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C
lassical onversations
ESSENTIALS of the English Language

SUPPLEMENT
Part III: Gear
dialectic discussions for classical communities
Fourth Edition
2011 Classical Conversations MultiMedia
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392
Essentials of the English Language
PART III:
Each of the Grammar Mastery Charts included in this section is paired as a Master chart and Student chart.
Glossary of Abbreviations.............................................................................................394 Scope and Sequence: Grammar Mastery Charts ...................................................395 THE FIRST TRAIL: Loading the Grammar.............................................................397 Sentence Classification (Chart A) .................................................................. 398 112 Model Sentences: Simple (Chart B) ...........................................................400 Verbs (Chart C) .......................................................................................................402 Principal Parts of Verbs (Chart D) .....................................................................404 Nouns (Chart E) .....................................................................................................406 Pronouns (Chart F) ................................................................................................408 112 Model Sentences: Compound (Chart G) .................................................410 Conjunctions (Chart H) ........................................................................................412 Adverbs (Chart I) ...................................................................................................414 Prepositions and Interjections (Chart J) ...........................................................416 Verb Anatomy To Be (Chart K)......................................................................418 Adjectives (Chart L)...............................................................................................420 112 Model Sentences: Complex (Chart M) .....................................................422 Verb AnatomyTo Have (Chart N).................................................................424 Verb AnatomyTo Play (Chart O)...................................................................426 112 Model Sentences: Compound-Complex (Chart P) ...............................428 Verbals (Chart Q)....................................................................................................430 THE SECOND TRAIL: Dialectic Discussions.........................................................432 Weekly Practice Sentence Overview ................................................................433 Analytical Task SheetBlank.............................................................................435 Quid et Quo Worksheet, Basic FormatBlank.............................................437 Quid et Quo Worksheet, Detailed FormatBlank ......................................439
GEAR
393
GL O S S A RY O F A B B R E V I AT I O N S
AJ AP AV C Cd Cd-Cx Cx D DO E Imp Int I IO NDA OCA OCN OP P PA PN PNA PPA Pr S SN SP Vh Vi Vl Vt
394
Adjective Appositive Adverb Conjunction Compound (Sentence) Compound-Complex (Sentence) Complex (Sentence) Declarative (Sentence) Direct Object Exclamatory (Sentence) Imperative (Sentence) Interrogative (Sentence) Interjection Indirect Object Noun of Direct Address Object Complement Adjective Object Complement Noun Object of the Preposition Pronoun Predicate Adjective Predicate Nominative Possessive Noun Adjective Possessive Pronoun Adjective Preposition Simple (Sentence) Subject Noun Subject Pronoun Verbhelping Verbintransitive Verblinking Verbtransitive
S C O P E A N D SEQUENCE:
G R A M M A R M A S T E RY C H A RT S
WEEK CHARTS WEEK CHARTS
1 2 3 4 5 6 7 8 9 10 11 12
A: Sentence Classification B: 112 Model Sentences: Simple C: Verbs D: Principal Parts of Verbs E: Nouns F: Pronouns A: B: C: D: E: F: A: B: C: D: E: F: Sentence Classification* 112 Model Sentences: Simple Verbs Principal Parts of Verbs Nouns Pronouns Sentence Classification 112 Model Sentences: Simple Verbs Principal Parts of Verbs Nouns Pronouns
13 14 15 16 17 18 19 20 21 22 23 24
M: 112 Model Sentences: Complex A: Sentence Classification E: Nouns F: Pronouns H: Conjunctions I: Adverbs L: Adjectives A: Sentence Classification E: Nouns H: Conjunctions I: Adverbs L: Adjectives M: 112 Model Sentences: Complex
N: Verb AnatomyTo Have K: Verb AnatomyTo Be E: Nouns F: Pronouns N: Verb AnatomyTo Have L: Adjectives M: 112 Model Sentences: Complex N: Verb AnatomyTo Have A: Sentence Classification M: 112 Model Sentences: Complex N: Verb AnatomyTo Have O: Verb AnatomyTo Play D: Principal Parts of Verbs N: Verb AnatomyTo Have J: Prepositions O: Verb AnatomyTo Play P: 112 Model Sentences: CompoundComplex Q: Verbals H: Conjunctions R eviewall: Work on mastering charts and information
G: 112 Model Sentences: Compound H: Conjunctions
I: Adverbs E: Nouns J: Prepositions E: Nouns G: 112 Model Sentences: Compound I: Adverbs K: C: D: E: Verb AnatomyTo Be Verbs Principal Parts of Verbs Nouns
L: Adjectives C: Verbs D: Principal Parts of Verbs G: 112 Model Sentences: Compound K: Verb AnatomyTo Be
C: Verbs D: Principal Parts of Verbs K: Verb AnatomyTo Be
R eviewall: Work on mastering charts and information
C: Verbs D: Principal Parts of Verbs
Reviewall: Work on mastering charts and information
*Grammar Mastery Charts displayed as gray indicate review.
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396
THE FIRST TRAIL OF ESSENTIALS:
LOADING THE GRAMMAR

Whenever you learn any subject, you begin by loading the grammar: inputting the vocabulary and facts related to that subject. In English grammar, there are a lot of terms to define, lists to memorize, and charts that show the relationships between the ideas. This is like looking at the individual pieces of a puzzle, then putting the pieces of the puzzle together. In order to help you to load the grammar of the English language, all the terms, lists, and charts have been put in a format that many Essentials students have used successfully. The first chart (called Sentence Classification, Chart A) is like the box of the puzzle: the whole picture of grammar. All the other charts are like individual pieces of that puzzle. Each chart that needs to be memorized is in this section of the guide. The completed chart is called a Master chart. Each master is followed by a Student chart which is blank. Put all the charts into page protectors, then use a dry erase marker to fill in the student chart. At first, you will look closely at the master chart in order to fill in the student chart, but if you concentrate and pay attention while filling in the charts, you will soon be able to fill in the student chart without looking at the master. You should spend about 20 minutes a day studying the charts this way. Keep practicing over time, and you will be able to write out all the master charts onto blank paper from memory. When you can do that, you will be a grammar master, and you will be well prepared to tackle any language. The charts are listed by the week that they are introduced by your Essentials tutor. Once a chart is introduced, practice it every day for at least a week, then, once a week, review all the charts either by reciting them aloud or filling in all the student charts that have been assigned thus far. Every day spend about 20 minutes on Grammar Mastery charts, then spend about 20 minutes on the second trail of Essentials: Dialectic Discussions.
397
Master
S E N T E N C E C L A S S I F I C AT I O N
4 structures
Introduced Week 1
112 Different Types of Sentences can be created by combining the four structures four purposes seven patterns.
Simple
Compound
(FANBOYS)
Complex
(www.asia.wub, who/which)
(FANBOYS) + www.asia.wub, who/which
Compound Complex
Declarative (.)
4 purposes
Subject
Verb-intransitive
Jesus
wept
Verb-transitive Direct Object
Vi
Exclamatory (!) Interrogative (?)

