English Grade 5 - Lesson #1 – Parts of Speech

THE EIGHT PARTS OF SPEECH

 There are eight parts of speech in the English language: noun, pronoun, verb,
adjective, adverb, preposition, conjunction, and interjection. 
 The part of speech indicates how the word functions in meaning as well as
grammatically within the sentence. 
 An individual word can function as more than one part of speech when used in
different circumstances. 
 Understanding parts of speech is essential for determining the correct
definition of a word when using the dictionary.

1. NOUN
 A noun is a word for a person, place, thing, or idea. 
 Nouns are often used with an article (the, a, an), but not always. 
 Proper nouns always start with a capital letter; common nouns do not. 
 Nouns can be singular or plural, concrete or abstract. 
 Nouns show possession by adding 's. 
 Nouns can function in different roles within a sentence; for example, a noun
can be a subject, direct object, indirect object, subject complement, or
object of a preposition.

Example:
The young  girl  brought me a very long  letter  from the  teacher, and then
she quickly disappeared. Oh my!

2. PRONOUN
 A Pronoun is a word used in place of a noun. 
 A pronoun is usually substituted for a specific noun, which is called its
antecedent. 
 In the sentence above, the antecedent for the pronoun she is the girl. 
 Pronouns are further defined by type:
o Personal Pronouns refer to specific persons or things; possessive
pronouns indicate ownership;
o Reflexive Pronouns are used to emphasize another noun or pronoun;
o Relative Pronouns introduce a subordinate clause; and
o Demonstrative Pronouns identify, point to, or refer to nouns.

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 Example:
The young girl brought  me  a very long letter from the teacher, and
then  she  quickly disappeared. Oh my!

3. VERB
 The Verb in a sentence expresses action or being. 
 There is a Main Verb and sometimes one or more Helping Verbs. ("She can
sing." Sing is the main verb; can is the helping verb.) 
 A verb must agree with its subject in number (both are singular or both are
plural). 
 Verbs also take different forms to express tense.

Example:
The young girl  brought  me a very long letter from the teacher, and then she
quickly  disappeared. Oh my!
.
4. ADJECTIVE
 An Adjective is a word used to modify or describe a noun or a pronoun. 
 It usually answers the question of which one, what kind, or how many. 
 (Articles [a, an, the] are usually classified as adjectives.)

Example:
The  young  girl brought me a very  long  letter from the teacher, and then
she quickly disappeared. Oh my!

5. ADVERB
 An Adverb describes or modifies a verb, an adjective, or another adverb,
but never a noun. 
 It usually answers the questions of when, where, how, why, under what
conditions, or to what degree. 
 Adverbs often end in -ly.

Example:
The young girl brought me a  very  long letter from the teacher,
and  then  she  quickly  disappeared. Oh my!

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6. PREPOSITION
 A Preposition is a word placed before a noun or pronoun to form a phrase
modifying another word in the sentence. 
 Therefore a preposition is always part of a prepositional phrase. 
 The Prepositional Phrase almost always functions as an adjective or as an
adverb. 
Example:
The young girl brought me a very long letter  from  the teacher, and then
she quickly disappeared. Oh my!

7. CONJUNCTION
 A Conjunction joins words, phrases, or clauses, and indicates the relationship
between the elements joined. 
 Coordinating Conjunctions connect grammatically equal elements: and, but,
or, nor, for, so, yet. 
 Subordinating Conjunctions connect clauses that are not equal: because,
although, while, since, etc. 
 There are other types of conjunctions as well.
Example:
The young girl brought me a very long letter from the teacher,  and  then she
quickly disappeared.  Oh my!

8. INTERJECTION
 An Interjection is a word used to express emotion. 
 It is often followed by an exclamation point.
Example:
The young girl brought me a very long letter from the teacher, and then she
quickly disappeared.  Oh my!

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Activity:
I. Match the followings words on the box based on its correct definition.

Pronoun Verb Conjunction Adjective

Adverb Preposition Noun Interjection

__________1. A word that can be used to refer to a person, place, thing, quality,
or idea.
__________2. A word that modifies a noun or pronoun.
__________3. Shows a relationship between the object and another word in the
sentence.
__________4. A word that modifies a verb, an adjective, or another adverb.
__________5. Takes the place of a noun or noun phrase.
__________6. Expresses strong feeling.
__________7. A word that connects words, phrases, and clauses.
__________8. A word that denotes an action, occurrence, or state of existence.

II. Enumeration. Give 5 examples for each category.

A. Noun
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________
B. Pronoun
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________

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 C. Verb 1. __________________
1. __________________ 2. __________________
2. __________________ 3. __________________
3. __________________ 4. __________________
4. __________________ 5. __________________
5. __________________
G. Conjunction
D. Adjective 1. __________________
1. __________________ 2. __________________
2. __________________ 3. __________________
3. __________________ 4. __________________
4. __________________ 5. __________________
5. __________________
E. Adverb H. Interjection
1. __________________ 1. __________________
2. __________________ 2. __________________
3. __________________ 3. __________________
4. __________________ 4. __________________
5. __________________ 5. __________________
F. Preposition

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 English Grade 5 - Lesson #2 – Kinds of Nouns

NOUN
 A noun is a word that names a person, place, thing, or idea.

Kinds of Nouns
 Concrete nouns name people, places, or things that you can touch, see,
hear, smell, or taste.
Person Place Thing
man river dog
Mrs. Paris book
Jones
doctor mountain sports
s car
Maddie home Ferrari
 Abstract nouns name ideas, concepts, or emotions. These nouns are
intangible, which means you cannot touch, see, hear, smell, or taste them
using your five senses.
Idea Emotion
love happiness
intelligenc anger
e
justice excitemen
t
religion fear
time surprise

 Common nouns name any person, place, thing, or idea. They are not
capitalized unless they come at the beginning of a sentence. 

 Proper nouns are the names of specific people, places, things, or ideas.

