LUCAS LEON GUIDES

Y5C - ENGLISH

Subject & Predicate

Tuesday, August 25, 2020

L.O: to identify parts of a sentence subject and predicate. Language Objective: sentence,
verb, predicate, noun, subject.

Parts of a Sentence
Subject & Predicate
Every complete sentence contains two parts a subject and a predicate.

1. The subject is Who or What

 Shirley reads.  SHORT SENTENCE
 Shirley and her friend read books in the library  STRECH SENTENCE

Who reads?

Shirley.  SHORT SENTENCE                             

Shirley and her friend  STRECH SENTENCE

 The notebook is on my desk.  SHORT SENTENCE

 The notebook and my pen are on my desk.  STRECH SENTENCE

What is on my desk?  

                  The notebook  SHORT SENTENCE

What are on my desk?

The notebook and my pen  STRECH SENTENCE

2. The predicate always includes a verb relating something about the

subject.
 What does Shirley do?   
reads.  SHORT SENTENCE

 What do Shirley and and her friend do?

read books in the library.  STRECH SENTENCE

TIP: Remember.

 A phrase is a group of words without a verb.

 A clause is a group of words with a finite verb.
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Exercises for Practicing

You have ten sentences. For each sentence you are asked to identify either S=
Subject or P = Predicate
Example: Silvy and her sister went to the park (S) You have to write down the S=
subject
Answer = Silvy and her sister

1. The spider climbed up the wall. (S)

The
spider____________________________________________________________
_____
2. Two black cats went for a walk. (P)
Went for a
walk._____________________________________________________________
____
3.  My little dog is afraid of iguanas. (S)
My little dog
_________________________________________________________________
4. The bus is pulling into the station. (S)
The
bus______________________________________________________________
___
5. The blue door is open in the morning. (P)is open in the
morning.__________________________________________________________
_______
6. The alien followed me to the park. (S)
The
alien_____________________________________________________________
____
7. The alien followed me to the park. (S)
_________________________________________________________________
8. There are seven weeks in term one. (S)
There____________________________________________________________
_____
9. Virtual learning is difficult for many students. (S)
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Virtual
learning__________________________________________________________
_______
10. Magdalena River flows into the ocean. (P)
Flows into the
ocean.___________________________________________________________
______
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Sentence Structure
Wednesday, August 26, 2020
L.O.: - review the grammar quiz and introduce "Object" Language Objective: subject, verb,
and object.

SIMPLE SENTENCES

Subject – Verb – Object Sentence

Example:
I like milk.
Subject Verb Object

Change the Verb

I like milk.
I hate milk.
I want milk.
I hate milk.
I need milk.
I drink milk.
I order milk.

Change the Object

I like milk.
I like pizza.
I like TV.
I like games.
I like clothes.
I like dogs.

Change the Subject

I like milk.
You like milk.
We like milk.
They like milk.
He likes milk.
She likes milk.
It likes milk.

Most sentences in the English Language follow the pattern of subject first, then the verb,
and finally the object.
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Subject.

The subject often describes a person or thing which causes the action, whereas the verb is
the action.

Examples:

Subject Verb
I write.
You study.
He sings.
She dances.

Subject Verb Object

It runs fast.

We waited.
They laughed.

Notice that these examples the subject does the action that is described by the verb.

The subject of a sentence is usually a noun such as:

Jack bananas
teacher game
monkeys

It can also be a pronoun, a word that replaces a noun.

There are seven subjects’ pronouns. They are:

Subject Verb Object

I ran home.
You came back.
He went fishing.
She loves dancing.
It eats leaves.
We are studying.
They were here.

The Subject of a sentence can also be a gerund, a verb that acts as a noun. Gerunds look
like continuous verbs because they end with –ing.

Subject Verb Object

Walking is fun.
Running is healthy.
Driving save time.
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Verbs

Verbs describe the action that is taking place, or the state that something is in. Verbs can
have many different tenses such as the past, present and future.

Simple Present

The simple present usually describes something that is a routing, or is done at unspecified
times.

Example:

Subject Verb Object

I study English.

“I” is the subject, and “study” is the verb. This sentence tells us that the subject “I” studies
English on occasion, but not necessarily at the present time.

Simple Past

The simple past describes something that happened in the past. Usually a sentence is
made into the past tense by conjugating the verb with –ed.

Example

Subject Verb Object

I played soccer.

Present Continuous

A present Continuous Sentence tells the listener or reader that something is happening right
now. To make a present continuous sentence, conjugate the verb with –ing.

Example

Subject Verb Object

I am listening the radio.

Simple Future

To make a sentence that states something is going to happen in the future, put the word
“will” before the verb.