7 patterns
Subject
Jesus
Subject
loves
Verb-linking
Vt
DO
me
Predicate Nominative
Imperative (. !)
Jesus
Subject
Vl
is
God
PA
PN
Verb-linking Predicate Adjective
Jesus
8 Parts of Speech:
1. Noun (N) 2. Pronoun (P) 3. Verb (V) 4. Adverb (AV) 5. Conjunction (C) 6. Interjection (I) 7. Preposition (Pr) 8. Adjective (AJ)
Subject Subject
Vl
is
holy
Indirect Object Direct Object
Verb-transitive
Jesus
made
Verb-transitive
Vt
me
IO
crown
a
DO
Direct Object Object Complement Noun
5 Parts of a Sentence:
1. Subject (S) 4. End Mark (. ? !) 2. Verb (V) 5. Complete Sense 3. Capital Letter
Jesus
Subject
calls
Verb-transitive
Vt
himself
Direct Object
DO
Master
Object Complement Adj.
OCN
Jesus
398 Essentials of the English Language
calls
Vt
himself
DO
OCA
holy
Student
S E N T E N C E C L A S S I F I C AT I O N
4 structures
Introduced Week 1
112 Different Types of Sentences can be created by combining the four structures four purposes seven patterns.
4 purposes
8 Parts of Speech:
1. 2. 3. 4. 5. 6. 7. 8.
5 Parts of a Sentence:
1. 2. 3. 4. 5.
7 patterns
399
400
B
1 1 2 M O D E L S E N T E N C ES
Introduced Week 1
Master
Simple Structure
Essential Sentence Jesus wept. Jesus loves me. Jesus is God. Jesus is holy. Jesus made me a crown. S/E S/E S/Imp. S/Imp. S/Imp. S/Imp. S/Imp. S/Imp. S/Imp. S/E S-Vt-IO-DO S-Vt-DO-OCN S-Vt-DO-OCA S-Vi S-Vt-DO S-Vl-PN S-Vl-PA S-Vt-IO-DO S-Vt-DO-OCN S-Vt-DO-OCA S/E S-Vl-PA S/E S-Vl-PN S/E S-Vt-DO Jesus loves me! Jesus is God! Jesus is holy! Jesus made me a crown! Jesus calls himself Master! Jesus calls himself holy! Weep. Love me. Be God. Be holy. Make me a crown. Call yourself master. Call yourself holy. S/E S-Vi Jesus wept! Structure/ Pattern Purpose Essential Sentence
A simple sentence consists of one independent clause and expresses a complete thought. (An independent clause contains one subjectpredicate pair, though the subject or the predicate, or both may be compound.)
Structure/ Pattern Purpose
S/D
S-Vi
S/D
S-Vt-DO
S/D
S-Vl-PN

Exclamatory (!)
S/D
S-Vl-PA
Declarative (.)
S/D
S-Vt-IO-DO
S/D
S-Vt-DO-OCN Jesus calls himself Master.
S/D Did Jesus weep? or Who wept? Does Jesus love me? or Who loves me? Is Jesus God? or Who is God? Is Jesus holy? or Who is holy?
S-Vt-DO-OCA Jesus calls himself holy.
S/Int.
S-Vi
S/Int.
S-Vt-DO
S/Int.
S-Vl-PN
S/Int.
S-Vl-PA
Imperative (.!)
Interrogative (?)
S/Int.
S-Vt-IO-DO
S/Int.
S/Int.
Did Jesus make me a crown? or Who made me a crown? S-Vt-DO-OCN Did Jesus call himself Master? or Who called himself Master? S-Vt-DO-OCA Did Jesus call himself holy? or Who calls himself holy?
KEY: Purpose: D - Declarative, E - Exclamatory, Int. - Interrogative, Imp. - Imperative
Structure: S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex
B
1 1 2 M O D E L S E N T E N C ES
Student
Introduced Week 1
Simple Structure
Essential Sentence Structure/ Pattern Purpose Essential Sentence
A simple sentence consists of one independent clause and expresses a complete thought. (An independent clause contains one subjectpredicate pair, though the subject or the predicate, or both may be compound.)

401
Master
VERBS
Introduced Week 2
A verb is a word that asserts an action, shows a state of being, links two words together, or helps another verb. (V) Ask, What is being said about the subject?
4 VERB TYPES
Intransitive An intransitive verb does not transfer the action from the subject to an object. Test: If there is no direct object, the verb is intransitive. A transitive verb transfers the action from the subject to an object. Test: The verb is followed by a noun which does not re-name the subject. A linking verb makes an assertion by joining two words. Test: The verb can be replaced with = without changing the meaning. feel, become, remain, taste, seem, appear, look, sound, stay, smell, grow, am, are, is, was, were, be, being, been A helping verb helps another verb assert action, being, or existence. Test: There will be another verb in the sentence. do, does, did, has, have, had, am, are, is, was, were, be, being, been, may, must, might, should, could, would, shall, will, can Jesus wept.
Transitive Linking
Jesus loves me. Jesus is God.
Helping
Jesus was weeping.
4 VERB ATTRIBUTES
Person Number Voice 1st (I or we) Singular or Plural Active (subject performs the action) Passive (subject receives the action) Indicative Mood Imperative Subjunctive Makes a statement or asks a question States a command Implies condition contrary to fact or expresses a wish I love. I am loved. Beds get messy while you sleep. Did you make your bed? Make up* your bed. If only your bed were made. I wish my bed were made. 2nd (you) 3rd (he, she, it, or they)
*In this sentence,make up is a compound verb. Consider up part of the verb rather than a preposition since there is no object of the preposition.
12 VERB TENSES: TIME (3) FORM (4)

Form: Simple Perfect form of to have + past participle Progressive form of to be + present participle Perfect Progressive form of to have + been + present participle 402 Time: Present Past Future
I play. I have played. I am playing. I have been playing.
I played. I had played. I was playing. I had been playing.
I shall play. I shall have played. I shall be playing. I shall have been playing.
Student
VERBS
Introduced Week 2
A verb is
4 VERB TYPES
4 VERB ATTRIBUTES
12 VERB TENSES: TIME (3) FORM (4)

Form: Time: Present Past Future
403
Master
P R I N C I PA L PA R T S O F V E R B S
Introduced Week 2
5 PRINCIPAL PARTS OF VERBS

Infinitive Present to + verb to play present form play(s)
Past verb + -ed played
Present Participle Past Participle verb + -ing playing verb + -ed or -en or -t played
IRREGULAR VERBS
Infinitive to be to do to rise* to raise* to lay to lie to set to sit to beat to break to write to shake to bring to go to know to ride to drink to draw to fall to forget
Present am, are, is do, does rise(s) raise(s) lay(s) lie(s) set(s) sit(s) beat(s) break(s) write(s) shake(s) bring(s) go, goes know(s) ride(s) drink(s) draw(s) fall(s) forget(s)
Past was, were did rose raised laid lay set sat beat broke wrote shook brought went knew rode drank drew fell forgot
Present Participle Past Participle being doing rising raising laying lying setting sitting beating breaking writing shaking bringing going knowing riding drinking drawing falling forgetting been done risen raised laid lain set sat beaten broken written shaken brought gone known ridden drunk drawn fallen forgotten
*To rise means to get up from a lying, sitting, or kneeling posture. To raise means to move to a higher position or to elevate. To raise is a regular verb, but is shown here for comparison to to rise.
404
Student
P R I N C I PA L PA R T S O F V E R B S
Introduced Week 2
5 PRINCIPAL PARTS OF VERBS

