
|
Usage & Mechanics
|
Skill #6: Sentence Structure and Formation: Verb Tense Shifts
Note:
I would not make this a separate lesson, but would include it as an activity in the previous lesson that begins on page 60 (Skill 5) ~ Renee
This activity was not intended to be a separate lesson/skill. It is an extension of the previous skill. It was my understanding that we were supposed to develop extension activities where applicable for teachers to use to extend the concepts being taught (at least, that’s what my notes tell me). The same thing applies to Skills 3 and 4. ~ Audrey
OK- apparently I totally messed this one up. Can you fix it, Audrey? ~ April
|
LEARNING TARGET(S):
I can revise my writing to correct shifts in verb tense.
I can revise verb tense shifts created after combining sentences or clauses.
|
College Readiness Standards:
Extension Skills:
Revise writing to correct glaring shifts in verb tense
Revise verb tense shifts created when clauses or sentences are combined
|
Kentucky Academic Standards:
L.CCR.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L.CCR.2- Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
W.CCR.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
|
FOR THE TEACHER:
Lesson Outline:
Complete Activity #1 in the order shown.
Before doing the exercise, the students are introduced to consistent verb tenses in a previous class.
Before you continue with these activities, you might want to do a five minute traditional blackboard review of this material.
|
Teaching Activities:
|
Activity #1: Butt Ends
|
Instructions:
Step one: For each sentence below, write the correct past or past-participle form of the verb in parenthesis.
_______________ Merdine (decide) to quit smoking.
_______________ She (make) this decision recently.
_______________ She had (smoke) two packs of cigarettes a day.
_______________ She had (do) this for several years.
_______________ In this time, her teeth had (turn) brown.
_______________ Her fingertips (be) yellow.
_______________ She had (develop) a hacking cough.
_______________ She (wheeze) like a cracked radiator.
_______________ She (know) it was time to quit.
_______________ She (understand) that it would not be easy.
_______________ Merdine's first step (be) to change her brand of cigarettes.
_______________ She (switch) to a "low-tar" brand.
_______________ She immediately (start) smoking twice as many cigarettes as before.
_______________ She (keep) coughing and wheezing.
_______________ Then she (buy) a plastic Magic Filter.
_______________ She (inhale) deeply.
_______________ She (swallow) the filter.
_______________ She (try) nicotine gum.
_______________ She (take) snuff.
_______________ She (continue) to smoke like a chimney.
_______________ Merdine (devise) a plan.
_______________ She (plan) to cut out smoking gradually.
_______________ She (begin) her program on a Monday.
_______________ She (smoke) 68 cigarettes.
_______________ On Tuesday, she (cut) down to 65.
_______________ By Friday, she had (return) to just two packs.
_______________ She (be) feeling proud of herself.
_______________ She (go) down to the Rainbow Inn.
_______________ She (drink) a bottle of Perrier.
_______________ She (celebrate) by smoking a carton of cigarettes.
_______________ The next Monday Merdine (sign) up for a course.
_______________ The course (be) held at the Bates Motel.
_______________ She (pay) $100 to enroll in the course.
_______________ The course was (suppose) to help people.
_______________ It (promise) to help people quit smoking.
_______________ Merdine (sit) through a two-hour lecture.
_______________ The speaker (frighten) the audience with descriptions of lung diseases.
_______________ His assistant (collect) cigarettes from the members of the audience.
_______________ "You are (heal)," the speaker said to the crowd.
_______________ "You are crazy!" Merdine (cry) out.
_______________ Merdine (be) frustrated.
_______________ She had (run) out of gimmicks.
_______________ She (know) that there was just one thing left to do.
_______________ She (toss) out her cigarettes.
_______________ She (lock) herself in the bathroom.
_______________ She (flush) the key down the toilet.
_______________ She (pound) on the walls.
_______________ Finally, after two days in the bathroom, she (smash) the door down.
_______________ She (be) weeping.
_______________ At last she (have) quit smoking.
_______________ Merdine has (go) four weeks now without a cigarette.
_______________ She has (swear) off smoking for life.
_______________ She has (begin) to eat instead.
_______________ She has (cram) the cupboards with junk foods.
_______________ She has (stock) her freezer with ice cream.
_______________ In four weeks Merdine has (put) on 20 pounds.
_______________ Still, she is not (concern).
_______________ She has (come) up with a sure-fire plan to lose weight.
Here are the answers to the verb tense questions above. Once students have compared their answers, have them move on to step 2.
