■ Directions Combine the sentences in each cluster so that the new information which is lined in the first few items is used as a modifier before a noun in the first sentence.. ■ Directi
Trang 1Grade 8
Trang 3Introduction iv
Compound Sentences 1
Compound Elements I 2
Compound Elements II 3
Items in a Series 4
Modifiers Before a Noun 5
Set-off Elements 6
Appositives I 7
Appositives II 8
Possessive Nouns 9
Adjective Phrases I 10
Adjective Phrases II 11
Verbal Phrases as Adjectives 12
Adverbs and Adverb Phrases 13
Adjective Clauses with That and Who 14
Adjective Clauses with Whom and Whose 15
Subject-Verb Agreement I 16
Subject-Verb Agreement II 17
Adverb Clauses I 18
Adverb Clauses II 19
Adverb Clauses III 20
Conjunctive Adverbs 21
But, However, Although, and Despite 22
Correlative Conjunctions 23
Noun Clauses I 24
Noun Clauses II 25
Quotations 26
Verbal Phrases as Nouns 27
Descriptive Writing I: Heat Wave 28
Descriptive Writing II: My Best Friend 29
Narrative Writing I: Video Game Mania 30
Narrative Writing II: The Great Outdoors 31
Expository Writing I: Tracking Dinosaurs 32
Expository Writing II: The Hubble Telescope 33
Persuasive Writing I: Good Nutrition 34
Persuasive Writing II: Exercise 35
Answers 36
Trang 4Sentence combining is a way to warm up before the game In the writing game, as in most ers, things tend to happen at once All at the same time you’re trying to think of what to say,how to express it, how to spell the words, how to punctuate the sentences, and where to go next
oth-In this game, too, it helps if you’ve practiced each skill separately
Combining sentences slows you down and gives you time to experiment The words are alreadythere, and your task is simply to combine sentences meaningfully You don’t have to worry aboutwhat you’ll write in the following sentence or where to go next
Getting Started
There are two kinds of sentence-combining exercises in this book: signaled and unsignaled.
Signaled exercises give you specific suggestions on how to combine groups of sentences, called
clusters Unsignaled (or open) sentence clusters encourage you to experiment on your own.
Underlining shows you the words that are new The new information should be added tothe new sentence
a The woman turned and smiled.
b The woman was in the booth.
These sentences could be rewritten so that the repeated information (the part of b that isn’t
underlined) is left out The new information is added to the following sentence:
The woman in the booth turned and smiled.
Now try this cluster:
a The woman in the booth turned and smiled.
b The booth was near the front.
slightly the form of a word; you may have to add a punctuation mark; you may have toinclude a signal word—or you may have to do two of these things, or all three of them Insignaled exercises an important clue to the change is suggested in brackets In the followingcluster we’ve included in brackets the punctuation mark and the signal word
Trang 5a He walked to the window.
b He couldn’t hear anything [, but]
He walked to the window, but he couldn’t hear anything.
Notice that a comma and a coordinating conjunction are used to combine the two
sentences
In the following cluster we signaled an apostrophe and an s in the brackets Notice what
happens to Tracy when we add the apostrophe and an s.
a The sweater is in the gym.
b The sweater belongs to Tracy [‘s]
Tracy’s sweater is in the gym.
Punctuation marks occur singly or in pairs A pair of marks, such as [— .—], shows you one
way to embed information in the middle of a sentence Study the cluster below
a Deborah was much in demand at parties.
b Deborah was a gifted guitarist [— .—]
Deborah—a gifted guitarist—was much in demand at parties.
neutral word SOMETHING This word is often found in the first sentence of a cluster It
shows where the following sentence or part of that sentence should go
a He wondered SOMETHING.
b Someone would lift the manhole cover [who]
He wondered who would lift the manhole cover.
a Martha asked SOMETHING.
b I was feeling some way [how]
Martha asked how I was feeling.
Here are two more clusters to try Recheck the examples if you’re puzzled
Unsignaled (or open) exercises invite you to try all sorts of combinations until you find the
one you like best For example, see how many different combinations you can make from this
sentence cluster
a Toni was ill.
b Her parents were concerned.
