Name

Chapter 1 Pretest: Parts of Speech

I. Nouns and Pronouns

Underline each noun once and each pronoun twice.

1. The Four Seasons is one of my favorite orchestral pieces.

2. Who knows whether it was the Italian composer Antonio Vivaldi who wrote that?

3. Vivaldi himself lived from 1678 to 1741, but the music he wrote lives on today.

4. All of the music Vivaldi composed is in the baroque style.

5. Regular rhythm and elaborate melody complement each other in baroque music.

II. Verbs
Underline each verb and identify it as action or state-of-being.

action 6. Vivaldi did influence Bach.

action 7. A progressive musician, Vivaldi developed the concerto.
state-of-being 8. The concerto is a composition for a small orchestra with a solo lead
­instrument.
action 9. My friend George has heard all 230 Vivaldi violin concertos.
state-of-being 10. Vivaldi remained a prolific composer for many years.

III. Adjectives
Underline each adjective. Then draw an arrow from each adjective to the word it modifies.

11. Some consider the Italian composer and violinist superb.

12. Vivaldi’s baroque compositions are brilliant.

13. His early training was from his father, who was also a competent violinist.

14. Then Vivaldi, talented and dedicated, studied with Giovanni Legrenzi, a violin master.

15. Legrenzi composed several operas, and he is famous for his trio sonatas.

© 2014 BJU Press. Unauthorized reproduction prohibited. Pretests

 Chapter 1 Pretest: Parts of Speech (continued)

IV. Adverbs
Underline each adverb. Then draw an arrow from each adverb to the word it modifies.

16. Later, in 1703, Vivaldi was ordained as a priest; however, he gave his life wholeheartedly to music.

17. Vivaldi had very red hair, which eventually earned him the nickname “the Red Priest.”

18. Vivaldi did not conduct a mass because a chronic illness unfortunately made breathing very difficult.

19. Also in 1703, he was appointed violin master at the Pietà, an orphanage for girls, and there he
­enthusiastically taught the violin and industriously wrote music.

20. For the rest of his life, Vivaldi constantly remained in contact with the Pietà.

V. Prepositions
Underline the prepositions once and the object of each preposition twice.

21. In 1711 Vivaldi published his first influential concertos for string orchestra.

22. After a few years, the choirmaster of the Pietà left, vacating a position Vivaldi helped to fill.

23. At this time Vivaldi began writing vocal pieces for the choir.

24. These successful sacred works written during this time earned him commissions from several other
institutions.

25. His first opera was produced in Vicenza in 1713.

VI. Conjunctions and Interjections

Underline each conjunction once. Then identify each conjunction as coordinating, correlative, or subordi-
nating. Underline each interjection twice.

subordinating 26. Well, Vivaldi preferred to work as a freelance composer because he preferred
the flexibility it offered.
coordinating 27. In the 1720s Vivaldi lived in Venice but frequently traveled throughout
­Europe to supply music to various customers and patrons.
correlative 28. Wow! Vivaldi wrote not only for the violin but also for woodwind instruments.
subordinating 29. While Vivaldi’s music declined in popularity before his death, many of his
compositions, such as The Four Seasons, are very popular today.
coordinating 30. Melodic and powerful, The Four Seasons is a programmatic piece describing a
landscape.

© 2014 BJU Press. Unauthorized reproduction prohibited. Pretests

 Name

Chapter 1 Pretest: Parts of Speech

I. Nouns and Pronouns

Underline each noun once and each pronoun twice.

1. The Four Seasons is one of my favorite orchestral pieces.

2. Who knows whether it was the Italian composer Antonio Vivaldi who wrote that?

3. Vivaldi himself lived from 1678 to 1741, but the music he wrote lives on today.

4. All of the music Vivaldi composed is in the baroque style.

5. Regular rhythm and elaborate melody complement each other in baroque music.

II. Verbs
Underline each verb and identify it as action or state-of-being.

action 6. Vivaldi did influence Bach.

action 7. A progressive musician, Vivaldi developed the concerto.
state-of-being 8. The concerto is a composition for a small orchestra with a solo lead
­instrument.
action 9. My friend George has heard all 230 Vivaldi violin concertos.
state-of-being 10. Vivaldi remained a prolific composer for many years.

III. Adjectives
Underline each adjective. Then draw an arrow from each adjective to the word it modifies.

11. Some consider the Italian composer and violinist superb.

12. Vivaldi’s baroque compositions are brilliant.

13. His early training was from his father, who was also a competent violinist.

14. Then Vivaldi, talented and dedicated, studied with Giovanni Legrenzi, a violin master.

15. Legrenzi composed several operas, and he is famous for his trio sonatas.

© 2014 BJU Press. Unauthorized reproduction prohibited. Pretests

 Chapter 1 Pretest: Parts of Speech (continued)

IV. Adverbs
Underline each adverb. Then draw an arrow from each adverb to the word it modifies.

16. Later, in 1703, Vivaldi was ordained as a priest; however, he gave his life wholeheartedly to music.

17. Vivaldi had very red hair, which eventually earned him the nickname “the Red Priest.”

18. Vivaldi did not conduct a mass because a chronic illness unfortunately made breathing very difficult.

19. Also in 1703, he was appointed violin master at the Pietà, an orphanage for girls, and there he
­enthusiastically taught the violin and industriously wrote music.