Butt Ends- Answers
Merdine decided to quit smoking.
She made this decision recently.
She had smoked two packs of cigarettes a day.
She had done this for several years.
In this time, her teeth had turned brown.
Her fingertips were yellow.
She had developed a hacking cough.
She wheezed like a cracked radiator.
She knew it was time to quit.
She understood that it would not be easy.
Merdine's first step was to change her brand of cigarettes.
She switched to a "low-tar" brand.
She immediately started smoking twice as many cigarettes as before.
She kept coughing and wheezing.
Then she bought a plastic Magic Filter.
She inhaled deeply.
She swallowed the filter.
She tried nicotine gum.
She took snuff.
She continued to smoke like a chimney.
Merdine devised a plan.
She planned to cut out smoking gradually.
She began her program on a Monday.
She smoked 68 cigarettes.
On Tuesday, she cut down to 65.
By Friday, she had returned to just two packs.
She was feeling proud of herself.
She went down to the Rainbow Inn.
She drank a bottle of Perrier.
She celebrated by smoking a carton of cigarettes.
The next Monday Merdine signed up for a course.
The course was held at the Bates Motel.
She paid $100 to enroll in the course.
The course was supposed to help people.
It promised to help people quit smoking.
Merdine sat through a two-hour lecture.
The speaker frightened the audience with descriptions of lung diseases.
His assistant collected cigarettes from the members of the audience.
"You are healed," the speaker said to the crowd.
"You are crazy!" Merdine cried out.
Merdine was frustrated.
She had run out of gimmicks.
She knew that there was just one thing left to do.
She tossed out her cigarettes.
She locked herself in the bathroom.
She flushed the key down the toilet.
She pounded on the walls.
Finally, after two days in the bathroom, she smashed the door down.
She was weeping.
At last she had quit smoking.
Merdine has gone four weeks now without a cigarette.
She has sworn off smoking for life.
She has begun to eat instead.
She has crammed the cupboards with junk foods.
She has stocked her freezer with ice cream.
In four weeks Merdine has put on 20 pounds.
Still, she is not concerned.
She has come up with a sure-fire plan to lose weight.
Step Two: Combine, revise, and rearrange the sentences to create a coherent essay with a clear introduction, three or four body paragraphs, and a conclusion. (See the guidelines at Introduction to Sentence Combining.) Feel free to add, delete, or alter words in the interest of clarity and directness.
When students have completed step two, have them compare their essays with the original version of "Butt Ends" below. Many variations are possible, of course, and no two versions of the essay will be the same.
Butt Ends
After several years of smoking two packs of cigarettes a day, Merdine recently decided to quit. Her teeth had turned brown, her fingertips yellow. She had developed a chronic cough and frequently wheezed like a cracked radiator. She knew that it was time to quit, and she understood that it would not be easy.
Merdine's first step was to switch to a "low-tar" brand of cigarettes. But immediately she started smoking twice as many cigarettes as before. She kept coughing and wheezing. Then she bought a plastic Magic Filter, but the first time she inhaled deeply she swallowed it. Next she tried nicotine gum and then snuff, but still she continued to smoke like a chimney.
One day she devised a plan to cut out smoking gradually. On Monday, the day she began her program, she smoked 68 cigarettes, on Tuesday she cut down to 65, and by Friday she had returned to just two packs. Feeling proud of herself, she went down to the Rainbow Inn to celebrate with a bottle of Perrier--and a carton of cigarettes.
The next Monday Merdine paid $100 to enroll in a course at the Bates Motel that was supposed to help people quit smoking. For two hours she listened to the speaker frighten the audience with descriptions of lung disease. Then, after his assistants collected cigarettes from the crowd, the speaker told them, "You are healed." Merdine cried out, "You are crazy!"