Proper nouns should always be capitalized.
Common Proper

boy ⇒ James
river ⇒ Mississippi  River

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 Common Proper

car ⇒ Ford

doctor ⇒ Doctor  Jefferson

town ⇒ Rockledge

candy bar ⇒ Baby  Ruth

Don't forget to capitalize all parts of proper nouns. Many people forget to
capitalize words like river and county in proper nouns like Yellow River and Orange
County).

 Singular Nouns are names that mean only one.  Ex: man, cat, brush

 Plural Nouns are names that mean more than one. Ex: men, cats, brushes

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 English Grade 5 - Lesson #3 – Singular and Plural Nouns

Rules in Changing Singular Nouns to Plural Nouns

o In order to make a noun plural, it is usually only necessary to add s.

o However, there are many irregular nouns that add es.
o The rules for spelling plural nouns are based on the letters at the end of
the word.
o The chart below breaks up the rules into categories so that they are
easier to remember.

Rule Examples

Most nouns - Add s to form the plural. cat ⇒ cats

truck ⇒ trucks
bug ⇒ bugs

Nouns that end - Add es to form the plural. bus ⇒ buses

in s, sh, x, ch, or z For words that end in z, brush ⇒ brushes
add an extra z before fox ⇒ foxes
the es. beach ⇒ beaches
quiz ⇒ quizzes

Nouns ending - Some nouns ending roof ⇒ roofs

in f or fe in f or fe just add s. safe ⇒ safes
- Sometimes it is necessary shelf ⇒ shelves
to change the f to a v. wife ⇒ wives
- In that case, always end
the word with es.

Nouns that end Add s to form the plural. donkey ⇒ donkeys

in vowel + y highway ⇒ highways

Nouns that end Add s to form the plural. oreo ⇒ oreos

in vowel + o scenario ⇒ scenarios

Nouns that end Change the y to i and add es to family ⇒ families

in consonant + y form the plural. trophy ⇒ trophies

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 Rule Examples

Nouns that end Easy rule: Regular examples:

in consonant + o - Usually add es except for
musical terms.
Complicated rule:
- Some nouns that end in
consonant + o add es.
potato ⇒ potatoes
dingo ⇒ dingoes
piano ⇒ pianos
soprano ⇒ sopranos

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 English Grade 5 - Lesson #4 – Irregular Nouns

Irregular Nouns
 Irregular nouns form plurals in unusual ways.
Examples:
one child ⇒ two one tooth ⇒ two teeth
children one man ⇒ two men
one foot ⇒ two feet
 Some nouns are spelled the same way whether they are singular or plural.
one fish ⇒ two fish one deer ⇒ two deer
one sheep ⇒ two
sheep

 Nouns with Latin and Greek origins form plurals in strange ways.
 Because Latin and Greek plural endings are so unusual, many people try to
follow the English rules by adding s or es.
 Applying the English rules is acceptable for some nouns, but using the
original spelling is usually better.
 You will notice in the chart below that nouns with the same endings form
plurals in the same way every time.

-a ⇒ -ae -us ⇒ -i -is ⇒ -es -on ⇒ -a and -ie ⇒ -ce

amoeba ⇒ amoebae alumnus ⇒ alumni analysis ⇒ analyses criterion ⇒ criteria

antenna ⇒ antennae cactus ⇒ cacti axis ⇒ axes phenomenon ⇒ phenomena

alumna ⇒ alumnae fungus ⇒ fungi diagnosis ⇒ diagnoses die ⇒ dice

nucleus ⇒ nuclei hypothesis ⇒ hypotheses

octopus ⇒ octopi parenthesis ⇒ parentheses

 Some nouns exist only in the plural form.

binocular pants clothes pajamas
s glasses scissors

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 goggles shorts s
jitters tweezer
 
Other Irregular Plural Nouns
 Depending on the style manual you use, there are different rules for making
letters, numbers, and abbreviations plural.

 Shortcut: Capital letter + s

Example:

I earned straight  As  on my report card, but my sister received all  Bs.

 Shortcut: Lowercase italicized letter + apostrophe + s

Example:

Why does algebra use so many x's  and y's?

 Shortcut: Abbreviation + s
Example:

I used to have a lot of  CDs, but now I just listen to my mp3 player.
I've heard that  M.D.s  go to school for at least 7 years!

 Shortcut: Number + s
Example:

2s,  3s, and  4s

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 English Grade 5 - Lesson #5 – Compound Nouns

Compound Noun
 A compound noun is a noun made up of two or more words. Each word makes up
part of the meaning of the noun.

 Compound nouns can be written three ways:

A single word Two words Hyphenated
haircut rain self-esteem
forest
toothpast ice cream brother-in-
e law

Hint:
 There are some words that aren't compound nouns even though they can be
broken up into two words. One example is a Compound Adjective.

Example:
A half-eaten pie
(Half-eaten describes the pie, so it is an adjective, not a noun.)

 Two-word proper nouns can also be classified as compound nouns. Remember

that proper nouns name specific people, places, and things.

Examples:
Angkor Wat Nelson
Atlantic Ocean Mandela
Eiffel Tower

 When a compound noun is a single word, make it plural by adding s to the end.
 If the compound noun is hyphenated or composed of two separate words,
remember to add s only to the word that is plural.

Examples:
one mother-in-law ⇒ two mothers-in-law
(There are two mothers, not two laws.)
one director general ⇒ two directors  general
(There are two directors, not two generals.)

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 English Grade 5 - Lesson #6 – Collective Nouns and Possessive Nouns

Collective Nouns

 Collective comes from the same root as collection.

 A collective noun names a group, which is like a collection of people or things.

Examples:
famil tea choi jur committe her po
y m r y e d d

 Beware of plurals! 

Example:
One  student  is  not  a group.

 Students can be a group, but that doesn't make the word collective. It is

plural.
 Remember to use the test sentence One ____ is a group.

Examples:

One team is a group.

One jury is a group.
One herd is a group.

Possessive Nouns

 Possessive nouns show ownership. Possessive comes from the same root

as possession, something you own.