Infinitive Present
Past
Present Participle
Past Participle
IRREGULAR VERBS
Infinitive to be to do to rise to raise to lay to lie to set to sit to beat to break to write to shake to bring to go to know to ride to drink to draw to fall to forget
Present
Past
Present Participle
Past Participle
405
Master
NOUNS
Introduced Week 3
A noun names a person, place, thing, activity, or idea. (N)
To find a subject noun (SN), ask, Who (verb)? or What (verb)? For other usages, see the Question Confirmation.
NOUN USAGES
...the roles or jobs a noun can have in a sentence.
Parent Note: On the EEL Practice Sentence Sheets, possessive pronouns are labeled as adjectives as this is the job they play in the sentence. Quid et Quo drills out the details. Teaching Tip: The first letters of the first five jobs of a noun spell SPIDO. Pronounce it speedo to make it memorable.
Latin Noun Cases:
Subject Noun (SN) Possessive Noun Adjective (PNA) Indirect Object (IO) Direct Object (DO) Object of the Preposition (OP) Predicate Nominative (PN) Object Complement Noun (OCN) Noun of Direct Address (NDA) Appositive (AP)
Nominative Genitive Dative Accusative Ablative
Examples
NOUN ATTRIBUTES
...ways to describe a noun.
Parent Note: Some nouns can also be described as being masculine, feminine, or neuter, but in English, gender does not affect the ending as it does in many other languages.
Common Proper Singular Plural Concrete Abstract Collective Compound
non-specific specific, requires a capital letter one more than one
dog Rover dog dogs
can be experienced with the five senses paw concept, quality, or condition that cannot loyalty be experienced with the five senses a group composed of members two words joined together pack (of dogs) doghouse
406
Student
NOUNS
Introduced Week 3
A noun
NOUN USAGES
...the roles or jobs a noun can have in a sentence.
Examples:
NOUN ATTRIBUTES
...ways to describe a noun.

Essentials of the English Language 407
Master
PRONOUNS
Introduced Week 3
A pronoun replaces a noun in order to avoid repetition. (P) To find a subject pronoun (SP), ask, Who (verb)? or What (verb)?
PERSONAL PRONOUNS:
Subjective (Nominative) Pronouns Objective Pronouns Possessive Pronouns
Independent: Subject Predicate Adjective Direct Object Object of Preposition
Possessive Pronoun Adjectives
Reflexive Pronouns
Use for:
Subject Predicate Nominative
Direct Object Object of Preposition Indirect Object
Modifiers: Show possession and function as Adjective
Indirect Object Direct Object Object of Preposition Predicate Nominative
1st Person 2nd Person 3rd Person masculine 3rd Person feminine 3rd Person neuter 1st Person
PLURAL
I you he she it we you they

______ will go.
me you him her it us you them
mine yours his hers (not used) ours yours theirs
my your his her its our your their

That is _____car.
myself yourself himself herself itself ourselves yourselves themselves

(Subject) saw ___________.
SINGULAR
2nd Person 3rd Person Test
Tom saw ______. The car is ______. He drove ______.
OTHER PRONOUNS:
Demonstrative Pronouns Interrogative Pronouns Indefinite Pronouns
this, that, these, those who, whom, whose, which, what all, another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, few, many, more, most, neither, nobody, none, one, other, several, some, somebody, someone, such
Relative Pronouns who, whom, whose, whoever, whomever, that, which, what, whatever
408 Essentials of the English Language 2011 Classical Conversations MultiMedia
Student
PRONOUNS
Introduced Week 3
A pronoun
PERSONAL PRONOUNS:
Subjective (Nominative) Pronouns Objective Pronouns Possessive Pronouns
Independent: Subject Predicate Adjective Direct Object Object of Preposition
Possessive Pronoun Adjectives
Reflexive Pronouns
Use for:
Subject Predicate Nominative
Direct Object Object of Preposition Indirect Object
Modifiers: Show possession and function as Adjective
Indirect Object Direct Object Object of Preposition Predicate Nominative
1st Person 2nd Person 3rd Person masculine 3rd Person feminine 3rd Person neuter 1st Person
PLURAL
SINGULAR
2nd Person 3rd Person Test
OTHER PRONOUNS:
Demonstrative Pronouns Interrogative Pronouns Indefinite Pronouns Relative Pronouns
409
410
G
112 MODEL SENTENCES
A compound sentence consists of at least two independent clauses joined by a coordinating conjunction (a semicolon may be used in some cases).
Introduced Week 6
Master
Compound Structure
Cd/D Jesus loves me, so He loves you. Jesus is God, and He is King. Jesus is holy, for He is alive. Cd/E Cd/E Cd/E Cd/Imp. Cd/Imp. Cd/Imp. Cd/Imp. Cd/Imp. Cd/Imp. Cd/Imp. S-Vt-IO-DO S-Vt-DO-OCN S-Vt-DO-OCA S-Vi S-Vt-DO S-Vl-PN S-Vl-PA S-Vt-IO-DO S-Vt-DO-OCN S-Vt-DO-OCA Cd/E S-Vl-PA Cd/E S-Vl-PN Cd/E S-Vt-DO
S-Vi Jesus wept, yet He sang. Cd/E
S-Vi
Jesus wept, yet He sang! Jesus loves me, so He loves you! Jesus is God, and He is King! Jesus is holy, for He is alive!
Cd/D
S-Vt-DO
Cd/D
S-Vl-PN
Cd/D
S-Vl-PA
Cd/D
S-Vt-IO-DO
Cd/D
Cd/D Did Jesus weep, and did He sing? Does Jesus love me, and does He love you? Is Jesus God, or is He King? Is Jesus holy, and is He alive?
Jesus made me a crown, so He gave me a family. S-Vt-DO-OCN Jesus calls himself Master, but He calls me friend. S-Vt-DO-OCA Jesus calls himself holy, and I call Him wonderful.
Jesus made me a crown, so He gave me a family! Jesus calls himself Master, but He calls me friend! Jesus made me holy, so He made us joyful! John, weep, but Paul, sing.
Cd/Int.
S-Vi
Cd/Int.
S-Vt-DO
Cd/Int.
S-Vl-PN
John, preach the gospel, and Paul, love the poor. John, be a witness, but Paul, be a servant. John, be holy, yet Paul, be merciful.
Cd/Int.
S-Vl-PA
Cd/Int.
S-Vt-IO-DO
Cd/Int.
Cd/Int.
Did Jesus make me a crown, and did He give me a family? Jesus S-Vt-DO-OCN Didfriend?call himself Master, and did He call me S-Vt-DO-OCA Did Jesus make me holy, or did He make me merciful?
John, give me hope, and Paul, tell me a story. John, consider me a servant, but Paul, call me a saint. John, consider me holy, but Paul, consider me depraved.
KEY: Purpose: D - Declarative, E - Exclamatory, Int. - Interrogative, Imp. - Imperative Structure: S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex
G
112 MODEL SENTENCES
A compound sentence consists of at least two independent clauses joined by a coordinating conjunction (a semicolon may be used in some cases).
Student
Introduced Week 6
Compound Structure
411
Master
CONJUNCTIONS
Introduced Week 6
A conjunction is a word used to connect words, phrases, or clauses together. (C)
COORDINATING conjunctions connect grammatically equal words or groups of words such as