Merdine was frustrated. She had run out of gimmicks and knew that there was just one thing left to do. She tossed out her cigarettes, locked herself in the bathroom, flushed the key down the toilet, and soon began pounding on the walls. Finally, after two days in the bathroom without cigarettes, she smashed the door down. She was weeping, but at last she had quit smoking.
Merdine has gone four weeks now without a cigarette, and she has sworn off smoking for life. Now, however, she has begun to eat instead. She has crammed the cupboards with junk foods, stocked her freezer with ice cream, and in four weeks she has put on 20 pounds. Still, she is not concerned, for she has come up with a sure-fire plan to lose weight.
Source: http://grammar.about.com/od/irregularverbs/a/essayexerciseverbtense.htm
|
Additional Resources
|
Computer-based activities:
Online exercises: http://owl.english.purdue.edu/exercises/2/22
Verb tense games: basketball: http://www.marks-english-school.com/games/b_verbs.html
Golf: http://www.marks-english-school.com/games/g_present.html
|
Usage & Mechanics
|
Skill #1: Conventions of Usage: Comparative and Superlative Adjectives
|
LEARNING TARGET(S):
I can form comparative and superlative adjectives correctly.
|
College Readiness Standards: Conventions of Usage 13-15. Solve such basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs and how to form comparative and superlative adjectives.
|
Kentucky Academic Standards:
L.CCR.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L.CCR.2- Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
W.CCR.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
|
FOR THE TEACHER:
Most students have gleaned ideas about comparison adjectives unconsciously, but it is necessary to teach the concept explicitly. Adjectives come in three kinds: positive, which modify nouns without comparison; and comparative and superlative, which modify nouns in relation to other nouns—comparative adjectives referring to one of two nouns, superlative adjectives referring to one of three or more nouns. This may sound difficult, but examples will clear it up:
1) The tree is tall.
Tall is a positive adjective.
2) This tree is taller than that one.
Taller is a comparative adjective.
3) That tree is the tallest one.
Tallest is a superlative adjective.
It is also important to teach irregular adjectives, some of which are:
good, better, best
bad, worse, worst
many, more, most
|
Teaching Activities:
|
Activity #1: Comparative and Superlative
|
Instructions:
Write the correct form of the adjective for each sentence.
You will get the (good) __________ deal if you buy your new laptop online.
When I was a kid I was a (good) __________ swimmer than anyone else in my school.
I think that this toy has (good) __________ educational value than that one.
Out of everyone, my boss was the (angry) __________ about the broken photocopier.
The television on the right appears (bright) __________ than the one on the left.
Our new textbooks are (clear) __________than the ones we used last year.
This book has the (interesting) _________ story I’ve ever read.
Jesse is the (creative) __________ writer in my class.
This restaurant has the (good) __________ guacamole!
That dishwasher salesman was the (persistent) __________ I have ever met.
My Halloween costume was the (colorful) __________ of all that were at the party.
The advanced course covers (complex) __________ programming than the introductory computer class.
I think Christina’s idea is (reasonable) __________ than the others we’ve considered.
|
Activity #2: Beautifuller Than a Summer Day?
|
Copy the poem “Adjectives” by Mary O’Neill and use it to discuss the three basic kinds of adjectives.
During the discussion, try to elicit from students the fact that certain adjectives don’t have simple comparative and superlative forms, but instead must be preceded by more, less, and most.
Adjectives
Adjectives tell you the quality of a person, place,
or thing
As pretty girl, big city, fast horse, golden ring.
Some adjectives increase their strength
By going on to greater length:
As pretty when you’re positive
she’s fair,
But prettier whenever you compare,
And see a second more exquisite face
Among the members of the human race.
But prettiest is where you reach
the top—
Superlative—and there you have
to stop.
|
Activity #3: Alliterative Superlative Adjective
|
In groups of three (or two or four, if necessary), students choose a noun together and then separately find superlative adjectives that start with the same letter as the noun.
cave: coldest, clammiest, creepiest
bat: biggest, blackest, buggiest
Dictionaries will make this activity more productive and enjoyable
|
Activity #4: He Was Bigger Than a Small Car
|
Ask students to get into groups of three (or group them yourself), explaining that each group will tell a “fish tale.” The group chooses a noun as a character. The first student tells something about the noun and describes it with a positive adjective. The second student then uses the comparative form of the adjective, and the third student tells the biggest whopper of them all, using the adjective’s superlative form. Hold enough rounds of “fish tales” that everyone has a chance to use the superlative form.