Kinds of Possessive Nouns:

 Singular Possessives
1. Add 's to singular words to show possession.

Dog's collar sister's backpack car's engine

(dog   +   's) (sister   +   's) (car   +   's)

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 2. If a singular word ends in s, it is still necessary to add 's.
Charles's sneakers Bess's dresses bus's tires

(Charles   +   's) (Bess   +   's) (bus   +   's)

 Plural Possessives

1. If you have added an s to make a word plural (for example, cat ⇒ cats),
adding 's will sound ridiculous (cats's).

- In that case, add only the apostrophe to the end of the word.
Dogs' collars sisters' backpacks cars' engines

(dogs   +   ') (sisters   +   ') (cars   +   ')

2. Just like singular possessives, plural possessives that don't end in s add 's.
Children's homework fish's bowls octopi's tentacles

(children   +   's) (fish   +   's) (octopi   +   's)

3. If two people own something together, use an 's after the second person
only.
Joe and Mary's car is (Both Joe and Mary own the car.)
new.
4. If two people own two separate things, add 's to each name.
Laurie's and Megan's nails are painted the same (Each girl has her own nails.)
color.

5. You may find that certain names ending in s add only an apostrophe. That
rule is somewhat old-fashioned.

- However, some names, such as Jesus, Moses, Achilles, and Charles

Dickens (historical names that end in a z sound), can end with either an
apostrophe or 's.
Jesus' parables were instructional Jesus's parables were instructional
stories. stories.
Moses' first tablets were broken. Moses's first tablets were broken.

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 6. Some people prefer to use only the apostrophe, but because we usually
pronounce the extra s, adding 's is correct as well.

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 English Grade 5 - Lesson #7 – Pronouns

Pronouns

 The prefix pro means for or in place of. 

 Pronouns stand in for or replace nouns. This lesson is about personal pronouns,
which replace nouns that refer to people or things.
 Personal pronouns have:

 Number: They are singular or plural.

 Person: 1st person is the person speaking, 2nd person is the person being
spoken to, and 3rd person is the person being spoken about. You can look at the
chart below for examples.
 Case: Determines how a pronoun is being used in a sentence (subject,
object, or possessive).

Personal Pronouns

Subject Object Possessive

Singular Plura Singular Plura Singular Plural

l l

1st Person I we me us my, mine our, ours

2nd Person you you you you your, yours your,

yours

3rd Person he, she, they him, her, them his, her, hers, their,
it it its theirs

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 English Grade 5 - Lesson #8 – Kinds of Pronouns

Kinds of Pronouns According to Usage

The cases of pronouns tell you how they are being used in a sentence.

Subject Object Possessive

I we me us my, mine our, ours

you you you you your, yours your, yours

he, she, it they him, her, it them his, her, hers, its their, theirs

 Subject Pronoun
 A subject pronoun (also called a nominative pronoun) is used as
the subject of a sentence or as a subject complement following a linking
verb.
 (The subject of a sentence is the person doing the action in a sentence.
 A subject complement is a word that renames or gives more information
about the subject.
 A linking verb, such as is or seems, connects the subject to the subject
complement.)

Examples:

 I bit the monster.  It bit the monster.

 You bit the monster.  We bit the monster.

 He bit the monster.  They bit the monster.

 She bit the monster.

 Object Pronouns
 An object pronoun (also called an objective pronoun) is used as a direct
object, an indirect object, or the object of a preposition.
 Below are some examples of these concepts. To learn more, follow the links.

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 Examples:
 Direct object: 
Brandon sent  it.  (What did Brandon send? He sent it.)

 Indirect object: 
Brandon sent  her  the package.  (Who was the package for? Her.)

 Object of a preposition: 
Brandon sent the package to  her. 
(Her is the object of the preposition to.)

 Possessive Pronouns

 Possessive pronouns show ownership.

 There are two sets of possessive pronouns. 
 My, your, his, her, its, our, your, and their are usually classified as
possessive pronouns, but they are more accurately described as possessive
adjectives because they always modify nouns.

Example:
My  pencil  fell on the floor, and  his  pencil  ended up on  her  desk.

 The second set of possessive pronouns consists of the

words mine, yours, his, hers, its, ours, and theirs.
 These pronouns are different from the others because they don't modify
nouns. They completely replace the nouns they refer to.

Example:
Hey! That's  mine, not  yours!

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 English Grade 5 - Lesson #9 – Reflexive and Intensive Pronouns

 Reflexive Pronouns
 Reflexive sounds like reflection, the image in the mirror that bounces back
at you.
 A reflexive pronoun tells us that whoever performs the action in a sentence
is also the one on the receiving end of that action.
 In other words, the reflexive pronoun reflects back to the subject.
 A reflexive pronoun can be used as the direct object, indirect object,
or object of a preposition in a sentence.

Reflexive Pronouns

Singular Plural

myself ourselves

yourself yourselves

himself themselves
herself
itself

Example:

The puppy saw itself in the mirror.

 Itself is the direct object in the sentence.

 The pronoun itself refers back to the subject.
(The puppy saw the puppy in the mirror.)

Intensive Pronouns

 Intensive is like intense. Something intense is very strong.

 An intensive pronoun emphasizes a preceding noun, which is often (but not
always) the noun immediately before the pronoun.

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  Intensive pronouns look exactly the same as reflexive pronouns, but they are
only used for emphasis.

Examples:

 The queen  herself  gave the knight the award.

 The queen gave the knight the award  herself.

Herself refers to the queen.

Using an intensive pronoun tells the reader (or listener) that it's a big deal that
the queen gave the award. After all, she's not just anybody—she's the queen!

 Because intensive pronouns are used only for emphasis, they can be removed
from a sentence without affecting its meaning.
 The same is not true of reflexive pronouns, which do cause a change in
meaning when removed from a sentence.
 Look at the following comparison to understand the difference.

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 English Grade 5 - Lesson #10 – Interrogative Pronoun

Interrogative Pronoun

 To interrogate is to ask someone questions.