20. For the rest of his life, Vivaldi constantly remained in contact with the Pietà.

V. Prepositions
Underline the prepositions once and the object of each preposition twice.

21. In 1711 Vivaldi published his first influential concertos for string orchestra.

22. After a few years, the choirmaster of the Pietà left, vacating a position Vivaldi helped to fill.

23. At this time Vivaldi began writing vocal pieces for the choir.

24. These successful sacred works written during this time earned him commissions from several other
institutions.

25. His first opera was produced in Vicenza in 1713.

VI. Conjunctions and Interjections

Underline each conjunction once. Then identify each conjunction as coordinating, correlative, or subordi-
nating. Underline each interjection twice.

subordinating 26. Well, Vivaldi preferred to work as a freelance composer because he preferred
the flexibility it offered.
coordinating 27. In the 1720s Vivaldi lived in Venice but frequently traveled throughout
­Europe to supply music to various customers and patrons.
correlative 28. Wow! Vivaldi wrote not only for the violin but also for woodwind instruments.
subordinating 29. While Vivaldi’s music declined in popularity before his death, many of his
compositions, such as The Four Seasons, are very popular today.
coordinating 30. Melodic and powerful, The Four Seasons is a programmatic piece describing a
landscape.

© 2014 BJU Press. Unauthorized reproduction prohibited. Pretests

 Name

Teaching Help
Teaching
1: Commonly
Help: Topic
Used Prepositions

about except
above for
according to from
across in
after in spite of
against instead of
along into
along with like
amid of
among off
around on
as for on account of
as well as over
at past
because of since
before through
behind throughout
below to
beneath toward
beside under
besides underneath
between until
beyond unto
but (when meaning except) up
by upon
concerning with
down within
during without

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ESL Help ESL

1A: Positions
Help Topic
of Adjectives

Adjectives are usually put in a specific order before a noun, although the order may sometimes vary.
The typical order of adjectives as they appear from left to right in a noun phrase can be described as
­follows:
1. determiner(s) 4. shape 7. color
2. opinion 5. condition 8. origin
3. size 6. age main noun

The following chart illustrates this order.

determiner opinion size shape condition age color origin main noun
a pretty little round chipped old pink French saucer

Exercise in Positions of Adjectives

Rewrite the sentences, placing the adjectives in the correct order to modify the noun that immediately
follows the adjectives. Do not forget to capitalize the first word of each sentence.

1. (the, mountain, short) man sat on the back porch of his cabin.
The short mountain man sat on the back porch of his cabin.
2. (old, brown, his) porch swing creaked under his weight.
His old brown porch swing creaked under his weight.
3. He watched (fluffy, the, white, big) clouds float by.
He watched the big fluffy white clouds float by.
4. The clouds cast (huge, gray, their) shadows on the mountains.
The clouds cast their huge gray shadows on the mountains.
5. (yellow, bright, the) sun reflected off the cabin’s tin roof.
The bright yellow sun reflected off the cabin’s tin roof.
6. (tiny, the, colorful) hummingbird landed on the hummingbird feeder.
The tiny colorful hummingbird landed on the hummingbird feeder.
7. (northwestern, a, cool) breeze rattled the chime hanging from the porch.
A cool northwestern breeze rattled the chime hanging from the porch.
8. The hummingbird flew back to (tall, the, strong) oak tree.
The hummingbird flew back to the tall strong oak tree.
9. (bushy, the, green, tall) trees covered the mountains.
The tall bushy green trees covered the mountains.
10. The mountain man’s dog buried a bone in (red, the, sandy) dirt.
The mountain man’s dog buried a bone in the sandy red dirt.

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 Name

ESL Help ESL

1A: Positions
Help Topic
of Adjectives

Adjectives are usually put in a specific order before a noun, although the order may sometimes vary.
The typical order of adjectives as they appear from left to right in a noun phrase can be described as
­follows:
1. determiner(s) 4. shape 7. color
2. opinion 5. condition 8. origin
3. size 6. age main noun

The following chart illustrates this order.

determiner opinion size shape condition age color origin main noun
a pretty little round chipped old pink French saucer

Exercise in Positions of Adjectives

Rewrite the sentences, placing the adjectives in the correct order to modify the noun that immediately
follows the adjectives. Do not forget to capitalize the first word of each sentence.