compound subjects, compound verbs, or compound sentences. Remember: FANBOYS. for and nor but or yet so
SUBORDINATING conjunctions introduce adverbial subordinate clauses and relate them to the word
they modify. They are used in complex sentences. Remember: www.asia.wub. when while where . as since if although . whereas unless because
More subordinating conjunctions: after how as if in order that as long as lest as soon as so that as though than before that but that
though until whenever wherever why
Examples: We play when we are young. When we are young, we play. Since we are young, we play. We play because we are young. We play before we eat. Note: some of these words can also be used as prepositions.
CORRELATIVE
either/or Examples:
conjunctions always come in pairs and connect words of equal importance. both/and whether/or whether Tom or Sue not only Tom but also Sue not Tom but Sue not only/but also not/but
neither/nor
either Tom or Sue neither Tom nor Sue both Tom and Sue
RELATIVE PRONOUNS introduce adjectival

subordinate clauses and relate them to the word they modify. They are used in complex sentences. that who whose whom which
CONJUNCTIVE ADVERBS
accordingly although besides consequently furthermore hence however indeed moreover meanwhile nevertheless similarly still therefore thus
Example: The boy who cried wolf was not being truthful.
412
Student
CONJUNCTIONS
Introduced Week 6
A conjunction is
413
Master
A DV E R B S
Introduced Week 7
An adverb modifies a verb, adjective, or another adverb. (AV) Adverbs answer the questions:
How? When? Where? Why? Howoften? Towhatextent? Howmuch? Underwhatcondition?
Types of One-Word Adverbs:

SIMPLE one-word adverb, no suffix adjective + -ly
Degrees of Adverbs:
POSITIVE COMPARATIVE SUPERLATIVE
swiftly more swiftly most swiftly
FLEXIONAL
AFFIRMATIVE
yes, certainly no, not, never
NEGATIVE
Types of Multi-Word Adverbs:

PHRASE
The boy ran in the field. Where did the boy run? in the field
CLAUSE
The boy ran when his friend called him. When did the boy run? when his friend called him
(We ran home. We ate pizza yesterday.)
NOTE: Sometimes a noun can be used as an adverb.
414
Student
A DV E R B S
Introduced Week 7
An adverb modifies Adverbs answer the questions:
Types of One-Word Adverbs:

Examples:
Degrees of Adverbs:
Examples:
Types of Multi-Word Adverbs:

Examples:
415
Master
PREPOSITIONS
Introduced Week 8
A preposition relates a noun or pronoun to another word. (Pr)

Prepositions are always followed by a noun which is called the object of the preposition. The preposition, its object, and the modifiers between them create a prepositional phrase.
about above across after against along amid among around at atop before behind below beneath beside between beyond but by
concerning down during except for from in inside into like near of off on onto out outside over
past regarding since through throughout to toward under underneath until up upon with within without
Parent Tip: While studying this list, take a moment and teach your student about alphabetical order. Note: sometimes two or more words can act as a preposition: according to due to in addition to up to ahead of because of by way of in back of in case of in front of in spite of instead of out of with the exception of except for along with away from Note that some of these words can act as adverbs when they are not followed by a noun. For example: outside used as a preposition: I went outside the house. outside used as an adverb: I went outside.
INTERJECTIONS
An interjection is a word or phrase used as a strong expression of feeling or emotion. (I)
416 Essentials of the English Language
An interjection is set apart from the sentence by either an exclamation mark or a comma. Oh! My dog has fleas!
Student
PREPOSITIONS
Introduced Week 8
A preposition
a___________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ b___________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________
c___________________ d___________________ ____________________ e____________________ f___________________ ____________________ i___________________ ____________________ ____________________ l___________________ n___________________ o___________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________
p___________________ r___________________ s___________________ t___________________ ____________________ ____________________ ____________________ u___________________ ____________________ ____________________ ____________________ ____________________ w___________________ ____________________ ____________________
INTERJECTIONS
An interjection is
417
418
K
V E R B A N ATO M Y:
(Use the infinitive form to name a verb)
Master
INDICATIVE MOOD, ACTIVE VOICE

Present Participle: Past Participle:
To Be
Introduced Week 9
Present:
Past:
am, are, is
SIMPLE TENSE
Present Past Future Present Past
was, were
PERFECT TENSE (form of to have + past participle) I was. You were. He/She/It was. We were. You were. They were. PROGRESSIVE TENSE (form of to be + present participle)
Present Past Future
being
I shall be. You will be. He/She/It will be. We shall be. You will be. They will be. You have been. They have been. We have been. He/She/It has been. You have been. I have been. I had been. You had been. He/She/It had been. We had been. You had been. They had been.
been
Future
1st Person Singular
I am.
I shall have been. You will have been. He/She/It will have been. We shall have been. You will have been. They will have been.
2nd Person Singular You
You are.

PERFECT PROGRESSIVE TENSE (form of to have + been + present participle)
Present Past
3rd Person Singular He/She/It
He/She/It is.
1st Person Plural
We
We are.
2nd Person Plural You (all)
You are.
3rd Person Plural
They
They are.
Future
1st Person Singular I was being. You were being. He/She/It was being. We were being. You were being. They were being.
I am being.
I shall be being. You will be being. He/She/It will be being. We shall be being. You will be being. They will be being.
I have been being. You have been being. He/She/It has been being. We have been being. You have been being. They have been being.
I had been being. You had been being. He/She/It had been being. We had been being. You had been being. They had been being.
I shall have been being. You will have been being. He/She/It will have been being. We shall have been being. You will have been being. They will have been being.
You are being.
He/She/It is being.
1st Person Plural
We
We are being.
You are being.
3rd Person Plural
They
They are being.
K
Student
VE R B A NATOM Y:
MOOD
Past: Present Participle: Past Participle:
To
VOICE
Introduced Week 9
Present:
SIMPLE TENSE
PERFECT TENSE (form of to have + past participle)

Future
1st Person Singular

PROGRESSIVE TENSE (form of to be + present participle)
Present Past Future
1st Person Plural
We
3rd Person Plural PERFECT PROGRESSIVE TENSE (form of to have + been + present participle)
Present Past Future
They
1st Person Singular
1st Person Plural
We
3rd Person Plural
419
They
Master
ADJECTIVES
Introduced Week 10
An adjective modifies a noun or pronoun by describing, qualifying, or limiting. (AJ)
Adjectives answer the questions: Whatkind? Howmany? Which? Whose?
Types of One-Word Adjectives:

DESCRIPTIVE tell what kind? beautiful, glorious, honest, crimson, smooth, brave, etc. DEGREE POSSESSIVE tell whose? Possessive Noun Adjectives Poss. Proper Noun Adjectives Possessive Pronoun Adjectives LIMITING tell how many? or which? Article adjectives Number Demonstrative Indefinite Interrogative the girls smile, the books cover
strong (positive), stronger (comparative), strongest (superlative)
Joshuas book, Timothys diligence my, your, his, her, its, our, their
a, an (indefinite articles); the (definite article) one car, a million books This book is wonderful. Some books are on the shelf. Which book was on the shelf?
Types of Multi-Word Adjectives:

PHRASE
The boy in the field chased the cat. Which boy? The boy that is in the field. The boy who played baseball chased the cat. Which boy? The boy who played baseball.
What kind of light? porch light
CLAUSE
NOTE: Sometimes a noun can be used as an adjective.
What kind of collar? dog collar
420
Student
ADJECTIVES
Introduced Week 10
An adjective
Adjectives answer the questions:
Types of One-Word Adjectives:

tell what kind? beautiful, glorious, honest, crimson, smooth, brave, etc.
tell whose?
tell how many? or which?
Types of Multi-Word Adjectives:
421
422
M
112 MODEL SENTENCES
Introduced Week 13
Master
Complex Structure
Essential Sentence Essential Sentence Structure/ Pattern Purpose
Cx/E Cx/E Cx/E Cx/E Cx/E Cx/E Cx/E Cx/Imp. Cx/Imp. Cx/Imp. Cx/Imp. Cx/Imp. Cx/Imp. Cx/Imp.
A complex sentence is a sentence that consists of at least one independent clause and at least one subordinate clause (www.asia.wub).
Cx/D
Jesus, who laughed, wept. Jesus, who wept tears, loves me. Jesus, who is man, is God. Jesus, who is good, is holy.
Jesus, who laughed, wept! Jesus, who wept tears, loves me! Jesus, who is man, is God! Jesus, who is good, is holy!
Cx/D
Cx/D
Essentials of the English Language S-Vi (S-Vi) S-Vt-DO (S-Vt-DO) S-Vl-PN (S-Vl-PN) S-Vl-PA (S-Vl-PA) S-Vt-IO-DO (S-Vt-IO-DO) S-Vt-DO-OCN (S-Vt-DO-OCN) S-Vt-DO-OCA (S-Vt-DO-OCA)
Cx/D
Cx/D
S-Vi (S-Vi) S-Vt-DO (S-Vt-DO) S-Vl-PN (S-Vl-PN) S-Vl-PA (S-Vl-PA) S-Vt-IO-DO (S-Vt-IO-DO)
Cx/D
Jesus, who made you a home, made me a crown. Jesus, who calls himself Master, made me a S-Vt-DO-OCN (S-Vt-DO-OCN) saint. Jesus, who calls himself holy, made me holy. Did Jesus, who laughed, weep? Does Jesus, who wept tears, love me? Is Jesus, who is man, God? Is Jesus, who is good, holy?
Cx/D
S-Vt-DO-OCA (S-Vt-DO-OCA)
Jesus, who made you a home, made me a crown! Jesus, who calls himself Master, made me a saint! Jesus, who calls himself holy, made me holy! Weep, if you love. Love me, because it changes me. Be King, since You are God. Be selfless, while I am selfish.
S-Vt-IO-DO (S-Vt-IO-DO) S-Vt-DO-OCN (S-Vt-DO-OCN) S-Vt-DO-OCA (S-Vt-DO-OCA)
Cx/Int.
Cx/Int.
Cx/Int.
Cx/Int.
S-Vi (S-Vi) S-Vt-DO (S-Vt-DO) S-Vl-PN (S-Vl-PN) S-Vl-PA (S-Vl-PA)
S-Vi (S-Vi) S-Vt-DO (S-Vt-DO) S-Vl-PN (S-Vl-PN) S-Vl-PA (S-Vl-PA)
Cx/Int.
S-Vt-IO-DO (S-Vt-IO-DO)
Cx/Int.
Cx/Int.
Did Jesus, who made you a home, make me a crown? Did Jesus, who calls himself Master, make me S-Vt-DO-OCN (S-Vt-DO-OCN) a saint? Did Jesus, who calls himself holy, make me S-Vt-DO-OCA (S-Vt-DO-OCA) holy?
Make me a crown, when I give you my heart. Make me a saint, as you make me an heir. Make me holy, while you make me loving.
M
112 MODEL SENTENCES
A complex sentence is a sentence that consists of at least one independent clause and at least one subordinate clause (www.asia.wub).
Student
Introduced Week 13
Complex Structure

423
424
N
V E R B AN ATO M Y:
Introduced Week 15
Master
To Have
Present:
has, have
SIMPLE TENSE
Past:
had
having
had
Future
1st Person Singular I had. You had. He/She/It had. We had. You had. They had. PROGRESSIVE TENSE (form of to be + present participle)
Present Past Future
I You will have. He/She/It will have. We shall have. You will have. They will have. You have had. They have had. We have had. He/She/It has had. You have had. You had had.
I have.
I shall have.
I have had.
I had had.
I shall have had. You will have had. He/She/It will have had.
You have.
He/She/It has.
He/She/It had had. We had had. You had had. They had had.

Present Past
1st Person Plural
We
We have.
We shall have had. You will have had. They will have had.
You have.
3rd Person Plural
They
They have.
Future
1st Person Singular I was having. You were having. He/She/It was having. We were having. You were having. They were having.
I am having.
I shall be having. You will be having. He/She/It will be having. We shall be having. You will be having. They will be having.
I have been having. You have been having. He/She/It has been having. We have been having. You have been having. They have been having.
I had been having. You had been having. He/She/It had been having. We had been having. You had been having. They had been having.
I shall have been having. You will have been having. He/She/It will have been having. We shall have been having. You will have been having. They will have been having.
You are having.
He/She/It is having.
1st Person Plural
We
We are having.
You are having.
3rd Person Plural
They
They are having.
N
Student
VE R B A NATOM Y:
MOOD
To
VOICE
Introduced Week 15
Present:
SIMPLE TENSE

Future
1st Person Singular

Present Past Future
1st Person Plural
We
Present Past Future
They
1st Person Singular
1st Person Plural
We
3rd Person Plural
425
They
426
O
V ER B A NATO M Y:
Introduced Week 19
Master
To Play
Present:
play
SIMPLE TENSE
Past:
played
playing
played
Future
1st Person Singular I played. You played. He/She/It played. We played. You played. They played. PROGRESSIVE TENSE (form of to be + present participle)
Present Past Future
I You will play. He/She/It will play. We shall play. You will play. They will play. You have played. They have played. We have played. He/She/It has played. You have played.
I play. You had played.
I shall play.
I have played.
I had played.
I shall have played. You will have played. He/She/It will have played.
You play.
He/She/It plays.
He/She/It had played. We had played. You had played. They had played.