 Interrogative pronouns ask questions

Interrogative Pronouns

Thing Things or People People

s

What Which Who Who Whose

m

 What is used to ask about things. Do not use it to ask about people.

Example:
There's a really strange mixture in that pot.  What  did you put in there?

 What is being used to ask about the ingredients in the pot.

 Which is used to show a choice among two or more items.

Example:
Of all the items on the menu,  which  do you recommend?

 In this scenario, the waiter is being asked to choose which menu item he
likes best.

 Whose is a possessive pronoun used to find out whom something belongs to.

Example:

I see a stray flip flop on the floor.  Whose  is it?

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  Using whose is a shorter way to ask questions such as Who owns the flip
flop? or Whom does the flip flop belong to?

 Who is a subject pronoun. You use it ask for information about what people are
doing or who they are.

Examples:

 Who  wants to go hiking this weekend?

 Who  is the man with the long beard?

 Whom is an object pronoun. It is used to find out whom an action is being done

to, not who is doing an action. It is also used with prepositions.

Examples:

 Whom  do you know in this class?

Whom is the object of the verb know.
 Whom  are you wrapping that gift for?
Whom is the object of the preposition for.

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 English Grade 5 - Lesson #11 – Demonstrative Pronoun

Demonstrative Pronoun

 To demonstrate is to show something. 

 Demonstrative pronouns show or point to objects or people.

Demonstrative Pronouns

Close to Speaker Far from Speaker

Singular This That

Plural These Those

 This and that refer to singular objects or people.

Examples:

 This  is an expensive  store.

 That  is a very tall  building.

 These and those refer to plural objects or people.

Examples:

 These  are very expensive  shoes.

 Those  are the tallest  skyscrapers  in the city.

 Demonstrative pronouns indicate whether something is close to or far from

the speaker. 

 This and these refer to objects or people that are close to the speaker. 

 That and those refer to objects or people far from the speaker.

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 Comparison 1: This vs. That

Example Context

This  is my best friend. The friend is close to the speaker. The speaker is likely
introducing the friend to another person.

That  is my best friend. The friend is far away from the speaker (across the
room, for example). The speaker is probably talking
about the friend, not introducing him or her.

Comparison 2: These vs. Those

Example Context

These  are amazing The speaker is holding or eating the cookies, or the
cookies! cookies are close by.

Those  are amazing Someone other than the speaker is holding the cookies,
cookies! or the cookies are not near the speaker.

Tip:
It is never correct to combine this with here or those with there. Here and there
are understood in the pronouns.

 This here is my favorite movie.

 That there is the best movie ever.

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 English Grade 5 - Lesson #12 – Relative Pronoun

Relative Pronoun

 A relative is someone who has a relationship with you. 

 Relative pronouns show a relationship between a noun and a clause.
 The clause provides describing information about the noun.
 You can also use relative pronouns to combine two sentences into one.


Relative Pronouns

That Which Who Whom Whose

 Who, whom, and whose relate to people (or pets if you refer to them by

name). 
 Which is used with objects. 
 That is preferably used only with objects, but you will see it used with people.

Examples of Relative Pronouns

 I like roller coasters that have lots of loops.
(that = roller coasters)
 Ice cream, which is my favorite dessert, tastes very refreshing on a hot
summer day.
(which = ice cream)
 Teachers who have a sense of humor are easy to get along with.
(who = teachers)
 My cousin, who is from Illinois, visits me every year.
(who = my cousin)
 The friend whom you saw yesterday wants to go out again tonight.
(whom = friend)
 The man whose shirt was stained rushed home for a change of clothes.
(whose = the man's)
 In each of these sentences, you can see that the relative pronoun introduces
additional information about the noun.

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Different Uses of Relative Pronoun:
 In order to tell the difference, you must analyze how these pronouns are
being used in a sentence.
 If they are being used to ask a question, they are interrogative.
 When you use them to show or point to something, they are demonstrative.
 You will know if a pronoun is relative if:
1. The pronoun introduces describing information about a noun or
2. The pronoun is acting like a conjunction.

Below you'll see some examples to help you understand the differences.

 Interrogative: Whom  did you ask about the movie times?

(The pronoun whom is being used to ask a question.)

 Relative: Dave is the person  whom  you asked about the movie times.
(The pronoun whom is being use to introduce additional information about
Dave.)

 Demonstrative: That  is the book I found.

(The pronoun that shows which book I found. It may help you to imagine
someone pointing to the book.)

 Relative: I found the book  that  you lost. 

(book I found = book you lost)
(The pronoun that connects the two sentences You lost the book and I found
the book. It also gives us some describing information about the book.)

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 English Grade 5 - Lesson #13 – Indefinite Pronoun

Indefinite Pronoun

 An indefinite pronoun is one that doesn't refer to a specific person or thing.

 Indefinite pronoun all are third-person pronouns and can be subjects or
objects in sentences.

Indefinite Pronouns*

Singular Plural Singular or Plural

another anybody, both all

each anyone, few any
either anything many more
much everybody, others most
neither everyone, several none
one everything some
other nobody,
no one,
nothing
somebody,
someone,
something

 Here are some examples of indefinite pronouns:

 Of these two sandwiches,  neither  looks like something I would eat.
 Can  no one  tell me the answer to this math problem?
 This solution is one of  many.
 Some  are better than  others.

 Many indefinite pronouns can also be used as adjectives.

 Pronoun: Either  will be acceptable to my aunt.
Either stands alone as a pronoun.
 Adjective: Either  set  of dishes will be acceptable to my aunt.
Either modifies the noun set.

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  Pronoun: 
Ex: There are 35 students in this class and  several  arrived late today.
Several stands alone as a pronoun.

 Adjective: 
Ex: Several  students  arrived late today.
Several modifies the noun students.

Reciprocal Pronouns
 There are a few indefinite pronouns that can be combined to form reciprocal
pronouns.
 They are each other and one another.
 The word reciprocal means that an action is moving in two directions.

Example:
If I brush your hair and you brush mine, the action is reciprocal; we are
brushing each other's hair.