1. (the, mountain, short) man sat on the back porch of his cabin.
The short mountain man sat on the back porch of his cabin.
2. (old, brown, his) porch swing creaked under his weight.
His old brown porch swing creaked under his weight.
3. He watched (fluffy, the, white, big) clouds float by.
He watched the big fluffy white clouds float by.
4. The clouds cast (huge, gray, their) shadows on the mountains.
The clouds cast their huge gray shadows on the mountains.
5. (yellow, bright, the) sun reflected off the cabin’s tin roof.
The bright yellow sun reflected off the cabin’s tin roof.
6. (tiny, the, colorful) hummingbird landed on the hummingbird feeder.
The tiny colorful hummingbird landed on the hummingbird feeder.
7. (northwestern, a, cool) breeze rattled the chime hanging from the porch.
A cool northwestern breeze rattled the chime hanging from the porch.
8. The hummingbird flew back to (tall, the, strong) oak tree.
The hummingbird flew back to the tall strong oak tree.
9. (bushy, the, green, tall) trees covered the mountains.
The tall bushy green trees covered the mountains.
10. The mountain man’s dog buried a bone in (red, the, sandy) dirt.
The mountain man’s dog buried a bone in the sandy red dirt.

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ESL Help 1B: Defining

ESL Help and
Topic
Using Determiners

Determiners, which come before descriptive adjectives, are very important in English. The most
common determiners are articles, possessives, and demonstratives. Other determiners are used to indi-
cate counting, numbering, and amount. Determiners come before nouns, not after them or in place of
them.

Articles
The English language has one definite article (the) and two forms of the indefinite article (a and an).

Possessives
When possessives modify nouns, possessives are considered determiners. Possessive nouns are made
up either of a noun (in its singular or plural form) and ’s or of a noun (in its plural form already ending
in s) and an apostrophe.

Singular Singular Possessive Plural Plural Possessive

dog dog’s dogs dogs’
woman woman’s women women’s
Mr. Baker Mr. Baker’s the Bakers the Bakers’

Examples The dog’s bowl is brown.

The woman’s dress looks lovely.
The Bakers’ bookcase is huge.

English has eight possessive determiners made from pronouns.

Person Singular Plural

First my our
Second your your
Third his, her, its their

Examples My favorite pastime is to watch their dog chase its tail.

Your sunburn looks painful.

Demonstratives
English has four demonstratives that can be used as determiners before nouns.

Position Singular Plural

Near this these
Far that those

Examples This coat is for winter, but that coat is for summer.
These new shoes hurt my feet more than those old ones do.

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ESL Help 1B: Defining

ESLand
Help
Using
Topic
Determiners (continued)

Some Other Determiners

Words like one, two, several, many, more, most, some, any, first, second, next, and last can be determin-
ers. Most of these determiners can be used alone before a noun, but sometimes one of them comes after
an article, a possessive, or a demonstrative determiner.
Examples Many people drink spring water.
Most spring water tastes better than tap water does.
I wonder if more people drink spring water or tap water.
There are several kinds of spring water that you can buy.
The two kinds of spring water that I like best are very expensive.
My first taste of spring water was very refreshing.

Using Determiners
A singular count noun must have at least one determiner before it.
Wrong Please bring me chair to sit in.
Right Please bring me a chair to sit in.
Please bring me one chair to sit in.
Please bring me the chair to sit in.

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ESL Help
ESL 1C:
HelpArticle
TopicUsage

1. Proper Nouns
1.1 Always use the before a plural proper noun.
The Democrats all voted for the bill to pass.

1.2 Usually, do not use an article before a singular proper noun.

Old Glory is a famous name for the American flag.

1.3 Do not use an article before most geographic names.*

New Delhi is the capital of India.

*Exceptions include collective names and plurals (the Philippines or the Adirondack Mountains),
land masses (the Hawaiian Islands), bodies of water (the Pacific Ocean), and geographic regions
(the North, the Caribbean, or the Far East).

2. Specific Count and Noncount Nouns

2.1 Use the when both you and the hearer know what is referred to.
 he pen is mine.
T
The milk is spoiled.

2.2 Use the before a noun that has been mentioned before.
The batter chose a bat. The bat broke when he hit the ball.

2.3 Use the before a noun modified by a superlative or ordinal adjective.

The brightest candle burned out.
The first person in line carries the sign.

3. General Singular Count Nouns

3.1 Use a or an when representing one member of a class.
Dwayne owns a condor.

3.2 Use an article unless a possessive or a demonstrative is used with the noun.
Dwayne owns this condor.

3.3 Use the in general statements.

The condor is a type of vulture.

4. General Plural Count Nouns

4.1 Usually, do not use an article with plural count nouns used in a general sense.
Books make nice gifts.

5. General Noncount Nouns

5.1 Usually, do not use an article with noncount nouns used in a general sense (languages, school
­subjects, etc.).
Rick knows Greek.