Present Past
1st Person Plural
We
We play.
We shall have played. You will have played. They will have played.
You play.
3rd Person Plural
They
They play.
Future
1st Person Singular I was playing. You were playing. He/She/It was playing. We were playing. You were playing. They were playing.
I am playing.
I shall be playing. You will be playing. He/She/It will be playing. We shall be playing. You will be playing. They will be playing.
I have been playing. You have been playing. He/She/It has been playing. We have been playing. You have been playing. They have been playing.
I had been playing. You had been playing. He/She/It had been playing. We had been playing. You had been playing. They had been playing.
I shall have been playing. You will have been playing. He/She/It will have been playing. We shall have been playing. You will have been playing. They will have been playing.
You are playing.
He/She/It is playing.
1st Person Plural
We
We are playing.
You are playing.
3rd Person Plural
They
They are playing.
O
Student
VE R B A NATOM Y:
MOOD
To
VOICE
Introduced Week 19
Present:
SIMPLE TENSE

Future
1st Person Singular

Present Past Future
1st Person Plural
We
Present Past Future
They
1st Person Singular
1st Person Plural
We
3rd Person Plural
427
They
428
A compound-complex sentence consists of at least two independent clauses (like a compound sentence) and at least one subordinate clause (like a complex sentence).
P
112 MODEL SENTENCES
Introduced Week 21
Master
Compound-Complex Structure
Essential Sentence
Jesus, who laughed, wept, yet He sang.
Cd-Cx/E
S-Vi (S-Vi) / S-Vi
Structure/ Pattern Purpose Pattern Essential Sentence
Structure/ Purpose
Cd-Cx/D
S-Vi (S-Vi) / S-Vi
Jesus, who laughed, wept, yet He sang!
Cd-Cx/D
S-Vt-DO (S-Vt-DO) / S-Vt-DO
Jesus, who wept tears, loves me, and He loves you.

Cd-Cx/E Cd-Cx/E Cd-Cx/E Cd-Cx/E Cd-Cx/E Cd-Cx/E
S-Vl-PA (S-Vl-PA) / S-VlPA S-Vt-IO-DO (S-Vt-IO-DO) / S-Vt-IO-DO S-Vt-DO-OCN (S-Vt-DOOCN) / S-Vt-DO-OCN S-Vt-DO-OCA (S-Vt-DOOCA) / S-Vt-DO-OCA S-Vl-PN (S-Vl-PN) / S-VlPN
S-Vt-DO (S-Vt-DO) / S-Vt- Jesus, who wept tears, loves me, and He DO loves you!
Cd-Cx/D
S-Vl-PN (S-Vl-PN) / S-Vl-PN
Jesus, who is man, is God, and He is king.
Jesus, who is man, is God, and He is King! Jesus, who is good, is holy, and He is alive! Jesus, who made you a home, made me a crown, and He gave me a family! Jesus, who made you an heir, made me a saint, and He made me his son! Jesus, who made you kind, made me holy, and He made us joyful!
Cd-Cx/D
S-Vl-PA (S-Vl-PA) / S-VlJesus, who is good, is holy, and He is alive. PA
Cd-Cx/D
S-Vt-IO-DO (S-Vt-IODO) / S-Vt-IO-DO
Jesus, who made you a home, made me a crown, and He gave me a family. Jesus, who made you an heir, made me a saint, and He made me His son.
Cd-Cx/D
S-Vt-DO-OCN (S-VtDO-OCN) / S-Vt-DOOCN
Cd-Cx/D
S-Vt-DO-OCA (S-Vt-DO- Jesus, who made you kind, made me holy, and OCA) / S-Vt-DO-OCA He made us joyful.
Cd-Cx/Int. S-Vi (S-Vi) / S-Vi
Cd-Cx/Imp. S-Vi (S-Vi) / S-Vi Cd-Cx/Imp. Cd-Cx/Imp. Cd-Cx/Imp. Cd-Cx/Imp.
Cd-Cx/Int. S-Vt-DO / S-Vt-DO (S-Vt-DO)
Did Jesus, who laughed, weep, yet did He sing? Does Jesus, who wept tears, love me, and does He love you? Is Jesus, who is man, God, and is He king?
Cd-Cx/Int. S-Vl-PN / S-Vl-PN (S-Vl-PN)
Cd-Cx/Int. S-Vl-PA (S-Vl-PA) / S-Vl- Is Jesus, who is good, holy, and is He alive? PA
Cd-Cx/Int. S-Vt-IO-DO (S-Vt-IODO) / S-Vt-IO-DO
Did Jesus, who made you a home, make me a crown, and did He give me a family? Did Jesus, who made you an heir, make me a saint, and did He make me His son?
John, weep, because you love, and Paul, sing. S-Vt-DO (S-Vt-DO) / S-Vt- John, preach the gospel, because it DO changes people, and Paul, love the poor. S-Vl-PN (S-Vl-PN) / S-Vl- John, be a witness, since you are a believer, PN and Paul, be a servant. John, be holy, because He is holy, yet Paul, S-Vl-PA (S-Vl-PA) / S-VlPA be merciful. S-Vt-IO-DO (S-Vt-IO-DO) John, give me hope, when I give Jesus my / S-Vt-IO-DO heart, and Paul, give me grace.
Cd-Cx/Imp. S-Vt-DO-OCN (S-Vt-DOOCN) / S-Vt-DO-OCN Cd-Cx/Imp. S-Vt-DO-OCA (S-Vt-DOOCA) / S-Vt-DO-OCA
Cd-Cx/Int. DO-OCN) / S-Vt-DO-
S-Vt-DO-OCN (S-Vt-
OCN
John, consider me a servant, as God makes me an heir, but Paul, call me human. John, consider me holy, while God makes me joyful, but Paul, consider me depraved.
Did Jesus, who made you kind, make me holy, Cd-Cx/Int. S-Vt-DO-OCA (S-Vt-DOOCA) / S-Vt-DO-OCA and did He make us joyful?
P
112 MODEL SENTENCES
A compound-complex sentence consists of at least two independent clauses (like a compound sentence) and at least one subordinate clause (like a complex sentence).
Student
Introduced Week 21
Compound-Complex Structure
Essential Sentence Structure/ Purpose Pattern Essential Sentence