Trang 6The possibilities are numerous Here, to give you the feel of open sentence combining, are just afew combinations:
1 Toni was ill, and her parents were concerned.
2 Because Toni was ill, her parents were concerned.
3 Toni’s illness concerned her parents.
4 Toni’s parents were concerned about her illness.
You could probably come up with more versions When doing unsignaled exercises, try ing different versions to yourself, or work with a friend or a group to try out various possibili-ties Listen to your friends, and listen even more carefully to your own voice
whisper-Experiment and Enjoy
The purpose of these sentence-combining sheets is to help you learn to enjoy writing—to helpyou find your own things to say and your own voice in which to say them The signals are mere-
ly a first step toward that goal You will find that in most exercises only the first few clusters will
be signaled Signaling will then be phased out, except for an occasional hint at a tough spot Thiswill allow you to start slowly each time, and if you become puzzled later on, you can go backand look again at how you did an exercise before
For a review of sentence-combining hints and for further practice, turn to Unit 21 in your book As you work with these sheets, experiment and enjoy Listen to the sentences your friendsoffer, and offer them your own And listen closely to your own voice You already know morethan you think you do
Trang 7text-■ Directions
Use a comma plus a coordinating conjunction to join the sentences in each cluster
1 a They went to hear the concert
b. They took some friends along [, and]
2 a. She could go over to her friend’s house
b She could talk to her on the phone [, or]
3 a He especially liked peppers on his pizza
b. His friends wanted olives [, but]
4 a. We know Kelly arrived early
b. We saw her in the cafeteria [, for]
5 a. The math problem was not solved by me
b. It was [not] solved by anyone [, nor]
6 a She could borrow her friend’s blouse
b. She could try to mend her own [, or]
7 a. The frozen yogurt was good
b. The toppings were delicious [, and]
c. The cone was soggy [, but]
8 a. Henry shoveled five driveways to earn money
b. He still didn’t have enough to buy the disc player
9 a. The play was interesting
b. The actors were his friends
c. The play lasted too long
10 a The wolves were howling
b. The sound traveled through the cold air
c. We were safe in our warm cabin
1 Compound Sentences
A simple way to combine sentences that are closely related in meaning is to use a
coordinat-ing conjunction The coordinatcoordinat-ing conjunctions include and, but, or, for, and nor You must change the order of the subject and verb when you use nor.
a. She tried the key again.
b It wouldn’t turn in the lock [, but]
c It would [not] come out of the lock [, nor]
She tried the key again, but it wouldn’t turn in the lock, nor would it come out of the lock Key Information
Trang 8■ Directions
Use the coordinating conjunctions and, or, and but to combine the sentences in each
cluster Include only the new information (which is underlined in the first few items)
from b In items 5, 9, and 10 new information also appears in c.
1 a Miguel ran down the street
b. Miguel stopped at the corner [but]
2 a. He forgot to take his band uniform
b. He forget to take his drums [and]
3 a. Her blue scarf could be worn with her jacket
b Her white scarf could be worn with her jacket [or]
4 a. They are good friends
b They enjoy the same sports [and]
5 a The mouse was alert
b. The mouse was quiet [and]
c The mouse was caught anyhow [but]
6 a The water in the pool was blue and inviting
b. The water in the pool was too cool for swimming
7 a. Lauren had read her book by the deadline
b Lauren had written her book review by the deadline
8 a. The basketball hit the rim
b. The basketball failed to go through
9 a. They had oranges
b They had tangerines
c They had no grapefruit
10 a. Molly picked up her flute
b She picked up her music
c. Molly dropped her lunch
2 Compound Elements I
Sometimes two or more sentences contain similar information By combining your sentences, you can avoid repetition One way to avoid repeating the shared information is by using
compound elements.
a The tiger slept on the large tree branch.
b The tiger kept a watchful eye open [but]
The tiger slept on the large tree branch but kept a watchful eye open.
Key Information
Trang 9■ Directions
Use the coordinating conjunctions and, or, and but to combine the sentences in each
cluster Include only the new information (which is underlined in the first few items)
from b In items 3 through 8 new information also appears in c; in items 9 and 10 it appears in b, c, and d.