Example

Subject Verb Object

You will learn English.
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Object

The Object of a sentence can be form many different word classes.

Here’s an example of a sentence that has a noun as the Object:

Subject Verb Noun as the Object

I ate an apple.

The Object might also be a pronoun. When a pronoun acts as the object in a sentence, it is
called an object pronoun.

Example:

Subject Verb Object Pronoun

She found me.
I saw you.
She hugged him.
He loves her.
They touched it.
He helped us.
I see them.

The Object on a sentence can also be an adjective, a word that describes a noun.

Example:

Subject Verb Adjective as the Object

She is kind.

Sometimes the Object in a sentence is a prepositional phrase.

Example:

Subject Verb Object (Prepositional Phrase)

I jumped down.
She came with us.

The Object of a sentence is sometimes a gerund. Gerunds seems like verbs, but they
actually act like nouns.

Example:

Subject Verb Object

I like walking.
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Expanding Sentences
Thursday, August 27, 2020
L.O.: to identify and use adjectives by stretching a sentence
Language Objective: to identify and use the appropriate terms for grammar exercises.

When you stretch out a sentence, you give more details and make the sentence more
interesting. You can add all kinds of details. You can ask yourself questions to get more
ideas:

How fast/slow? How did it sound?

How big/small? How did it make you feel?
What did smell like? When did it happen?

For example:

She is jumping.

My sentence does not have very

much detail and is a bit boring.

She is jumping on the trampoline.

My sentence tells me a little

more, but still a bit boring.

Streching some more:

She is jumping high on the trampoline.

My sentence has some more

details now, I can picture things
in my mind a little better.

She is jumping high on the red trampoline.

My sentence is awesome, I can really picture

everything in my head. This is a sentence
with lots of detail and definitely not boring.
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When we read a book, it always doesn’t have illustrations. We need to imagine what’s
going on. So, to write something we need to use the words to paint the pictures for our
readers.

Some tips:

1. Use adjectives to describe.

Eg: The flower is growing.
Can become:
The golden flower is growing.
2. Use verbs that show instead of tell.
Eg: The golden flower is growing.
Can become:
The golden flower is stretching.
3. Add a prepositional phrase, it tells where or when the sentence is happening,
Eg: The golden flower is stretching.
Can become:
In the morning, the golden flower is stretching to the sun.
Exercises:
Stretch the following sentences using Add Adjectives/Verbs that show/Where or When:
1. I picked a flower.

I picked a beautiful flower at the mornig

______________________________________________________________

2. I gave my plant water.

I gave my plant water because I want my plant grow
better____________________________________________________________
________________________________________________________________
____

3. My plant needs sun.

My plant wants sun to get energy
________________________________________________________________
________________________________________________________________

4. Add an adverb, this describes how the verb is done.

Eg: The golden flower is stretching to the sun.
Can become:
In the morning, the golden flower is stretching slowly to the sun.
5. Add a conjunction, using the word because.
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Eg: In the morning, the golden flower is stretching slowly to the sun.
Can become:
In the morning, the golden flower is stretching slowly to the sun because it needs
the solar energy.
6. Add alliteration, 2 words next to each other that start with the same sound
before.
Eg: In the morning, the golden flower is stretching slowly to the sun because it
needs the solar energy.
Can become:
In the morning, the godlike golden flower is stretching slowly to the sun because
it needs the solar energy.

7. Add an adjectival phrase, a few words to describe the noun, separated by

commas.
Eg: In the morning, the godlike golden flower is stretching slowly to the sun
because it needs the solar energy.
Can become:
In the morning, the godlike golden flower, with a brown center, is stretching
slowly to the sun because it needs the solar energy.

8. Add a simile or metaphor by comparing two things.

Eg: In the morning, the godlike golden flower, with a brown center, is stretching
slowly to the sun because it needs the solar energy.
Can become:
In the morning, the godlike golden flower, with a brown center, like thousands of
mini flowers, is stretching slowly to the sun because it needs the solar energy.

9. Invert the sentence, start or finish with the verb or the adjectival phrase.
Eg: In the morning, the godlike golden flower, with a brown center, like
thousands of mini flowers, is stretching slowly to the sun because it needs the
solar energy.
Can become:
The godlike golden flower, with a brown center, like thousands of mini flowers, is
stretching slowly to the sun because it needs the solar energy in the morning,

Synonyms & Antonyms

Monday, August 31, 2020
L.O.: to understand the concept of synonym / antonym.
Language objective: to understand and use synonyms of different intensity.

Synonyms, can help us. It makes us better speaker and writer.

Synonyms are two or more words having the same, or nearly the same, meaning. They
can make your writing more specific and descriptive.
Example:
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The old car went to down the road.
Can became:
The old jalopy puttered down the highway.
My mum was upset when I broke her best vase.
Can became:
My mum was angry when I shattered her favorite vase.