Here’s a simple example:
The wrestler was very strong.
The wrestler was stronger than an ox.
The wrestler was the strongest athlete at the Olympics.
|
Additional Resources
|
http://www.eflnet.com/tutorials/adjcompsup.php
http://www.worksheetworks.com/english/partsofspeech/adjectives/comparative-superlative.html
|
Usage & Mechanics
|
Skill #2: Conventions of Usage: Using Adjectives Correctly
|
LEARNING TARGET(S):
I can use adjectives like good and well correctly.
|
College Readiness Standards: Conventions of Usage 13-15. Make sure to use adjectives like well, less, and worst correctly.
|
Kentucky Academic Standards:
L.CCR.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L.CCR.2- Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
W.CCR.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
|
FOR THE TEACHER:
Good
Good is an adjective, which means that it modifies nouns.
This is a good movie
What a good idea!
You speak good English
Good can be used with copular verbs (that is, verbs which express a state of being, such as to be, to seem, and to appear), but it is still an adjective modifying a noun, not a verb.
This movie is good
His ideas are good
Your English is good
Well
Well is an adverb, which means that it modifies verbs, adjectives, and other adverbs.
Did the movie do well at the box office?
It was a well-defined idea
You speak English well
Well can be used as an adjective to mean "in good health."
You look well
I don't feel well
The Bottom Line
The confusion between good and well comes from their similar meanings and a general confusion between adjectives and adverbs. Take a moment to think about what the word is modifying: if it's a verb, you'd do well to use well; otherwise, the good choice is good.
|
Teaching Activities:
|
Activity #1: Good or Well
|
Do you ever find yourself wondering whether to use “good” or “well”? Here is a simplified version of the rule. It works 100% of the time.
Use an adjective (“good”) to modify a noun.
If the word modified is not a noun, use an adverb (“well”)
Write the following information for each sentence below:
a. The word that the underlined word modifies is _______ (write down the actual word).
b. Is the word you wrote down used as a noun in the sentence?
c. Is the underlined word an adjective or an adverb?
d. Is the underlined word used correctly? If not, supply the correct form.
1. Students who study will do good in college.
2. You’d better have a good reason for this kind of behavior.
3. Because he was real tall, we thought he played basketball.
4. Because he drives careful, he has never had an accident.
5. People who talk loud are frequently perceived as authoritative.
6. Margaret behaves proper when she goes to church.
|
Activity 2: Bad or Badly?
|
Further Activities
Choose one of the following words for each blank: bad or badly. Then identify the word in the sentence it modifies.
You look ______ today.
He did ______ on the test.
I felt _____ about my grades.
This change is ______ needed.
She sang so _______ that most of the audience left at intermission.
Choose one of the following words for each blank: real or really.
She is a _____ nice person.
Is she a _____ princess?
He wrote a ______ good paper about Jeffersonian democracy.
Is that painting a _____ Picasso?
Everyone is ______ tired by Friday afternoon.
Choose one of the following words for each blank: good or well.
John writes _______.
Doesn’t she look _______ in that new outfit?
I feel _____ about my chances of winning.
Nobody did ______ on the test.
How _______ are his chances of winning the contest?
|
Activity 3: Irregular Comparative and Superlative Forms
|
Be careful not to form comparatives or superlatives of adjectives which already express an extreme of comparison — unique, for instance — although it probably is possible to form comparative forms of most adjectives: something can be more perfect, and someone can have a fuller figure.
good
better
best
bad
worse
worst
little
less
least
much
many
some
more
most
far
further
furthest
|
Additional Resources
|
http://grammar.quickanddirtytips.com/good-versus-well.aspx
http://data.grammarbook.com/blog/adjectives-adverbs/good-v-well/
|
Usage & Mechanics
|
Skill #3: Conventions of Usage: Irregular Verbs
|
LEARNING TARGET(S):
I can use the correct form of an irregular verb.