 Reciprocal pronouns are used so that we don't have to repeat people's names
when talking about who did what.

 To replace two nouns, use each other.

Example:
o Jorge and Melanie help  each other  study for tests.
o Stephanie and Laurie bumped into  each other  in the hall.

 To replace three or more nouns, use one another.

Example:
o The police, firefighters, and paramedics help  one another  respond to
emergencies.
o Students always bump into  one another  in our crowded hallways.

`
 English Grade 5 - Lesson #14 – Verbs

Verb
 The Verb in a sentence expresses action or being. 
 Verb has two types: Action Verbs and Linking Verbs.

 Action Verbs
 Also called as Dynamic Verbs.
 This kind of verb tells you what's happening or what someone is doing.

 Physical Actions
 Some action verbs describe physical actions, and they are easy to spot
because you can observe them with at least one of your five senses.
 These are words such as jump, sing, and eat. 

Examples:
 The neighbor's cats  meow  loudly.
You hear the meow and you may see the cat open its mouth to meow.

 Trucks  speed  down the highway.

You can see the truck speeding and probably hear the motor too.

 Waves  crash  on the shore.

You can see and hear the wave and even feel it crash if you're standing close
enough.

 Abstract Actions
 Some action verbs are more abstract, because it can't always observe
them with your five senses.
 These are words such as think, learn, and decide.

Examples:
 Students  learn  new material every day.
You can't actually look into someone's brain and see the learning process,
but learning is still an action.

 I  think  my shoes are under the bed.

`
 You can't really see the thoughts going through the person's mind, but
thinking is still an action. It's what you're doing.

 Linking Verbs
 Linking verbs show a relationship between the main noun (also called the
subject) and another word that describes that noun.
 The describing word can be an adjective or another noun.
 The most common linking verb is to be and its and forms am, is, are, was,
were, be, being, and been.

Examples:
 My cat is furry.
The verb is links the main noun, cat, with a describing word, furry. Furry
is an example of an adjective.

 My childhood dog was an Akita.

 In this sentence, the verb was links the noun dog to another noun,
Akita. The second noun tells us the breed of the dog.

 Other common linking verbs include appear, become, feel, grow, look,
remain, seem, smell, sound, stay, taste, and turn.

Examples:

 If left too long, the milk may turn sour.

 I feel refreshed after that nap.

`
 English Grade 5 - Lesson #15 – Helping Verbs

Helping Verbs
 All sentences need at least one main verb; however, certain tenses, sentence
structures, and ideas require a helping verb (also called an auxiliary verb).
 It assists the main verb to form a complete thought.
 Without helping verbs, certain ideas would be impossible to express, and our
speech and writing would be dull and incomplete

 Verb Phrases
 Helping verbs and main verbs combine to form verb phrases. The main verb
is always the last verb in the phrase.

Helping Verb  +  Main Verb  =  Verb Phrase

Approved List of Helping Verbs

to be to have to do Modals

am have do can
are has does could
is had did may
was having might
were shall
be will
being would
been should
must

 Common Helping Verbs

To be: am, is, are, was, were, be, being, been

 Uses of Common Helping Verbs

 Progressive Tenses

`
  Helping verbs are used in the progressive tenses, which combine the forms
of to be with verbs ending in -ing.

Example:
o Present Progressive:
I  am  writing  this sentence.
am  +  writing  = verb phrase

o Past Progressive:
It  was  raining, so we couldn't play outside.
was  +  raining  = verb phrase
 Passive Voice

 The verb to be is also used in the passive voice, which combines the forms of to
be with verbs ending in -ed or -en.
 These verbs are called participles.

Example:
o Make sure all your assignments  are  completed  by Thursday.
are  +  completed  = verb phrase

o This sentence  was  written.

was  +  written  = verb phrase

 Uses of Helping Verbs “To have”: have, has, had, having

 Perfect Tenses
The verb to have combines with verbs ending in -ed and -en to form
the perfect tenses. (They're not really "perfect" tenses; that's just their
name.)

Examples:

o Present Perfect:
It  has  rained  so many days in a row that I can't remember the last time the
sun was out!
has  +  rained  = verb phrase
o Past Perfect:

`
 We didn't realize the pickpocket  had  stolen  our wallets until she was already
long gone.
had  +  stolen  = verb phrase

 Uses of Helping Verbs “To do”: do, does, did

 Questions
 Unlike to be and to have, to do isn't used as part of any particular verb
tense—but it still has several important jobs.
 One of them is to form questions. You'll notice that in questions, a noun or
pronoun splits the verb phrase.
Example:
o Do  you  know  what time it is?
do  +  know  = verb phrase
you  = pronoun

 Negative Statements
 To do also helps to form not statements, which are called negative statements.
 In this type of sentence, the word not splits the verb phrase.
Example:
o I  do  not  know  what time it is because I lost my cell phone.
do  +  know  = verb phrase
not  = adverb

 Emphasis
 You can use to do as an emphatic verb to help clarify or add intensity to the
main verb.

Examples:

o Yes, I  do  know  your Uncle Joe.

- There may have been confusion about whether you know Uncle Joe or not.
The helping verb do is used to make it crystal clear that you know him.

o I  did  buy  milk yesterday.

- Here, to do is in the past tense. The person making the statement is
clarifying that he or she already bought milk.

`
 Using of Helping Verbs as “Modals” (also called modal auxiliaries): can, could,
may, might, shall, will, would, should, must

 These verbs express ability, possibility, permission, intention, obligation, and

necessity.

Examples:

 I  can  play  basketball.

I am able to do it.

 I  could  play  basketball.

It is a possibility that I will be able to.

 I  may  play  basketball.

This can mean two things: either I have permission to play, or it is a
possibility that I will play.

 I  might  play  basketball.

It is a possibility. You can use  might  instead of  may  to suggest that the
possibility is more remote or uncertain.

 I  shall  play  basketball.

Shall  is more common in British English and is used instead of   will  for the
first person (I shall, you will). It is used to express future actions.

 I  will  play  basketall.