1 a. They read books while on vacation
b. They watched TV [or]
2 a They read books while on vacation
b They read magazines [and]
3 a His comb had been in the suitcase
b. His hairbrush had been in the
suitcase [and]
c They now were missing [but]
4 a. She was capable
b. She was intelligent
c. She was impatient
5 a. The computer game was original
b. The computer game was interesting
c. The computer game was very tricky
6 a. The weather was clear
b. The weather was sunny
c The weather was too hot
7 a Olga put lettuce in the sandwich
b Olga put tomato in the sandwich
a. The two boys picked blueberries.
b The two boys made a pie [and]
The two boys picked blueberries and made a pie.
9 a. The winning team was happy
b The winning team was pleased
c. The winning team was upset with theunruly crowd
d The winning team was upset with thelack of order
10 a. Mark wanted to find starfish
b. Mark wanted to find driftwood
c Mark usually found broken shells
d. Mark usually found glass
Trang 10■ Directions
Combine the sentences in each cluster so that the new information (which is
under-lined in the first few items) forms a series Connect the last two items in each series
with the coordinating conjunction and or or.
1 a. Jane played tennis
b. Wanda played tennis [,]
c. Chris played tennis [, and]
2 a. Bill cut the grass
b Bill cleaned the yard [,]
c. Bill put the yard waste in bags
4 a. She put the keys in her coat pocket
b. She put the gloves in her coat pocket [,]
c. She put the money in her coat pocket [, and]
d. She then forgot to take her coat [and]
5 a. Thomas has a disc player
b. Thomas has two speakers
c Thomas has a headset
6 a. He bought seeds
b He planted the seeds
c. He watered the seeds
7 a. They planned the trip
b. They got a bus schedule
c They took the bus to the museum
4 Items in a Series
Commas are used to separate three or more items in a series A coordinating conjunction is
always used before the final item in a series Usually a comma is used as well.
a. Sara opened her locker.
b She took out her jacket [,]
c She dropped her mittens [, and]
Sara opened her locker, took out her jacket, and dropped her mittens.
Key Information
8 a Matt asked for an apple
b. Maura requested raisins
c. John requested raisins
d. Ellen requested raisins
9 a. The weather could be sunny
b. The weather could be rainy
c The weather could be snowy
10 a. Luis planned the party
b. Luis called their friends
c. Luis ordered food
d. Gina cleaned the recreationroom
e Gina made decorations
f Gina set up the tape player
Trang 11■ Directions
Combine the sentences in each cluster so that the new information (which is lined in the first few items) is used as a modifier before a noun in the first sentence
under-1 a. Her jeans were stiff
b. Her jeans were new
2 a His equipment was in the garage
b His equipment was for sports
3 a His basketball was in a box
b The box was red
4 a. Sam put a bookmark in the book
b. The bookmark was elaborate
c. The book was his
5 a. Rachel received a sweater for her birthday
b. The sweater was purple
c. The birthday was her twelfth
6 a. The folders were reusable
b The folders were colorful
7 a A squirrel climbed the wall
b The squirrel was playful
c. The wall was brick
8 a. The performers needed more practice
b. The performers were young
9 a Aretha created a new dessert
b. The dessert was chocolate
10 a. The teacher with the tape player gave a talk
b. The teacher was visiting
c. The tape player was plastic
d. The plastic was red
5 Modifiers Before a Noun
Placing an adjective, a noun, a pronoun, or a participle before a noun often condenses mation very effectively.
infor-a The girl took a bite of the sandwich.
b The girl was hungry.
c. The sandwich was hers.
The hungry girl took a bite of her sandwich.
Key Information
Trang 12■ Directions
Combine each cluster, placing the new information directly after the word or phrase it
describes Information set off at the end of a sentence requires only a single
punctua-tion mark Informapunctua-tion added in the midst of a sentence requires a pair of marks
1 a. Eva was agreeable
b. Eva was almost eager [,]
2 a. He delights in playing chess
b. He is addicted to chess [— —]
3 a. The cooking class was interesting
b. It was probably useful [—and]
4 a. They were satisfied with the arrangements for the concert
b They were not enthusiastic
5 a. Manuel encouraged us to visit
b. In fact, Manuel commanded us to visit
6 a I felt tired
b. I did not feel exhausted
c. I really felt tired [but]
7 a The fruit juice had a tart taste
b The fruit juice had almost a sour taste
8 a. The dog was never hostile
b. It was protective
c It was never hostile
9 a. The students were surprised by the new rules
b. The students were really deeply offended by the new rules
10 a. Bess talked in a loud voice and walked away from the group
b. Her voice was almost jarring
c She practically ran away from the group
6 Set-off Elements
You can combine sentences by setting off words or phrases with commas, dashes,
parenthe-ses, or a colon The words or phrases you set off may add information to the sentence or
emphasize information already in the sentence.
