FREQUENCY ADVERBS
Always, usually, often, sometimes, seldom, rarely and never are called frequency adverbs. They
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come before all simple present verbs except be (they follow be);
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come between the subject and the simple present verb; but
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the adverb frequently can also come at the beginning or at the end of a sentence.
This chart shows the relative degree of frequency indicated by each of these adverbs:
Adverbs: |
always |
usually |
often |
sometimes |
seldom |
rarely |
never |
Frequency: |
100% |
99-90% |
89-75% |
74-25% |
24-10% |
9-1% |
0% |
Note: The adverb frequently may have the sense of usually, often, or sometimes, depending on the context and tone of the statement.
Exercise: Add the listed frequency adverbs to the sentences alongside them.
1. always |
I eat breakfast. |
I always eat breakfast. |
2. usually |
Jesse meets me for lunch. |
|
3. often |
Harry rides his bike to school. |
|
4. rarely |
I go to bed before 10 p.m. |
|
5. frequently |
Andy is late for class. |
|
Etc. |
|
|
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SIMPLE PAST TENSE: The suffix -ed
The addition of –ed to the end of the simple present form of a verb indicates that the action is in the past.
Example: walk + ed = walked
Pronunciation rules:
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If the word ends in t or d, the –ed is sounded as a separate syllable and the e has the sound of schwa (Example: wanted is pronounced as two syllables.)
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If the word ends in f, k, p, s, x, ch, or sh, the suffix –ed is pronounced /t/ and the word is pronounced as a single syllable. (Example: talked.)
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If the word ends in voiced sounds, the –ed is sounded as /d/ and the word is pronounced as a single syllable. (Example: called.)
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If the word ends in –e, drop the –e and add –ed. (Example: close + ed = closed.)
Exercise: For each of the verbs listed in Column A, indicate which of the three rules above the word follows.
Column A |
d? t? d? |
ended |
_______ |
fixed |
_______ |
smiled |
_______ |
called |
_______ |
halted |
_______ |
wish |
_______ |
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ALPHABETIZING
Ask your student to arrange in alphabetical order a number of words, the third, fourth or later letters of which determine their place.
Exercise: Alphabetize the following words:
A quick trip through a good dictionary will provide you with many examples of this exercise.
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NOUNS
Nouns come in various types and serve a variety of functions: count or noncount nouns (see also Feb., 2004 Links); proper or common nouns; subject or object; modifiers of other nouns; possessive form; and may serve as adjectives as well.
Examples:
1. Jack’s favorite languagecourse was Latin.
2. Jenny liked carpentry more than any other job.
3. A lot of money is spent on useless products.
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Sentence 1: The nouns language and course are common nouns and are not capitalized; language is used as an adjective to modifycourse; Jack and Latin areproper nouns (names of persons, places, languages, titles, organizations, etc.) and are therefore capitalized.
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Jack’s is the possessive form of a proper noun.
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In sentence 3, A is capitalized because it’s the first word in the sentence; A lot of money describes a noncount noun, money.
Exercise 1: Select a suitable paragraph from material your student may have read and ask her/him identify nouns in it as to type and role.
Exercise 2: From a book or magazine select a passage or page at random and ask your student to list all the common nouns in the reading material. If any common nouns are alphabetized, ask you student why that is.
Etc. There are many variations on the two themes above. They can be selected or modified to meet your student’s literacy level.
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A PUZZLE
See if your student can determine the “code.”
Complete the sequence of letters. A C F J __ __ __
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