Note:
I would delete this entire skill since it is covered elsewhere and is very low level. (Renee)
The only place I see this information covered is on p. 60 with Skill #5 Sentence Structure and Formation: Consistent Verb Tense. I think this lesson should be covered; I just think that maybe we need to restructure the activities to focus more on irregular verbs. We can begin by modifying the learning target to say “irregular verb.” (Audrey)
Audrey I like your idea here. I already modified the learning target. If you need help with activities, let me know.
|
College Readiness Standards: Conventions of Usage 13-15
Solve such basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs and how to form comparative and superlative adjectives.
|
Kentucky Academic Standards:
L.CCR.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L.CCR.2- Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
W.CCR.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
|
FOR THE TEACHER:
Irregular verbs are verbs that do not follow the convention of adding 'ed' at the end of the verb to form past tense statements. Although there are only about 180 past tense verbs in the modern English language, they are the most commonly occurring verbs. According to Steven Pinker, 70 percent of the time we use a verb, it is an irregular verb. The implication for pedagogy is that irregular verbs are an extremely important area to cover.
|
Teaching Activities:
|
Activity #1: Pick the Right One
|
Underline the verb form in parentheses that correctly completes each sentence.
For centuries, people (knowed/knew) little about the ocean’s depths. Because of the enormous water pressure, no one had (went/gone) to the deepest parts. Now scientists have (tooken/taken) a look at some of the wonders in the ocean. People once (thinked/thought) that the ocean floor was a flat, gentle slope. Then new electronic equipment (came/comed) along. Scientist have now (saw/seen) large portions of the ocean’s floor. Those scientists discovered that part of the floor had (lain/laid) flat. Other parts, though, (rose/risen) and (falled/fell) into deep trenches. Scientists have (began/begun) measuring the ocean’s actual depths. I have (did/done) some research, and I discovered that the Arctic Ocean is the shallowest. I have (chose/chosen) to learn more about the Mariana Trench. During the last century, divers have (brung/brought) up some wonderful treasures from the ocean’s floor. I (saw/seen) some gold bars that were found in 1981.
|
Activity 2: Irregular Past Tense Verbs Cloze
|
Fill in the blanks below with one of the 15 irregular past tense verbs in the box.
Ate, came, did, drank, gave, got, made, met,
ran, read, saw, swam, took, went, rode
(1) He _________________ his homework before he went to school.
(2) It was cold so we _________________ some hot chocolate.
(3) I _________________ a sandcastle when I went to the beach.
(4) It was a hot day so she _________________ in the lake yesterday.
(5) His car had a flat tire so he _________________ the bus to work.
(6) I _________________ a horse last summer when I went to my uncle's farm.
(7) I was late for class so I _________________ to school.
(8) I _________________ two hamburgers so I am full.
(9) I _________________ a good book before I went to bed.
(10) She _________________ a lion when she went to the zoo.
(11) A letter _________________ in the mail today.
(12) They _________________ hiking yesterday.
(13) I _________________ my brother a game for his birthday.
(14) She _________________ a good report card so her mom was happy.
(15) I _________________ my friends when we went to the park.
|
Activity 3: Irregular Verb Past tense Word Search
|
|
Write the past tense next to each of the verbs below. Then, find the past tense of the verb in the grid to the lift.
|
|
beat
|
|
forget
|
|
sink
|
|
bend
|
|
hurt
|
|
set
|
|
build
|
|
lead
|
|
shake
|
|
burn
|
|
leap
|
|
shoot
|
|
cost
|
|
learn
|
|
slide
|
|
cut
|
|
lend
|
|
steal
|
|
dig
|
|
let
|
|
stick
|
|
dream
|
|
light
|
|
stink
|
|
feed
|
|
ring
|
|
tear
|
|
fit
|
|
rise
|
|
wake
|
|
|
Additional Resources
|
http://owl.english.purdue.edu/owl/resource/601/01/
|
Share with your friends: |