Nan smiled—sneered, actually—at the news.
The necklace was beautiful—in fact, really elegant.
Lee was a bore: a likable bore, but a bore nevertheless.
Key Information
Trang 13■ Directions
Combine the sentences in each cluster so that the appositive renames the noun at theend of the first sentence, as shown above
1 a. Jeff asked for two things
b. Jeff asked for a biscuit and lemonade [,]
2 a Mother said the play was a farce
b. A farce is a light humorous play [—]
3 a. She usually visits New York
b. New York is known as the Big Apple [( .)]
4 a. Entering the room were the two freshmen
b They were Ines Aran and Hidori Kato
5 a. All of the food was prepared by his father
b His father is a creative chef
■ Directions Combine the sentences in each cluster by placing the appositive either before or withinthe main clause Set off initial appositives with a comma Set off appositives within themain clause with a pair of marks
6 a. Raquel did some of the artwork
b Raquel is a budding artist [, ,]
7 a The vase was smashed
b The vase was an antique [( .)]
8 a. Chiyo belongs to several organizations
b. Chiyo is a busy person
9 a Kay practices on the ice five hours a day
b. Kay was a finalist in last year’s competition
10 a Stefan is concerned about poor and homeless people
b. Stefan is a thoughtful person
parenthe-a. She is involved in two organizations.
b. One is the high school theater group.
c One is the hockey team [and]
She is involved in two organizations: the high school theater group and the hockey
team.
Key Information
Trang 14■ Directions
Combine the sentences in each cluster so that the appositive renames the noun at the
end of the first sentence, as shown above
1 a. They were given two options
b. They were asked to wash the car or rake the yard [:]
2 a It’s possible to win one of three medals
b. The medals are gold, silver, or bronze [—]
3 a She wanted to play a reed instrument
b. The instrument was the oboe [( .)]
4 a. Mother had two sisters
b. The sisters are Catherine and Christine
5 a Dad has a weird hat
b. The hat is a purple stocking cap
■ Directions
Combine the sentences in each cluster by placing the appositive either before or within
the main clause Set off initial appositives with a comma Set off appositives within the
main clause with a pair of marks
6 a. Oscar was at the gym by dawn
b. Oscar is a talented athlete [,]
7 a. Benita brought dessert for everyone
b. Benita is a good cook [( .)]
8 a. His response was misleading
b. His response was a questionable one
9 a. Michael’s friends are in the band
b. Michael’s friends are Sam and Matt
10 a. The summer on the ranch was fun
b. The ranch is the Lazy A
c. The Lazy A is a dude ranch
8 Appositives II
An appositive is a noun that is placed next to another noun or pronoun to rename it or to
give additional information about it An appositive phrase is a group of words that includes
an appositive and other words that describe the appositive Use commas, dashes,
parenthe-ses, or a colon to set off an appositive.
a. Grandfather enjoys talking about his friends.
b. One is silver-tongued Slim.
c One is tongue-tied Tim [and]
Grandfather enjoys talking about his friends—silver-tongued Slim and tongue-tied Tim.
Key Information
Trang 15■ Directions Combine the sentences in each cluster, making the underlined word or phrase in sen-
tence b (or, for item 10, in sentence c as well) a possessive noun in sentence a.