5.2 Use the if a modifier follows the noun.

Rick knows the Greek of the ancient world.

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ESL Help 1D:

ESLExercise
Help Topic
in Article Usage

Choose the correct article (a, an, or the) to put in each blank. If no article is needed, put an X in the
blank. Above each answer list the appropriate rule number from the Article Usage sheet.
(1.2) (3.1)
X Samuel Adams was an American patriot and a signer of the Declaration of In-
(5.2) (1.3)
dependence. The history of Samuel Adams’s life began when he was born in X Boston
(2.3)
in 1722. Samuel Adams was a cousin to John Adams, the second president of the United
(1.2)
States. Samuel Adams grew up and attended X Harvard, where he received an undergrad-
(3.2)
uate degree in 1740 and later X his master’s degree in 1743. He was active in Boston town

meetings and served in the Massachusetts legislature from 1765 to 1774. In 1773 the British
(3.1) (4.1)
tried to place a monopoly on X tea sales in the American colonies. The colonies re-
(2.1)
sisted the British monopoly. The climax of the American resistance occurred on December
(3.2) (1.3)
16, 1773, when a group of X Boston’s citizens dumped a shipment of tea from X
(2.2)
Britain into Boston’s harbor. Samuel Adams probably led the resistance, and his involvement

in America’s early government shows his dedication to his country. In 1774 Adams served as
(3.1)
a representative from Massachusetts to the First Continental Congress, and from 1775 to

1781 he served in the Second Continental Congress. Later, Adams served as the governor of

Massachusetts from 1793 to 1797.

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 Name

ESL Help 1D:

ESLExercise
Help Topic
in Article Usage

Choose the correct article (a, an, or the) to put in each blank. If no article is needed, put an X in the
blank. Above each answer list the appropriate rule number from the Article Usage sheet.
(1.2) (3.1)
X Samuel Adams was an American patriot and a signer of the Declaration of In-
(5.2) (1.3)
dependence. The history of Samuel Adams’s life began when he was born in X Boston
(2.3)
in 1722. Samuel Adams was a cousin to John Adams, the second president of the United
(1.2)
States. Samuel Adams grew up and attended X Harvard, where he received an undergrad-
(3.2)
uate degree in 1740 and later X his master’s degree in 1743. He was active in Boston town

meetings and served in the Massachusetts legislature from 1765 to 1774. In 1773 the British
(3.1) (4.1)
tried to place a monopoly on X tea sales in the American colonies. The colonies re-
(2.1)
sisted the British monopoly. The climax of the American resistance occurred on December
(3.2) (1.3)
16, 1773, when a group of X Boston’s citizens dumped a shipment of tea from X
(2.2)
Britain into Boston’s harbor. Samuel Adams probably led the resistance, and his involvement

in America’s early government shows his dedication to his country. In 1774 Adams served as
(3.1)
a representative from Massachusetts to the First Continental Congress, and from 1775 to

1781 he served in the Second Continental Congress. Later, Adams served as the governor of

Massachusetts from 1793 to 1797.

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 Name

ESL Help
ESL
1E:Help
Adverb
Topic
Placement

Adverbs of Manner
Adverbs of manner answer the question How?
Examples quietly, well, somehow, cautiously, cheerfully, instantly, prayerfully

Placement: Adverbs of manner usually come in one of three places:

1. They come directly before the subject when the subject is not preceded by any introductory infor-
mation (such as a prepositional phrase).

Wrong Quickly through the rain the mouse scampered for shelter.
Through the rain, quickly the mouse scampered for shelter.
Right Quickly the mouse scampered through the rain for shelter.
Wrong Loudly in the forest the lion roared.
In the forest, loudly the lion roared.
Right Loudly the lion roared in the forest.
2. They come with the verb.
• If there are any auxiliaries, place the adverb after the first auxiliary.
The tennis ball had carefully been hit.
The bird was effortlessly gliding across the sky.
• If there is no auxiliary but there is a be verb, place the adverb after the be verb.
The lock was extremely rusty.
Caryn is always patient with her little brother.
• If there is no auxiliary and no be verb, place the adverb before the main verb.
The fountain aimlessly splattered water in every direction.
The bird effortlessly glided across the sky.
Caryn patiently taught her dog to heel.
3. They come after the direct object (especially if the direct object is the end of the clause).
Alan read the book quickly.
Eliza accepted her award proudly.
Note: Adverbs of manner should not be placed between the verb and its direct object.

Wrong The boy threw carelessly the ball.

Adverbs of Place
Adverbs of place answer the question Where?
Examples there, above, inside, somewhere, everywhere, anywhere, down, southward

Placement: Adverbs of place usually come after the verb or at the end of the clause.
Someone needs to put the bats somewhere.
The bats do not belong here with the balls.
The bats belong outside.
Note: Although these rules will be helpful for placing adverbs correctly in a sentence, they are some-
what variable. Exceptions are possible, especially for emphasis.