It is my intention in the future.

 I  would  play  basketball.

It is possible that I'll play under certain conditions.

 I  should  play  basketball.

I have an obligation to do it.

 I  must  play  basketball.

It is a necessity.
English Grade 5 - Lesson #16 – Principal Parts of Verbs

`
Principal Parts of the Verb
 In English there are four principal parts (also called forms) of a verb.
 These parts are used to form tenses, which tell us when an action occurred.

Principal Parts

Base/Presen Present Participle Past Past Participle

t

walk walking walked walked

dance dancing dance danced

d

play playing played played

Introduction to the Present and Past Tenses

 Base
 The base is the most basic (or roots) form of a verb and it plays a very
important role in forming the present and past tenses.

 Present Tense
The base alone is used for most forms of the present tense, including the
first person (I and we), second person (you), and third person plural (they).
The only time the base changes is in the third person singular (he, she, it).
To form the third person singular, just add the letter -s to the end of the base.

Present Tense

Person and Number Example

First Person I  practice  piano once a week.

Singular & Plural We  practice  piano every day.
(I and we)

`
 Second Person You  practice  piano every other day.
Singular & Plural Do  you  girls  practice  piano every
(You can refer to one person or a group day?
of people.)

Third Person They  practice  piano on the weekends.

Plural
(they)

Third Person She/He  practices  piano for two hours

Singular each 
(he, she, it)

 Past Tense
 To form the past tense, take the base form and add -ed.
 If the base ends in a silent e, just add -d, not -ed.
 Unlike the present tense, the past tense always uses the same form
regardless of person or number.

Past Tense

Base Example

walk I/we/you/she/he/they  walked  10 miles to the gas station

yesterday.

bake I/we/you/he/she/they baked fifteen dozen cookies last holiday

(silent - season.
e)

Introduction to Participles

 Participles
 When used as verbs, participles function as part of a verb phrase and must
be accompanied by a helping verb.

`
 Participles

Base Present Participle Past Participle

walk walking walked

bake baking baked

(silent -
e)

 Present Participles
To form a present participle, take the base form of the verb and add -ing.
If the verb ends in a silent -e, drop the -e and add -ing.
Present participles are used in the progressive tenses, which combine a form of to
be (am, is, was, etc.) with a present participle.

Examples:

o My sister  is  walking  to school today.

o My brother  was  watching  television when I came home.

 Past Participles
Past participles are formed the same way as the past tense—by adding -ed to the
base (or just -d if the base ends in a silent -e).
Past participles are used in the perfect tenses, which combine a form of to
have (have, has, had) with a past participle.

Examples:

o They  have  hiked  this trail many times before.

o Before leaving, we made sure we  had  walked  the dog.

`
 English Grade 5 - Lesson #17 – Spelling Changes on Verbs

Spelling Changes with the Four Principal Parts

 When adding an ending to a verb, you sometimes have to change the spelling.

Do change the spelling in the following situations:

Base Verb Spelling Spelling Change

Single syllable verb ending in a consonant Double the consonant when adding

an -ing or -ed ending.

- shop  +  -ing = shopping

- shop  +  -ed = shopped

Ends in a single vowel plus a consonant and Double the consonant when adding
carries the stress on the last syllable an -ing or -ed ending.

- refer  +  -ing = referring

- refer  +  -ed = referred

Ends in a consonant + y Change y to ie when adding -s.

- clarify  +  -s = clarifies

Change y to i when adding -ed.
- clarify  +  -ed = clarified

Ends in a silent -e Drop the silent -e before adding -

ing.
- amaze  +  -ing = amazing

Just add a -d instead of -ed.

- amaze  +  -ed = amazed

Ends in a -c Add a k before an -ing or -

ed ending.

- frolic  +  -ing = frolicking

`
 - frolic  +  -ed = frolicked

Don't change the spelling in these situations:

Base Verb Spelling

Spelling

Most base forms, Most of the time, spelling changes is not necessary when
except those adding the -s ending to the base form of the verb (i.e. in
ending in the third person singular form of the present tense).
consonant + y This is true even for verbs that do require a spelling
change for the -ing or -ed ending.

- shop  +  -s  =  shops  (vs.  shopping  and  shopped)

- refer  +  -s  =  refers  (vs.  referring  and  referred)
- amaze  +  -s  =  amazes  (vs.  amazing)
- frolic  +  -s  =  frolics  (vs.  frolicking  and  frolicked)

Verbs ending in a consonant + y, which you already learned

about in the above table, are the only exception.

Ends in a Don't make any spelling changes when adding the -

consonant + y ing ending.

- clarify  +  -ing  =  clarifying  (vs.  clarifies and clarified)

Ends with a single Don't double the consonant. An example is the

vowel before a verb wander, which has the stress on the a, not the e.
consonant, but (Contrast wander with the verb refer in the previous
the stress table.)
is not on the last
syllable - wander  +  -s  =  wanders
- wander  +  -ing  =  wandering
- wander  +  -ed  =  wandered

Ends with a Do not double the consonant.

double vowel (Contrast the
before a verbs cheat and retreat with shop and refer in the

`
 consonant previous table.)

- cheat  +  -s  =  cheats

- cheat  +  -ing  =  cheating
- cheat  +  -ed  =  cheated
- retreat  +  -s  =  retreats
- retreat  +  -ing  =  retreating
- retreat  +  -ed  =  retreated

Ends in a vowel Don't change y to ie.

+ y (Contrast enjoy with the verb clarify in the previous table.)

- enjoy  +  -s = enjoys
- enjoy  +  -ing = enjoying
- enjoy  +  -ed = enjoyed

Ends in a vowel + l In American English, do not double the l even though l is a

consonant.

- travel  +  -s = travels
- travel  +  -ing = traveling
- travel  +  -ed = traveled

Note: In British English, you do double the l before the -

ing and -ed endings (travelling, travelled).