1 a The shovel is in the driveway
b The shovel belongs to Leroy [’s]
2 a. The alfalfa was in the storage box
b. The alfalfa was for the rabbit [’s]
3 a. The alfalfa was in the storage box
b The alfalfa was for the rabbits [’]
4 a. Her program was late in starting
b The program was planned by Irene [’s]
5 a. The house was painted blue
b. The house belonged to our friends
6 a. The solo was followed by thunderous applause
b Raoul sang the solo
7 a. The basket was her tenth in the game
b. The basket was made by Sandy
8 a The sheep were sheared
b. The sheep belonged to the man
9 a The sheep were sheared
b. The sheep belonged to the men
10 a. The prize was a well-known book
b. The prize was awarded to Shelby
c The book was by L M Montgomery
9 Possessive Nouns
An apostrophe is used to show the possessive form of a noun For example, the talents of
Ralph becomes Ralph’s talents and the jacket that belongs to Armando becomes Armando’s
jacket.
a. The plan was to keep the trip a secret.
b. The plan was of Tony [’s]
c. The trip was of his nieces and nephew [’+’s]
Tony’s plan was to keep his nieces’ and nephew’s trip a secret.
Key Information
Trang 16■ Directions
Combine the sentences in each cluster so that the new information (which is
under-lined in a few sentences) is used as an adjective phrase
1 a. The skier was exhausted
b. The skier was in the blue suit
2 a The video game is challenging
b The video game is beside the TV
3 a. The students are taking a trip
b. The students are in middle school
c. The trip is to the aquarium
4 a. The cabinet was made of wood
b. The cabinet was under the clock
c. The clock was in the dining room
d. The wood was of a dark color
5 a. Ted found a sample box
b. It was a box of cereal
6 a The woman wore a raincoat
b. The woman was on the horse
c. The raincoat was with a hood
7 a The tent is for the camp
b. The tent is from Dad’s store
c. The camp is for young children
8 a The members could see the problem
b. The members were at the meeting
c The problem was with the rules
9 a The clown has a smiling face
b The clown is with a chicken
c. The chicken is on a leash
10 a The police officer was talking to a man
b The police officer was on the horse
c The man was in a car
d The car was without license plates
10 Adjective Phrases I
Adjective phrases are prepositional phrases that modify nouns or pronouns They usually
come after the word they modify.
a. The girl was walking a dog.
b. The girl was in blue jeans.
c The dog was on a leash.
The girl in blue jeans was walking a dog on a leash.
Key Information
Trang 17■ Directions
Combine the sentences in each cluster so that the new information (which is lined in a few sentences) is used as an adjective phrase
under-1 a. The store was selling discount compact discs
b. The store was across from the shoe shop
2 a The book is a real thriller
b. The book was on the coffee table
3 a The picture is of my grandparents
b. The picture is in front of the lamp
4 a The jacket makes a nice gift
b. The jacket comes along with a matching scarf
c. The gift is for Mother
5 a. The chair is an antique
b. The chair is in front of the desk
6 a. The woman said the museum is closed
b. The woman had a name tag [with]
c. The museum is near our hotel
7 a The colorful parrot was rescued
b. The colorful parrot was from South America
8 a. The boy has a good view of the scenery
b. The boy is on the hill
9 a. The girl took the tour of the palace
b. The girl is beside the guard
10 a. The park has a statue
b. The park is across from my house
c. The statue is in front of the tennis courts
11 Adjective Phrases II
Adjective phrases are prepositional phrases that modify nouns or pronouns They usually come after the word they modify.
a. The people were taking a tour.
b. The people were in line.
c. The tour was of Dallas.
The people in line were taking a tour of Dallas.
Key Information
Trang 18■ Directions
Combine each cluster so that the new information (which is underlined in the first few
items) is embedded as a verbal phrase after the noun.
1 a. She freed the bird
b. The bird was caught in the chimney
2 a. The dog was given a treat
b. The dog was protecting the family
3 a. The woman is in the building
b. The woman will check the smoke alarms [to]
4 a The man fed the ducks
b. The man jogged along the lakefront [-ing]
c. The ducks were swimming in the lake
5 a The boy was very cordial
b. The boy rose to meet me
6 a. She wants a knapsack
b. The knapsack will hold her books [to]
7 a People will be asked to leave
b. People speak too loudly [-ing]
8 a The pizza was eaten by my friends
b. The pizza was made by my sister
9 a. The man just arrived in his van
b. The man will fix the sink
10 a The owner will select a coach
b. The owner is concerned with getting the best person
c. The coach will train the players
d. The players were hired by someone else
12 Verbal Phrases as Adjectives
Certain verbal phrases—participial phrases and infinitive phrases—sometimes modify nouns
or pronouns In such cases they are acting as adjectives.
a. The lifeguard watches the birds.
b. The lifeguard is wearing a jacket.
c The birds run across the sand [-ing]
The lifeguard wearing a jacket watches the birds running across the sand.
a. The boy has the skills.
b The skills are for making a fine lamp [to]
The boy has the skills to make a fine lamp.