429
Master
VERBALS
Introduced Week 21
A verbal is a verb that is used as another part of speech.
An infinitive is to + a verb used as a noun, adjective, or adverb. To fly is my desire. To fly is the subject noun.
Infinitive
fly is desire
my
Gerund
Fly
Flying is my desire. Flying is the subject noun.
Participle
Flying machines are fascinating. Flying tells what kind of machine, so it is an adjective in this sentence.
NOTE: Gerunds and infinitives can be used in any noun role: direct objects, predicate nominatives, etc.
To
A gerund is a present participle verb form used as a noun.
ing
is desire
my
A participle is a verb usually ending in -ed, -en, -t, or -ing used as an adjective.
machines
are
fascinating
lying
430
Student
VERBALS
Introduced Week 21
A verbal is
My example:
My example:
My example:
431
THE SECOND TRAIL OF ESSENTIALS:
DIALECTIC DISCUSSIONS
During dialectic discussions, students use the six analytical tasks as a guide to analyzing sentences. The sentences are listed by week. The Analytical Task Sheet is used as a tool to help students focus on the six tasks. Typically a student should copy the Grammar Mastery charts first as that information will be used on the practice sentences. They are found at the front of this section because they will be used every week. First-Tour Students: The first two sentences for each week are the easiest. First-tour students should concentrate on those sentences, going through the assigned tasks with a parent. Most students enjoy working on one sentence a day on the whiteboard with a parent, discussing the options as they go. Students can look over Sentences 35 and classify them by structure, purpose, and pattern and stop there. The student and/or parent can create additional sentences that follow the same pattern for extra practice. When introduced, students can begin to use Quid et Quo for more prompts for describing and classifying the words of a sentence. Second-Tour Students: Second-tour students should be able to complete all the tasks on the first three sentences and classify Sentences 4 and 5. They should make up some sentences similar to the first sentence for extra practice. They may be able to complete all the tasks on all the sentences discussing the options with a parent as they work together on the whiteboard. Students can use Quid et Quo for more prompts on describing and classifying the words of a sentence. Third-Tour Students: Third-tour students should be able to complete all the tasks on all five sentences with assistance from a parent, working together on the whiteboard. They should also be looking for similar sentence patterns in the literature they read or in the Bible or in poetry. Parents can find and share additional sentences for practice on Classical Conversations Connected, the online forum and file-sharing site for CC families. Students can use Quid et Quo for more prompts for describing and classifying words of a sentence.
432
W E E K LY P R AC T I C E S E N T E N C E S
Semester 1
1. Use the Analytical Task Sheet to analyze each sentence. 2. Use the Practice Sentence Sheets following the weekly lessons to check your answers.
Week 1 No sentences Practice Grammar Mastery Charts Week 2 No sentences Practice Grammar Mastery Charts Week 3 1. Jesus wept. 2. Oh! Jesus wept! 3. Tom jumped. 4. Wow! Sally and Jim skipped! 5. Jesus, our most wonderful Lord, has wept for all of us. Week 4 1. Weep. 2. Dance. 3. Yell. 4. Sincerely weep. 5. Weep with the joy of the Lord. Week 5 1. Who wept? 2. Did Jesus weep? 3. Jesus wept? 4. Did Jesus pray often for me? 5. Did the weeping Jesus pray? Week 6 1. Jesus loves me, so Jesus loves you. 2. Jesus loves everyone, and He expects peace. 3. Jesus greatly loved me, and He died for me! 4. Jesus wanted to weep, but He also wanted to rejoice. 5. Jesus wept and sang loudly. Week 7 1. John, preach the Gospel, and Paul, love the poor. 2. Play, and we shall work tomorrow. 3. Jane, empty the trash cans, and Jack, dust the furniture. 4. Love the true King, and you will never experience fear again. 5. Sally, clean the house, and Tom, help Mother. Week 8 1. Who loved me, and who died? 2. Did Dad love me, and has he brought presents? 3. Jesus loved me, and He died? 4. Who loved obeying, and who died in my place? 5. Who loved to bless me, and who died for me? Week 9 1. Our Lord is God, so Jesus is my Savior. 2. The boy is my brother, so he is my friend. 3. The bear is a carnivore, and it is a mammal. 4. Our Lord is a holy God, so Jesus became my wonderful Savior. 5. The One, who saved me, is a holy God, so I became His disciple. Week 10 1. Jesus is holy, for He is just. 2. The boy is kind, so he is content. 3. The bear is large, and he is angry. 4. The Creator of the universe is holy, for He is always just. 5. The Creator of the universe is marvelous, for not any artist is always perfect. Week 11 1. Jesus is holy, for He is God! 2. The boy is kind, so he is my friend! 3. The bear is a carnivore, and he is hungry! 4. The bear and the lion are carnivores, and they seem hungry! 5. The dancing bear is a circus creature, and he looks ravenous! Week 12 1. Who is God, and who loves me? 2. Is Jesus holy, and does He save people? 3. The Spirit is God, and He loves me? 4. The Holy Spirit is one part of the triune God, and He loves the whole world? 5. Is the loving family part of Gods kingdom, and are they a light to the whole world?
433
WEE K LY P R AC T I C E S E N T E N C E S
Week 13 1. Jesus, who died for me, made me a crown. 2. The man who sells ice cream gave me a scoop. 3. The cat gave me, who feeds him, a scratch! 4. Jesus, the Lord of Lords, who died for me, made me a beautiful crown! 5. Loving Jesus, who died for me, made all who obey a crown. Week 14 1. Make all who believe a crown. 2. Quickly give the boy who bit me a punishment. 3. Offer your friend who is visiting some cake. 4. Give all of the saints who believe a gold crown. 5. Bring all of the children who laugh a special cookie. Week 15 1. Did Jesus, who died for me, make me a crown? 2. Will the boy who bit me send me an apology? 3. Will your friend serve us some cake when we visit tomorrow? 4. Did John Wesley, who was saved by our singing Savior, write me a hymn that praises God? 5. Did Martin Luther King, Jr., who was revered by his dedicated followers, give the world a speech that praised freedom? Week 16 1. Jesus, who saved us, made me a saint. 2. The boy who eats jam elected me captain. 3. Your friend called me Rascal when he visited yesterday. 4. Jesus Christ, our Lord, who saved us, made me a believing saint. 5. Jesus, Lord and Savior, who established the world, created me a saint. Week 17: 1. Jesus, who loves us, makes me holy! 2. The boy who bit me painted the yellow kitchen green! 3. Your friend made me happy although I was not feeling well! 4. Jesus, who loves to help children, appointed me holy! 5. Jesus, who wants all to be saved, considers me holy! Week 18 1. Make me, who is unworthy, a saint. 2. Paint the house, which is ugly, white. 3. Call me, who made my friends miserable, a traitor. 4. Consider me a gourmet because you find my pizza delicious. 5. Consider me, who loves and prays for you, a good friend. Week 19 1. Who made me a saint so that I shall live forever? 2. Who created you a sister so that you may bless others? 3. Who made him captain so that we shall win games? 4. Who appointed him mayor when we were out of town? 5. Who appointed him mayor when voting was illegal in town?
Semester 2
Week 20 1. Who made me holy so that I shall live forever? 2. What made the cooks happy so that they baked cakes? 3. What made her happy when he arrived home early? 4. Who painted the ugly wall yellow so that it looks incredible? 5. Did I paint the ugly wall yellow while I was sleep-walking? Week 21 1. Jesus, who watches him, wept, for He loves to find lost sheep. 2. The boy who made the team jumped, so he broke his leg. 3. My brother, who loves sports, yelled, but he enjoyed the game while he watched it on TV. 4. My father, the carpenter, who works hard for a living, yelled, but he enjoyed watching the game. 5. My mother, who owns a quilt shop, sews, but she would rather read books. Week 22 1. Jesus, who rose, is King, and He is glorified. 2. The girl who made the team is my friend, so I am joyful. 3. My father is hilarious when he tells jokes, and I am often his inspiration. 4. The bookcase which fell on the floor is Sallys piece of furniture, so Sally is angry. 5. The car which won the race is my friends automobile, so she is feeling beside herself with joy. Week 23 1. Jesus gave me, who is undeserving, life, and He gave me peace that passes understanding. 2. The squirrel which climbed the tree threw me a peanut, so I gave him water. 3. My new boat sprang leaks when I sailed it, so the seller refunded me my money. 4. The town hall which caught on fire gave the firemen fits, yet they tried to douse the flames. 5. The local YMCA which collapsed in the fire gave the councilmen headaches, yet they tried to repair the damage. Week 24 1. Jesus, who rose from the grave, made me an heir, and He made me wonderful. 2. The wind, which was cold, made our lake rough, but we still chose to sail. 3. My boat quickly began to sink since it had developed a leak, and the situation made me frightened. 4. The apples which were green made our stomachs ache, but we still enjoyed them. 5. Tom and Sally, who were married in April, gave us hope, for we had chosen them role models for our lives.
434
A N A LY T I C A L TA S K S H E E T q Copy the Grammar Mastery chart for the week before doing the Analytical
Tasks, as the information from the chart will be used in the tasks.
Dictate Sentence
TASK
q Is there a subject? q Is there a verb? q Does it begin with a capital letter?
Check Mechanics
TASK
q Does it have an end mark? q Words spelled correctly? q Does it make complete sense? q Other punctuation and capitalization?
PATTERN: PURPOSE:
Question Confirmation
STRUCTURE:
Using the Question Confirmation process, identify the job/role of each word in the sentence and label each word in the gray box above the sentences. Once the words are labeled, you can classify the sentence by identifying the structure, pattern(s), and purpose.
TASK
q Compound (FANBOYS q Complex (www.asia.wub q Simple (neither) q Compound/Complex