`
 English Grade 5 - Lesson #18 – Irregular Verbs

Irregular Verbs
 Irregular verbs don't follow this pattern.
 Most of the time, verbs are irregular only in their past tense and past participle
forms, but there are a handful of verbs that have one or more irregular present
tense forms.

 Irregular Past Tense and Past Participles

 They all have one important characteristic in common: they never end in -ed.
Some examples are ate, fought, swam, and given.
 It's very common for a vowel (or pair of vowels) to be different from the base
form. Began (base form, begin) and froze (base form, freeze) are a two good
examples.
 Most irregular verbs follow a specific pattern.
 Let's take a closer look at how the irregular past tense and past participles are
formed.

 Past Tense
 With the irregular past tense, it is common for a vowel in the middle of the
verb to change instead of the verb's ending.

Example:
The verb drive changes to drove in the past tense.

 Other verbs require you to change a vowel and add a new ending. 

Example:
Eat turns into ate in the past tense.

 One of the most common irregular past tense endings is -t. (sweep → swept).

 Sometimes you'll add -d (sell → sold) or -ght (catch → caught) instead.

 Often, when the base ends in -ck, -e, -g, -ght, or -n, the past tense will
keep that final letter or set of letters.

o stick  → stuck o drive  → drove o ring  → rang

`
 o fight  → fought o run  → ran

`
 Past Participles
 Just like the irregular past tense, irregular past participles can be formed by
changing a vowel, adding a new ending, or doing both.
 However, the vowel or ending is often (but not always) different from the past
tense form.

 For example, many irregular past participles require you to add an -en, -n,
or -ne ending (drive → driven).

 Many irregular past participles end in -en, but, similarly to the past tense, they
can also end in -t, -ck, -d, -e, -g, or -ght.

In the table below you'll find several examples of how the irregular past tense and
past participles are formed.

Base Regular Irregular Irregular

Present Participle Past Past Participle

drive driving drove driven

begin beginning began begun

sleep* sleeping slept slept

run running ran run

freeze* freezing froze frozen

eat* eating ate eaten

*For some verbs, such as sleep, freeze, and eat, a pair of vowels changes instead
of just a single vowel.

`
Irregular Verb Patterns

 Common Patterns
 Sometimes the past tense and past participle are the same.
 All the verbs in this category have at least one of the following characteristics:

1. The most common past tense and past participle endings you will add to
these verbs are -t, -ght, and –d.

Examples:

(sweep/swept/swept; catch/caught/caught; sell/sold/sold).

2. You will never add an -en, -n, or -ne ending to these verbs. The only time the
past forms end in -n or -ne is when that ending is already part of the base
form

Examples:

(shine/shone/shone).

3. Sometimes the base, past, and past participle endings are all the same. This
happens most often when the base ends in -ck, -g, -ght, or -ne.

Base Past Past Participle

sweep swept swept

catch caught caught

sell sold sold

`
 shine shone shone

swing swung swung

fight fought fought

stick stuck stuck

 It is common to form the past participle by adding -en, -n, or -ne to the end

of the base or past tense form.

Base Past Past Participle

eat ate eaten

give gave given

do did done

freeze froze frozen

 For some verbs, the base, past tense, and past participle are all the same. The
base form of these verbs almost always ends in -t (a couple of them end in -d, but
that's very unusual).

Base Past Past Participle

put put put

set set set

`
 Keep in mind that this pattern does not apply to all verbs ending in the letter -t—
there are quite a few, such as connect, visit, and lift, that are regular verbs. Also,
verbs with a base form ending in -ght never follow this pattern.

 Sometimes, the final vowel changes from i in the base to a in the past, and
then to u in the past participle.

Base Past Past Participle

begin began begun

ring rang rung

 Rare Patterns and Stand-Alone Irregulars

 With the verbs run, come, become, and overcome, the base and past
participle are the same. These are the only four verbs that follow this
pattern, so keep an eye out for them—people often make the mistake of
thinking that the past tense and past participle forms are the same.

Base Past Past Participle

run ran run

come came come

 The base, past tense, and past participle are all completely different. This
doesn't happen very often. The verb fly is a good a example.

`
 Base Past Past Participle

fly flew flown

 With the verb beat - and only the verb beat - the base and the past
tense are the same, but the past participle is different.

Base Past Past Participle

beat beat beaten

 Keep in mind that any other verb that has the same base and past tense will also
have the same exact past participle (for example, put/put/put).

 Present Tense: Irregular Third Person Singular

 Verbs that are irregular in the present tense are almost always irregular only in
the third person singular form (he, she, it).
 There are very few verbs that fall into this category; they are to have, to do,
and to go.

These verbs also have an irregular past tense and past participle.

Regular Present Irregular Present Regular Irregular Irregular

(third person Present Past Past
singular only) Participle (all Participle
forms) (all
forms)

I/you/we/they  hav he/she/it  has  (not  ) having had had

e

`
 I/you/we/they  do he/she/it  does  (not  doing did done
)

I/you/we/they  go he/she/it  goes  (not  going went gone

)

 The Verb To Be
 The verb to be is the most irregular verb in the English language.
 It is irregular in all forms of the present and past tenses, and it has an
irregular past participle.

Present Tense Present Participle Past Tense Past Participle

I  am being I/he/she/it  was been

you/we/they  ar you/we/they  wer
e e
he/she/it  is

`
 English Grade 5 - Lesson #19 – Tenses of Verbs

Tenses of Verbs

 Verbs have multiple forms called tenses that tell us when an action occurs.

 It can be categorized base on simple, progressive, and perfect tenses.

 Simple Tenses
 The present, past, and future tenses are called simple tenses.


Simple Tenses

Present Past Future

walk(s) walked will  walk

Types of Simple Tenses

 Simple Present Tense

 The present tense is used for actions that are happening now, right?"—not
exactly.
 Although it's true that the present tense does have to do with current
events, there are several specific ways in which it's used, including:

o Talking about actions that occur repeatedly

 These are actions that happen on a regular basis, such as habits or routines.
 They can have a specific or general time frame.

Examples:

- I  brush  my teeth  every morning  and  every night.