Key Information
Trang 19■ Directions Combine the sentences in each cluster so that the new information (which is under-lined in the first few items) is used as an adverb or an adverb phrase in the first sen-tence Try putting the modifier in different places.
1 a. They arrived
b Their arrival was unexpected [-ly]
2 a He argued with her about the check
b. The argument was heated [-ly]
3 a. She hunted for the rare book
b. The hunt was painstaking [-ly]
c. The hunt was everywhere
4 a Celia buys stamps
b. This is usual [-ly]
c. This is on the first day of the month
d This is in the morning
5 a They sang
b. The singing was superb
c. This was to prepare for the concert
6 a. The committee decided what to do with the extra food
b. The decision was careful
7 a. She knows the children aren’t outside
b. She knows it now
8 a. They found the sculpture they needed
b. They found it in Europe
c. They found it after two long weeks
13 Adverbs and Adverb Phrases
Adverbs, adverb phrases, and infinitive phrases acting as adverbs can all modify verbs By moving them around, you can change the emphasis and rhythm of your sentence.
a The bear protected her young.
b The bear was fierce in her effort [-ly]
Fiercely the bear protected her young.
The bear fiercely protected her young.
The bear protected her young fiercely.
Key Information
9 a. The early settlers moved west
b. This was to find new lands
c. The moving took place over aperiod of time
10 a They were informed of the
bad weather that was coming
b. This was early in the morning
c This was just before daybreak
d. They were informed in a hurry [-ly]
Trang 20■ Directions
Use the relative pronoun that or who to combine each cluster Although a few clusters
are signaled to suggest that sentence b be made into the adjective clause, you should
experiment freely
1 a. The racket is just the men collecting the garbage
b. You complained about the racket [that]
2 a The children were watching the demonstration
b The children were interested [who]
3 a. The trip was very exciting
b. Matt took a trip [that]
4 a The suit is almost finished
b The tailor promised to have the suit by Friday [that]
5 a The stereo stopped working again
b I fixed the stereo recently
6 a They couldn’t find the old shop
b. Their friend had told them about the old shop
7 a. Juana prepared the food
b The shelter needed food
8 a The students assembled the model of the castle correctly
b. The students read the directions
9 a The red roses will add nearly ten dollars to the cost
b. She wants to put red roses in the bouquet
10 a. These are the spices
b. In most cases these spices are put in last
14 Adjective Clauses with That and Who
When two sentences share a word or a phrase, one sentence can sometimes be made into
an adjective clause that modifies the word or phrase in the other sentence.
a. The runner won the meet.
b. The runner has the trophy.
The runner who won the meet has the trophy.
The runner who has the trophy won the meet.
Key Information
Trang 21■ Directions
Use whom (or no introductory word) or whose to make sentence b an adjective clause
embedded in sentence a.
1 a. He is a leader
b. The people trust him [whom or no introductory word]
2 a The store wants stockers
b. Their time is flexible [whose]
3 a The boy is going on vacation
b. I just borrowed his book [whose]
4 a This is the clerk
b. Customers ask him for help [whom or no introductory word]
5 a The boy was unhappy
b. His bike had a flat tire [whose]
6 a. He was not the person
b They saw [someone] [whom]
7 a The girl was not at work
b. Betty knew the girl from school
8 a The girl was not at work
b. Betty knew her sister from school
9 a. Dorothy Parker was a writer
b. I always enjoyed this writer
10 a Dorothy Parker was a writer
b I always enjoyed this writer’s stories
15 Adjective Clauses with Whom and Whose
Whom and whose can also introduce an adjective clause.
a. They’re meeting their friends.
b. They camped with their friends [whom or no introductory word]
They’re meeting their friends with whom they camped.