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ESL Help 1E:ESL

Adverb
HelpPlacement
Topic (continued)

Adverbs of Time (Including Frequency)

Adverbs of time answer the questions When? and How often?
Examples now, later, always, never, often, usually, seldom, daily

Placement: Adverbs of time usually come in one of three places:

1. They may come before the subject (exception: never).
Usually Geoff goes golfing every Saturday.
Sometimes Geoff goes golfing on Tuesdays too.
2. They may come with the verb.
• They may be placed after the first auxiliary.
Joyce will often make cookies for dessert.
Georgia will sometimes make chocolate fudge.
• They may be placed after a be verb.
Glenn is always ready to play the guitar.
Herman is seldom sick.
• They may be placed before any other verb.
Robert never makes his bed.
Gerry usually walks five miles a day.
3. They may come at the end of the sentence if not too far removed from the verb (­ exception: never).

Right Judy walks her dog often.

Too Far Removed Judy takes her dog to the vet for his shots usually.
Better Judy usually takes her dog to the vet for his shots.

Qualifiers
A qualifier is a special kind of adverb that modifies an adjective or an adverb by either strengthen-
ing or weakening the idea of that adjective or adverb. Qualifiers answer the question To what extent?
about an adjective or an adverb.
Examples very, slightly, rather, even, somewhat, quite, much, extremely, almost, kind of,
a great deal (The last two are somewhat informal.)

Placement: A qualifier is placed directly in front of the adjective or adverb that it modifies.
The dachshund growled at the much larger dog.
Then it barked very loudly.
Note: Unlike adverbs that modify verbs, qualifiers cannot be moved around in a sentence.

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ESL Help 1F: ESL

Exercise
HelpinTopic
Adverb Placement

Decide whether the italicized adverbs are placed correctly. If the placement is correct, write C in
the blank to the left. If the placement is incorrect, write I in the blank and then rewrite the sentence
correctly. (Answers will vary.)

I 1. Adrian balanced accurately his checkbook.

Adrian accurately balanced his checkbook.

I 2. Bevan cheerfully was cleaning his room.
Bevan was cheerfully cleaning his room.

C 3. Sometimes Brandon reads books.

I 4. Bethany had gone on a walk in the city with her dog daily.
Bethany had daily gone on a walk in the city with her dog.

I 5. Gratefully on graduation day Caitlin received a gift from her friend.
Caitlin gratefully received a gift from her friend on graduation day.

C 6. Caris respectfully refused the free lunch from her supervisor.

I 7. Somewhere Abbot put his tie.
Abbot put his tie somewhere.

I 8. Cassandra was cheerful always at work.
Cassandra was always cheerful at work.

I 9. Abner went to the river down for the day.
Abner went down to the river for the day.

I 10. Betsey was obedient usually.
Betsey was usually obedient.

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 Name

ESL Help 1F: ESL

Exercise
HelpinTopic
Adverb Placement

Decide whether the italicized adverbs are placed correctly. If the placement is correct, write C in
the blank to the left. If the placement is incorrect, write I in the blank and then rewrite the sentence
correctly. (Answers will vary.)

I 1. Adrian balanced accurately his checkbook.

Adrian accurately balanced his checkbook.

I 2. Bevan cheerfully was cleaning his room.
Bevan was cheerfully cleaning his room.

C 3. Sometimes Brandon reads books.

I 4. Bethany had gone on a walk in the city with her dog daily.
Bethany had daily gone on a walk in the city with her dog.

I 5. Gratefully on graduation day Caitlin received a gift from her friend.
Caitlin gratefully received a gift from her friend on graduation day.

C 6. Caris respectfully refused the free lunch from her supervisor.

I 7. Somewhere Abbot put his tie.
Abbot put his tie somewhere.

I 8. Cassandra was cheerful always at work.
Cassandra was always cheerful at work.

I 9. Abner went to the river down for the day.
Abner went down to the river for the day.

I 10. Betsey was obedient usually.
Betsey was usually obedient.

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 Name

ESL Help 1G: Making

ESL Sentences
Help TopicNegative Using Not

In English, sentences are usually made negative by adding not. English has three basic rules for
­correctly placing not in sentences.
1. If there is an auxiliary (such as will, have, may, do, or is) in the sentence, place not after the first
­auxiliary.
Merton has washed the dog.
Merton has not washed the dog.
Gwendolyn will need a new dress for the party.
Gwendolyn will not need a new dress for the party.

2. If there is no auxiliary but there is a be verb (am, is, are, was, were), place not after the be verb.
The greenhouse is grimy.
The greenhouse is not grimy.
Waterfalls are powerful.
Waterfalls are not powerful.