- Bret  runs  five miles  every day.

`
 - We  visit  my grandparents  twice a year.
- Sometimes  Sean and Jaimie  go  to the pool.
- Mom  never  lets  us eat chocolate cake for breakfast.
-
o Discussing current facts, basic truths, or widely accepted beliefs

Examples:

- The sky  is  blue, and the grass  is  green.

- Cats  catch  mice.
- Stealing  is  unethical.

o Describing people or things

Use the present tense to describe physical characteristics, personality traits,
feelings, abilities, and likes and dislikes that are true in the present.

Examples:

- Her brothers  are  both over six feet tall.

- He  is  the nicest person I know.
- I  feel  sick today.
- My best friend  plays  minor league baseball.
- Many people  love  dogs, but many also  love  cats.
- This milk  smells  funny.
- Your new rose bush  looks  beautiful!

 Simple Past Tense

 The past tense is only use it to talk about actions, events, or feelings that
happened at an earlier point in time.

Examples:

`
 - Olivia  closed  the door behind her.
- We  pushed  through the crowd to get a better view of the stage.

 Future Tense
 Just as its name suggests, it's used to describe actions that will happen in the
future.
 It is formed by combining the helping verb will with the base form of the main
verb.

Example:

- Tomorrow I  will walk  home from school.

 Progressive Tenses (A.K.A. the Continuous Tenses)

 Progressive tenses are used to discuss ongoing or continuing actions.
 They can also be used to talk about an action that is, was, or will be
occurring at the same time as another action.
 The progressive tenses use a form of the verb to be plus the present
participle of the verb.

Progressive Tenses

Present Progressive Past Progressive Future Progressive

am  walking was  walking will be  walking

am  eating was  eating will be  eating

Types of Progressive Tenses

 Present Progressive
 The present progressive tense is typically used to talk about something that
is happening right now.

`
  It can also be used to talk about a future action or an action that is
occurring at the same time as another one.
 It is formed by using a present tense form of the verb to be plus the
present participle of the main verb.

Examples:

- I  am walking  to school  right now.  (current action)

- He  is walking  to school  tomorrow.  (future action)

 Most days we  are walking  to school when you  see  us.  (simultaneous
actions: are walking and see)

 Past Progressive
 The past progressive is used to describe an action that was occurring at the
same time as another past action.

Example:

- Yesterday I  was walking  to school when you  saw  me.

 (simultaneous actions: was walking and saw)

 Future Progressive
The future progressive is usually used to describe an action that will occur at the
same time as another future action.
To form the future progressive tense, use this formula: will be + present
participle.

Example:

`
 - Tomorrow I  will be walking  to school when you  see  me.

 (simultaneous actions: will be walking and see)

 Notice how the verb see is in the present tense, not the future tense. When
people talk about future simultaneous actions, usually one verb is in the future
progressive and the other is in the simple present.

Perfect Tenses

 Perfect tenses show when an action happened in relation to another action.

 To form the perfect tenses, use a form of the helping
verb have (have, has, had, will have) plus the past participle of the main verb.
 The verb have changes to show the tense.

Perfect Tenses

Present Perfect Past Perfect Future Perfect

have  walked had  walked will have  walked

have  finished had  finished will have  finished

 Present Perfect
 An action in the present perfect began in the past and continues in the present
or has ended by the present.
 It can also be used to talk about past actions that happened multiple times.
 To form the present perfect, use the present tense of the verb to have plus
the past participle of the main verb.

Examples:

`
 - Most days I take the bus to school, but for the last two weeks  I have
walked  to school.
- I  have finished  my homework already.

 Past Perfect
 An action in the past perfect began and ended before another past event.
 To form the past perfect, use the past tense of the verb to have plus the past
participle of the main verb.

Examples:

- Yesterday I  rode  the bus to school, but the day before I  had walked  to
school.
- I  was watching  TV because I  had finished  my homework already.

 Future Perfect
 An action in the future perfect tense will be finished by a particular time in the
future.
 To form this tense, use this formula: will + have + past participle.

Examples:

- By the time I arrive at school tomorrow, I  will have walked  to school 100
days in a row.
- By 8 p.m. I  will have finished  my homework.

 Perfect Progressive Tenses

 Perfect progressive tenses are a combination of perfect (completed before)

and progressive (ongoing) tenses, which show that something began, continued,
and ended before another action.
 The perfect progressive tenses combine the perfect ( have, has, had, will have),
the progressive (been) and the present participle of the main verb.

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 Perfect Progressive Tenses

Present Perfect Past Perfect Future Perfect

Progressive Progressive Progressive

have been  walking had been  walking will have been  walking

have been  finishing had been  finishing will have been  finishing

Types of Perfect Progressive Tenses

 Present Perfect Progressive

 This tense is used for recent past actions that happened repeatedly.

Examples:

- I  have been walking  to school on sunny days.

He  has been finishing  his homework by 7 p.m. every day this week.
- It is also used for continuous past actions that are affecting the present in
some way.

- I  have been walking  to school a lot, so I'm in much better shape than I was
before.
He  has been finishing  all his homework, and his grades have improved a lot.

 Past Perfect Progressive

 Use the past perfect tense to express actions that happened in the more
distant past that happened repeatedly.
 This tense is frequently used in relation to another past action that
occurred at a later time.

Examples:

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 - I  had been walking  to school every day, but then the weather  turned  cold.
- Isabella  had been finishing  her homework on time all month, but then
she  caught  a
- cold and  missed  school.

 Future Perfect Progressive

 This tense is used when you are anticipating a time in the future when a
continuous action will be finished.

Example;

- By tomorrow I  will have been walking  to school for six weeks straight.

 Emphatic Forms

 The emphatic form emphasizes that an action happened.

 It is also used in questions and in negative statements.
 The emphatic form uses the verb do with the present form of the verb.


Emphatic Form

Present Emphatic Past Emphatic There is no future emphatic because you

can't emphasize something that hasn't
happened yet.
do/does  walk did  walk

do/does  finish did  finish