Antonyms are two or more words having the opposite meaning.

List of synonym

Word Synonym
Jump Leap
Clean Tidy
Give Offer
House Home
Pants Trousers
Laugh Giggle
Shout Yell
Sick Ill
Trash Garbage
Funny Silly
Gift Present
Baby Infant
Crash Accident
Cap Hat
Sofa Couch
Chef Cook
Street Road
Taxi Cab
Angry Mad
Sad Unhappy
Shut Close
Big Vast
Pail Bucket
Nice Kind
Record Write
Fix Repair
Late Tardy
Friend Buddy
Page Sheet
Respect Honour
Stop Halt
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Beautiful Petty
Walk Stroll
Quiet Silent
Slim Slender
Help Assist
Trip Journey
Pair Duo
Terrify Frighten
Chair Seat
Sleep Nap
Store Shop
Loud Noisy
Old Ancient

Building sentences
Wedenesday,September 02, 2020
L.O.: to change a sentence by adding adverbs
Language objective: find and use adverbs of time from the text.

A sentence is the basic building block for writing. Sentences should:

1. Contain a (finite) verb

2. Make sense on their own
3. Begin with a capital letter
4. End with a full stop, question mark or exclamation mark
5. Have question words for questions or command verbs for instructions.

Simple Sentences : have a subject (who or what is doing the action), a verb (the action)
and deal with one idea.

Compound Sentences : are formed by joining simple sentences with a conjunction eg.
And, for, but, so, or, yet, if.

Tip: to find the subject underline the verb and ask who or what is doing the action.

Tip: Remember –two simple sentences joined together form a compound sentence.

Use adverbs and adverbial phrases to improve sentences.

Adverbials are single words or group of words that add information about the verb,
saying when, where or how the action takes place. Adverbial phrases of time describe
when the action takes place. For example:

The astronaut blasted off into space.

After many hours of preparation, the astronaut blasted off into space.
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Comparing biographies
Thursday, September 03,2020
L.O.: to locate information on a text by answering questions based on that text.
Language objective: to use appropriate vocabulary for a particular type of text.

A timeline is a summary of events in sequence.

A biography tells you about a person’s life. Include:
Dates of birthday and death, example: 1546-1601 or 1937- if it doesn’t appear the death
date, that’s mean the person is still alive. Place of birth, nationality and origin if relevant.
Family information, give some details about his/her family, parents, brothers, sisters.
Studies, places where he/she studied, what he/she graduated in. Jobs before becoming
famous.
Marriage, say when and who he/she married.
Children, say how many children he/she had, bring names, when they were born.
What made him/her famous, when he/she started his/her career. What made him/her
famous, in what field, what invented.
Death, say when, where, if possible how he/she died.

Making links
Monday, September 07, 2020
L.O. to use topic sentences in paragraphs.
Language objective: to use adverbial of time to link sentences.

Every text has a structure. When a text is organized into paragraphs, a topic
sentence helps to link them.

Tip: Read the first sentence of each paragraph.

One way to get your writing to flow and make sense is to use adverbials.
Remember: Adverbials tell us when, where or how the action takes place. They can be
single words (adverbs) or group of words (adverbial phrases or adverbial clauses).
Adverbials can move to different positions to highlight different parts of the sentence.
For example:
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She became involved in politics after she completed her 1963 mission . (adverbial
clause)
After she completed her 1963 mission , she became involved in politics.
When the adverbial clause starts the sentence, it’s handy to use a comma to help make
sense of the sentence.

Tip:

1. A phrase is a group of words without a

verb: After that
2. A clause is a group of words with a finite
verb:
After she completed her mission,

Working with chapters, paragraphs and connectives: Making links

A paragraph contains:

 a topic sentence
 some  supporting sentences
 a conclusion sentence

What is a topic sentence?

It is usually the first sentence in the paragraph.

 It help the author stay focus

 It tells  the reader what the paragraph is about
 It gives the main idea and the point of paragraph.

All sentences after it give more information about that sentence, prove it by offering facts,
and describe it in details.

Connectives
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Different connectives do different jobs

 link clasues and sentences within paragraphs.

 link paragraphs to each other.

Exercise:
Move the underlined adverbial clause from the end to the beginning of each sentence:
1. Yuri Gagarin had a difficult life while he was growing up.

__________________________________________________________________

2. He discovered a love of flying after he finished school.

__________________________________________________________________
Move the underlined adverbial clause from the beginning to the end of each sentence:
3. While he completed his training, Gagarin kept his calm.

__________________________________________________________________

4. Soon after the lift-off occurred, Gagarin called out, Poyekhali!

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