3. If there is no auxiliary and no be verb, add do, does, or did according to the form of the main verb.
Place not between the do auxiliary and the main verb. The main verb then changes to the first prin-
cipal part of the verb because the do auxiliary will show the number and the tense for the complete
verb. The part of the sentence in parentheses may be omitted if it is clearly understood by both the
reader and the writer.
Evelyn waters the garden every Saturday.
Evelyn does not (water the garden every Saturday).
Ginny talked on the phone for three hours.
Ginny did not (talk on the phone for three hours).

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ESL Help 1H: Exercise in

ESLMaking
Help Sentences
Topic Negative Using Not

Rewrite the following sentences to make them negative. Add not to each sentence. Change the form of
the verb and add an auxiliary if necessary.

Example Charleen will throw the baseball.

Charleen will not throw the baseball.

1. The lake will be calm tonight.

The lake will not be calm tonight.
2. I am elated.
I am not elated.
3. The bees pollinated the flowers.
The bees did not pollinate the flowers.
4. You may need your umbrella.
You may not need your umbrella.
5. Cheryl was a librarian.
Cheryl was not a librarian.
6. Baxter would like a new hat.
Baxter would not like a new hat.
7. Shelly caught the butterfly with her butterfly net.
Shelly did not catch the butterfly with her butterfly net.
8. We were watching for the comet.
We were not watching for the comet.
9. Cherie caught the chicken pox from Sylvia.
Cherie did not catch the chicken pox from Sylvia.
10. The strawberries tasted delicious.
The strawberries did not taste delicious.

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 Name

ESL Help 1H: Exercise in

ESLMaking
Help Sentences
Topic Negative Using Not

Rewrite the following sentences to make them negative. Add not to each sentence. Change the form of
the verb and add an auxiliary if necessary.

Example Charleen will throw the baseball.

Charleen will not throw the baseball.

1. The lake will be calm tonight.

The lake will not be calm tonight.
2. I am elated.
I am not elated.
3. The bees pollinated the flowers.
The bees did not pollinate the flowers.
4. You may need your umbrella.
You may not need your umbrella.
5. Cheryl was a librarian.
Cheryl was not a librarian.
6. Baxter would like a new hat.
Baxter would not like a new hat.
7. Shelly caught the butterfly with her butterfly net.
Shelly did not catch the butterfly with her butterfly net.
8. We were watching for the comet.
We were not watching for the comet.
9. Cherie caught the chicken pox from Sylvia.
Cherie did not catch the chicken pox from Sylvia.
10. The strawberries tasted delicious.
The strawberries did not taste delicious.

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ESL Help
ESL
1I:Help
UsingTopic
Prepositions

General Rules
1. Do not leave necessary prepositions out of a sentence.

Wrong Shelly and Clara put their books the table.

Right Shelly and Clara put their books on the table.

2. 
During is a preposition that forms a prepositional phrase (with no verb). While is a conjunction that
usually introduces a dependent clause; it cannot be followed by a noun phrase. During and while
­cannot be used interchangeably.
OP
Preposition No one went outside during the earthquake.
S InV
Conjunction No one went outside while the earthquake was occurring.

3. Do not use a preposition when home is used with a verb of motion or direction. The same rule
­applies to downtown and uptown.
Wrong Jay ran to home.
Right Jay ran home.

If the verb is not a verb of motion or direction, the preposition is usually necessary.
 ecky’s mom works at home.
B
Rob studied at home during his illness.

4. Do not use a preposition when here or there is used after the verb.

Wrong The book belongs to here. It does not belong to there.

Right The book belongs here. It does not belong there.

5. Use at for the most specific time or location, on for a more general time or location, and in for the
most general time or location.
 y son was born at 7:25 p.m.
M
My son was born on a Tuesday.
My son was born in the evening.
I live at 381 Maple Street.
I live on Maple Street.
I live in Colorado.

6. Many verbs and adjectives, and even some nouns, must be followed by particular preposi-
tions. Sometimes changing the preposition changes the meaning.
 he players were rewarded by their coach.
T
(The coach gave the players a reward.)
He rewarded them for playing well.
(Playing well was the action that caused the coach to reward them.)
The players were rewarded with the coach’s praise.
(The coach’s praise was the good result.)

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 Name

ESL Help 1J: Exercise

ESL HelpinTopic
Using Prepositions

Choose the correct word for each blank from the choices in parentheses. If none of the suggested words
is correct or if no preposition is needed, put an X in the blank.