(both) or who/which clause) connecting clauses)
q S-Vi q S-Vt-DO q S-Vl-PN q S-Vl-PA q S-Vt-IO-DO q S-Vt-DO-OCN q S-Vt-DO-OCA
q Declarative (.) q Exclamatory (!) q Interrogative (?) q Imperative (. or !)
Diagram Confirmation
q Diagram the sentence in the space below:
TASK
435
A N A LY T I C A L TA S K S H E E T
(continued)
Modification Confirmation
q Rewrite by Purpose: (If the sentence is not simple, use the first independent clause for this task.)
D E C L A R AT I V E :
E X C L A M AT O R Y :
I N T E R R O G AT I V E :
I M P E R AT I V E :
q Rewrite by Structure: (If the sentence is not simple, use the first independent clause for this task.)
SIMPLE:
COMPOUND:
COMPLEX:
COMPOUND-COMPLEX:
q Rewrite with modifiers: (Add adverbs, adjectives, phrases, and clauses.)
q ADVANCED TASK Rewrite by Voice (Change from active voice to passive voice.)
436
TASK
TASK
6
Compound Exclamatory Interrogative Imperative Complex Compound-Complex
Quid et Quo Basic Format

S-Vt-DO S-Vl-PN S-Vl-PA S-Vt-IO-DO S-Vt-DO-OCN S-Vt-DO-OCA
Sentence Structure:
Simple
Sentence Purpose:
Declarative
Sentence Pattern(s):
S-Vi
Label the usage (job or role) of each word.
Write the sentence, one word per block.
Number: singular, plural
NOUN
PRONOUN
ADJECTIVE
VERB
ADVERB
Type: common, proper
concrete, abstract, collective, compound
Personal Pronoun:
Person: 1st, 2nd, 3rd
Gender: masc., feminine, neuter, common
Other Pronoun: demonstrative, interrogative, indefinite, reflexive, relative
Possessive
Limiting: articles, numbers, other pronouns
Type: intransitive, transitive, linking, helping
Tense: present, past, future
Form: simple, perfect, progressive, perfectprogressive
Person: 1st, 2nd, 3rd
Simple: positive, comparative, superlative
Affirmative, Negative
CONJUNCTION: coordinating, subordinating, correlative, conjunctive
INTERJECTION
437
PREP. PHRASE: adverbial, adjectival
438
TASK
6
Compound Exclamatory Interrogative Imperative Complex Compound-Complex
Quid et Quo Detailed Format

S-Vt-DO S-Vl-PN S-Vl-PA S-Vt-IO-DO S-Vt-DO-OCN S-Vt-DO-OCA
Sentence Structure:
Simple
Sentence Purpose:
Declarative
Sentence Pattern(s):
S-Vi
Label the usage (job or role) of each word.
Write the sentence, one word per block.
NOUN
PRONOUN
ADJECTIVE
VERB
ADVERB
Number: singular, plural Type: common, proper concrete, abstract, collective, compound
Personal Pronoun: Case: nominative, objective, possessive Person: 1st, 2nd, 3rd Number: singular, plural Gender: masc., feminine, neuter, common Other Pronoun: demonstrative, interrogative, indefinite, reflexive, relative
Descriptive: positive, comparative, superlative
Possessive
Limiting: articles, numbers, other pronouns
Type: intransitive, transitive, linking, helping Tense: present, past, future Form: simple, perfect, progressive, perfect progressive Number: singular, plural Person: 1st, 2nd, 3rd Voice: active, passive Mood: indicative, subjunctive, imperative
Simple: positive, comparative, superlative
Flexional: positive, comparative, superlative
Affirmative, Negative
CONJUNCTION: coordinating, subordinating, correlative, conjunctive
INTERJECTION
PREP. PHRASE: adverbial, adjectival
439
VERBAL: gerund, participle, infinitive
440

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C

ESSENTIALS of the English Language

Part III: Gear

dialectic discussions for classical communities

2011 Classical Conversations MultiMedia

Essentials of the English Language

2011 Classical Conversations MultiMedia

2011 Classical Conversations MultiMedia

Essentials of the English Language

Essentials of the English Language

G: 112 Model Sentences: Compound H: Conjunctions

C: Verbs D: Principal Parts of Verbs K: Verb AnatomyTo Be

R  eviewall: Work on mastering charts and information

C: Verbs D: Principal Parts of Verbs

Reviewall: Work on mastering charts and information

*Grammar Mastery Charts displayed as gray indicate review.

2011 Classical Conversations MultiMedia

Essentials of the English Language

Essentials of the English Language

2011 Classical Conversations MultiMedia

THE FIRST TRAIL OF ESSENTIALS:

LOADING THE GRAMMAR

2011 Classical Conversations MultiMedia

Essentials of the English Language

(FANBOYS) + www.asia.wub, who/which

Exclamatory (!) Interrogative (?)

Verb-linking Predicate Adjective

Direct Object Object Complement Noun

2011 Classical Conversations MultiMedia

2011 Classical Conversations MultiMedia

Essentials of the English Language

Structure/ Pattern Purpose

Essentials of the English Language

S-Vt-DO-OCN Jesus calls himself Master.

S-Vt-DO-OCA Jesus calls himself holy.

2011 Classical Conversations MultiMedia

KEY: Purpose: D - Declarative, E - Exclamatory, Int. - Interrogative, Imp. - Imperative

Structure: S - Simple, Cd - Compound, Cx - Complex, Cd-Cx - Compound-Complex

Structure/ Pattern Purpose

2011 Classical Conversations MultiMedia

Essentials of the English Language

KEY: Purpose: D - Declarative, E - Exclamatory, Int. - Interrogative, Imp. - Imperative

Jesus loves me. Jesus is God.

Jesus was weeping.

12 VERB TENSES: TIME (3) FORM (4)

I play. I have played. I am playing. I have been playing.

I played. I had played. I was playing. I had been playing.

Essentials of the English Language

2011 Classical Conversations MultiMedia

12 VERB TENSES: TIME (3) FORM (4)

2011 Classical Conversations MultiMedia

Essentials of the English Language

5 PRINCIPAL PARTS OF VERBS

Past verb + -ed played

Essentials of the English Language

2011 Classical Conversations MultiMedia

5 PRINCIPAL PARTS OF VERBS

Essentials of the English Language

A noun names a person, place, thing, activity, or idea. (N)

Latin Noun Cases:

Nominative Genitive Dative Accusative Ablative

Common Proper Singular Plural Concrete Abstract Collective Compound

R eviewall: Work on mastering charts and information

Reviewall: Work on mastering charts and information

Tom saw . The car is . He drove __.