They’re meeting their friends [whom] they camped with.
The relative pronoun whose is used as a possessive pronoun in an adjective clause.
a. The man helped the son.
b This son’s paper route was the longest [whose]
The man helped the son whose paper route was the longest.
Key Information
Trang 22■ Directions
The clusters below contain a main clause (sentence a) with a choice of verb forms.
First determine which form of the verb agrees with the subject Then combine the
sen-tences, placing the new information in sentence b between the subject and the verb in
sentence a.
1 a Everyone [was/were] asked to step to the rear
b. Everyone was about to pay the fee
2 a The girls must [has/have] their own track shoes
b. The girls are involved in running [who]
3 a. Two of the girls [play/plays] tennis
b. The girls are in the family
4 a. One of the boys [has/have] nodded his head
b. He is at a loss for words
5 a The clothes [is/are] clean
b. The clothes are in the basket
6 a The group [was/were] mentioned
b. The group was of chess players
7 a. The book [begins/begin] with the rules
b. The book explained driving [-ing]
8 a. Six of the geese [looks/look] huge
b. The geese are feeding nearby
9 a The two [does/do] the whole routine
b. The two took the dance class [who]
10 a. One of the boys [was/were] without his helmet
b They were dressed for the game
16 Subject-Verb Agreement I
Choosing the correct verb form is easy when the verb comes right after the subject When
phrases or clauses come between the subject and the verb, however, the correct verb form
can be harder to determine.
Subject Verb
The man feels warm.
The man wearing wool socks and a heavy sweater feels warm.
Key Information
Trang 23■ Directions
Combine the sentences in the clusters below to form a sentence with a compound ject or a subject composed of two words that are part of one unit Then choose thecorrect verb form from the choice given in the first sentence
sub-1 a The jacket [is/are] warm
b. The coat is warm [and]
2 a. The city [is/are] offering recycling
b. The village is offering recycling [and]
3 a. The captain of the squad [was/were] Carrie
b. The founder of the squad was Carrie [and]
4 a Earrings [is/are] a suitable gift
b. A pin [is/are] a suitable gift [or]
5 a. A puppy [needs/need] care
b. A kitten needs care [and]
6 a. The dampness [makes/make] the air seem colder
b. The wind makes the air seem colder
7 a. The announcer [is/are] Chet
b. The voice of the hero is Chet
8 a. A bus [was/were] requested
b. Two vans [was/were] requested [or]
9 a The red shirt [is/are] the one to wear
b. The blue shirt is the one to wear
10 a. Joblessness [creates/create] serious problems for our country
b. Pollution creates serious problems for our country
17 Subject-Verb Agreement II
Choosing the correct verb form is easy when the verb comes right after a simple subject When the subject is compound and joined by a coordinating conjunction, however, the cor- rect verb form can be harder to determine.
Trang 24■ Directions
Combine the sentences in each cluster so that sentence a is subordinated to sentence b.
For item 10 sentences a and b should be subordinated to c Place the subordinate
clause first, followed by a comma
1 a. She was away [While ,]
b. She found a treasure
2 a He gave concerts [Wherever ,]
b He was surrounded by fans
3 a. The child touched anything.[ As soon as , ]
b. A sticky fingerprint appeared
4 a The bell rings [When ,]
b. The room rapidly empties
5 a. They came home from the movie [After ,]
b. They fixed a snack
6 a. They formed a team [Until ,]
b. They couldn’t compete in the contest
7 a. The lightning struck the ground
b. The grass was completely burned
8 a. She shopped for groceries
b The children helped their father
9 a The teacher explained the answer
b The bell rang
10 a We had finished dressing [After]
b We were waiting [and + as]
c. The flowers arrived
18 Adverb Clauses I
When two sentences contain closely related information, one of the sentences can
some-times be made into an adverb clause—a subordinate clause that modifies a verb An adverb
clause begins with a subordinating conjunction, such as after, before, while, when, until,
where, as, as soon as, and wherever Adverb clauses often tell when or where.
a She slept soundly [After ,]
b. She felt refreshed.
After she slept soundly, she felt refreshed.
Key Information