1. Clayton ate popcorn during the baseball game. (during, while)

2. He was cheering for his favorite team while he was eating. (during, while)
3. To get to the baseball stadium, he had to walk from his home X uptown. (at, in)
4. When the game is over, he will have to walk back X home. (at, to)
5. He often receives a lot of business calls when he is at home. (at, to)
6. He goes to the baseball game so that he won’t be X there when people call. (on, to)
7. The baseball game ended at 10:07 p.m. (in, on, at)
8. That is earlier than the baseball games on Friday nights usually end. (in, on, at)
9. Clayton stayed at the stadium until most of the crowd had left. (through, until)
10. He had stayed at the game through all the innings. (through, until)

© 2014 BJU Press. Unauthorized reproduction prohibited. ESL Helps

 Name

ESL Help 1J: Exercise

ESL HelpinTopic
Using Prepositions

Choose the correct word for each blank from the choices in parentheses. If none of the suggested words
is correct or if no preposition is needed, put an X in the blank.

1. Clayton ate popcorn during the baseball game. (during, while)

2. He was cheering for his favorite team while he was eating. (during, while)
3. To get to the baseball stadium, he had to walk from his home X uptown. (at, in)
4. When the game is over, he will have to walk back X home. (at, to)
5. He often receives a lot of business calls when he is at home. (at, to)
6. He goes to the baseball game so that he won’t be X there when people call. (on, to)
7. The baseball game ended at 10:07 p.m. (in, on, at)
8. That is earlier than the baseball games on Friday nights usually end. (in, on, at)
9. Clayton stayed at the stadium until most of the crowd had left. (through, until)
10. He had stayed at the game through all the innings. (through, until)

© 2014 BJU Press. Unauthorized reproduction prohibited. ESL Helps

 Name

Concept Reinforcement
Chapter 1:
Pretest:
Using Topic
Nouns and Pronouns

Practice A
Identify each italicized noun as common (C) or proper (P) and as concrete (Ct) or abstract (Ab).
­Remember to place two answers in each blank.
P, Ct 1. My brothers, Phillip and Kerry, love to play roller hockey.
C, Ab 2. Having just moved into town, they asked for guidance on where they could
play hockey.
C, Ct 3. They found a great roller hockey rink—of course, it’s made of concrete, not
ice—near our house.
C, Ab 4. It is nearly always open to the public, and we lace up our in-line skates with
excitement every afternoon after school.
P, Ct 5. One afternoon, our principal, Mr. McClusky, came out to watch us play.

Practice B
Identify each italicized pronoun as personal (P), demonstrative (Dem), interrogative (Inter), indefinite
(Ind), reflexive (Ref), intensive (Int), relative (Rel), or reciprocal (Rec).
P 6. Wallace decided to play with us today.
Inter 7. Who will play for our team when Craig is not here?
Rec 8. It is important in a team sport to assist one another.
Rel 9. Perhaps if enough people are interested, we will start a league that plays roller hockey in
the summer.
Int 10. Will we have to buy uniforms ourselves?

Practice C
Write an appropriate noun or pronoun (following the instructions in parentheses) to complete each
­sentence. (Answers will vary.)
that 11. Kevin told me ? he knows a good screen printer. (relative pronoun)
each other 12. Perhaps we could help ? by allowing him to advertise his printing services on
our uniforms. (reciprocal pronoun)
uniforms 13. Do we want our ? to be the same as those the Pittsburgh Penguins wear?
(plural count noun)
dedication 14. All of us play roller hockey with a lot of ? , so we do not often have time to
play other sports. (abstract noun)
Avalanche 15. We have decided to call our team the ? . (proper noun)

© 2014 BJU Press. Unauthorized reproduction prohibited. Concept Reinforcements

 Name

Concept Reinforcement
Chapter 1:
Pretest:
Using Topic
Nouns and Pronouns

Practice A
Identify each italicized noun as common (C) or proper (P) and as concrete (Ct) or abstract (Ab).
­Remember to place two answers in each blank.
P, Ct 1. My brothers, Phillip and Kerry, love to play roller hockey.
C, Ab 2. Having just moved into town, they asked for guidance on where they could
play hockey.
C, Ct 3. They found a great roller hockey rink—of course, it’s made of concrete, not
ice—near our house.
C, Ab 4. It is nearly always open to the public, and we lace up our in-line skates with
excitement every afternoon after school.
P, Ct 5. One afternoon, our principal, Mr. McClusky, came out to watch us play.

Practice B
Identify each italicized pronoun as personal (P), demonstrative (Dem), interrogative (Inter), indefinite
(Ind), reflexive (Ref), intensive (Int), relative (Rel), or reciprocal (Rec).
P 6. Wallace decided to play with us today.
Inter 7. Who will play for our team when Craig is not here?
Rec 8. It is important in a team sport to assist one another.
Rel 9. Perhaps if enough people are interested, we will start a league that plays roller hockey in
the summer.
Int 10. Will we have to buy uniforms ourselves?

Practice C
Write an appropriate noun or pronoun (following the instructions in parentheses) to complete each
­sentence. (Answers will vary.)
that 11. Kevin told me ? he knows a good screen printer. (relative pronoun)
each other 12. Perhaps we could help ? by allowing him to advertise his printing services on
our uniforms. (reciprocal pronoun)
uniforms 13. Do we want our ? to be the same as those the Pittsburgh Penguins wear?
(plural count noun)
dedication 14. All of us play roller hockey with a lot of ? , so we do not often have time to
play other sports. (abstract noun)
Avalanche 15. We have decided to call our team the ? . (proper noun)

© 2014 BJU Press. Unauthorized reproduction prohibited. Concept Reinforcements

 Name

Writing
WritingWorksheet
Worksheet1: Pretest:
PersonalTopic
Letter

Compose a letter to a friend or relative, following the step-by-step instructions below.

Planning
1. Who is your audience?

2. What subjects would your audience find interesting or want to know about?

3. Circle the subjects (from your previous answer) that you intend to cover.

4. What information would you like to get from your audience?

Drafting
5. What concrete details do you want to express for each subject?
subject :
subject :
subject :
subject :
subject :
subject :
subject :
subject :
6. Remember these tips as you write:
• Be sincere.
• Be conversational.
• Show interest in your reader.
• Ask open-ended questions, not yes/no questions.
• Use specific details as often as possible.

Revising
7. Reread to make sure that you said what you meant to say.
8. Revise for organization and develop each thought sufficiently.
9. Edit for grammar and punctuation but remember that you may use fragments, contractions, and
other informal constructions.
10. Make a final copy.

© 2014 BJU Press. Unauthorized reproduction prohibited. Writing Worksheets

PERSONAL LETTER
RUBRICS CHAPTER 1 RUBRIC

1
MESSAGE
Form
3 Writer demonstrates correct letter form.
2 Writer demonstrates some knowledge of correct letter form.
1 Writer demonstrates little or no knowledge of correct letter form.
Tone
3 Letter demonstrates a conversational tone with the reader.
2 Letter demonstrates some attempt to relate to the reader.
1 Letter demonstrates little thought for and connection with the reader.
Organization
3 Letter demonstrates preplanning and contains clear ideas.
2 Letter demonstrates preplanning but contains some random ideas.
1 Letter demonstrates little or no forethought and contains mostly random ideas.
Details
3 Letter includes several specific details.
2 Letter includes occasional, random details.
1 Letter includes generalizations and few details.

MESSAGE SCORE

MECHANICS
Grammar/Usage
3 Writer demonstrates a command of grade-level grammar skills, including agreement, verb usage, pronoun usage,
and sentence structure.
2 Writer demonstrates a basic knowledge of grade-level grammar skills, including agreement, verb usage, pronoun
usage, and sentence structure.
1 Writer demonstrates little or no knowledge of grade-level grammar skills.
Spelling
3 Writer uses and spells words above grade level.
2 Writer spells words on grade level.
1 Writer misspells grade-level words.
Capitalization/Punctuation
3 Writer demonstrates a command of grade-level capitalization and punctuation.
2 Writer demonstrates an understanding of grade-level capitalization and punctuation.
1 Writer misuses grade-level capitalization and/or punctuation.

MECHANICS SCORE
TOTAL SCORE (Message plus Mechanics)

A 19–21 B 16–18 C 13–15 D 10–12 F 7–9

Overall, this writing . . .

© 2014 BJU Press. Unauthorized reproduction prohibited. Writing Rubrics

 Steppingstones
to Language
Put the stones
in the right
position to get the
“jewel” of powerful
language.

.
communication

effective
and

accurate
Yes, we strive
diligently
toward Pocket

Chapter 1: Steppingstones to Language

Mount a series of rocklike steppingstones leading to “stones” with the eight parts of speech: noun, pro-
a granite pedestal displaying a jewel or other prize. noun, verb, adjective (2 “stone” cards), adverb, con-
Lava surrounds the pedestal, and the only way to it junction, preposition, and interjection. Students
is a series of small patches of stone peeking through identify the part of speech of each word in the sen-
the lava. Each small stone has a word of the sen- tence by placing the correct stone card over the
tence “Yes, we strive diligently toward accurate and small stepping stones.
effective communication.” A pocket should contain

Extra! CLASSROOM Extra!

TTIM
IM ES
Extra! Extra! Extra! Extra! Extra! Extra!

Extra! Extra! Extra! Extra! Extra! Extra!

Topic Sentences Great Conclusions
Reveal Purpose Bring Stories Home
by Teacher
to Readers
by Teacher
AUGUST 2014 Final Edition

Anecdotes Add Relevant Facts Make

Interest to Students’ Credible Reports
Reports by Teacher
by Teacher

Extra! Extra! Extra! Extra! Extra! Extra! Extra! Extra! Extra! Extra! Extra!

Chapter 2: Classroom Times

Design the board to resemble a newspaper with the shown. Under each headline, post student work that
title Classroom Times and with the various headlines exemplifies that headline best.

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