Story Transcript
Grammar and Composition
Grammar Practice in Spanish Grade 6
To the Teacher A thorough knowledge of the rules of grammar is essential to success in most fields of study. Your Spanish-speaking students face the double challenge of learning how to be precise and proper in English with the rules of another language already firmly lodged in their minds. You will want to provide these students with as much as help as possible. Grammar Practice in Spanish is designed for use in conjunction with Grammar Practice. After reading the Spanish explanations and instructions, students should complete the exercises in English. Students benefit from support in their native language. With Grammar Practice in Spanish supplementing your English materials, the entire class can move together towards mastery of grammar.
Glencoe/McGraw-Hill Copyright © The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce material contained herein on the condition that such material be reproduced only for classroom use; and be provided to students, teachers, and families without charge; and be used solely in conjunction with Writer’s Choice. Any other reproduction, for use or sale, is prohibited without written permission of the publisher. Printed in the United States of America. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240 ISBN 0-07-827158-4 1 2 3 4 5 6 7 8 9 055 05 04 03 02 01
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Contents Unit 8
Subjects, Predicates, and Sentences 8.1–2 8.3 8.4 8.5 8.6
Unit 9
Nouns 9.1 9.2 9.3
Unit 10
Using Pronouns Correctly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Pronouns and Antecedents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Indefinite Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Adjectives 12.1 12.2 12.3
Unit 13
Action Verbs and Direct Objects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Indirect Objects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Present, Past, and Future Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Main Verbs and Helping Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Present and Past Progressive Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Perfect Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Pronouns 11.1–2 11.3 11.4 11.5
Unit 12
Common and Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Verbs 10.1 10.2 10.4 10.5 10.6 10.7 10.8–9
Unit 11
Sentences and Sentence Fragments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Finding Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Compound Subjects and Compound Predicates . . . . . . . . . . . . . . . . . . . . . . 4 Simple, Compound, and Complex Sentences. . . . . . . . . . . . . . . . . . . . . . . . . 5
Adjectives and Proper Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Articles and Demonstratives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Adjectives That Compare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Adverbs 13.1 13.2 13.3 13.4 13.5
Adverbs Modifying Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Adverbs Modifying Adjectives and Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . 24 Adverbs That Compare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Telling Adjectives and Adverbs Apart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Avoiding Double Negatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
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Contents Unit 14
Prepositions, Conjunctions, and Interjections 14.1–2 14.3 14.4 14.5 14.6–7
Unit 15
Subject-Verb Agreement 15.1 15.2 15.3
Unit 16
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Capitalizing Sentences, Quotations, and Salutations . . . . . . . . . . . . . . . . . . 37 Capitalizing Names and Titles of People . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Capitalizing Names of Places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Capitalizing Other Proper Nouns and Adjectives . . . . . . . . . . . . . . . . . . . . 40
Punctuation 19.1 19.2 19.2 19.3 19.3 19.4 19.4 19.5 19.6 19.7 19.8 19.9
Answers
Using Troublesome Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Capitalization 18.1 18.2 18.3 18.4
Unit 19
Making Subjects and Verbs Agree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Problems with Locating the Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Agreement with Compound Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Glossary of Special Usage Problems 16.1–2
Unit 18
Prepositions and Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Pronouns After Prepositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Prepositional Phrases as Adjectives and Adverbs . . . . . . . . . . . . . . . . . . . . . 30 Telling Prepositions and Adverbs Apart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Conjunctions and Interjections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Using the Period and Other End Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Using Commas I-A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Using Commas I-B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Using Commas lI-A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Using Commas Il-B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Using Commas Ill-A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Using Commas Ill-B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Using Semicolons and Colons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Using Quotation Marks and Italics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Using Apostrophes and Hyphens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Using Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Writing Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. S E N T E N C E S
8.1–2
A N D
S E N T E N C E
F R A G M E N T S
Oraciones y fragmentos de oración Información clave Una oración expresa un pensamiento completo. Todas las oraciones empiezan con mayúscula y terminan en un signo de puntuación. Una oración declarativa dice o enuncia algo. Termina en un punto. Una oración interrogativa hace una pregunta. Termina en un signo de interrogación. Una oración exclamativa expresa un sentimiento intenso. Termina en un signo de exclamación. Una oración imperativa le ordena a alguien que haga algo. Termina en un punto. Para expresar un pensamiento completo, una oración tiene que tener un sujeto y un predicado. El sujeto dice de quién o de qué trata la oración. El predicado dice qué hace o cómo es el sujeto. Dr. Seuss (sujeto) wrote children’s books. (predicado) Se llama fragmento de oración a un grupo de palabras a las que les faltan o el sujeto, o el predicado, o ambos. Cuando escribas evita los fragmentos de oración.
■ A. Puntuar oraciones correctamente Escribe nuevamente cada oración, agregando mayúsculas y la puntuación final cuando sea necesario. Luego indica si la oración es declarative (declarativa), interrogative (interrogativa), exclamatory (exclamativa) o imperative (imperativa). 1. do you know how to blow bubbles ___________________________________________
_______________________________________________________________________ 2. tell me about your biggest bubble ____________________________________________
_______________________________________________________________________ 3. my cousin once blew a bubble as big as a cabbage________________________________ Copyright © The McGraw-Hill Companies, Inc.
_______________________________________________________________________ 4. what a great bubble that was ________________________________________________
_______________________________________________________________________ ■ B. Escribir oraciones completas Corrige estos fragmentos de oración agregando palabras para formar oraciones completas. Recuerda empezar cada oración con mayúscula y terminarla con la puntuación adecuada. 1. two small dogs ______________________________________________________ 2. gave me a present ____________________________________________________ 3. she always __________________________________________________________ 4. I sometimes ________________________________________________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 8
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. S U B J E C T S
8.3
A N D
P R E D I C AT E S
Sujetos y predicados Información clave El sujeto completo de una oración incluye todas las palabras del sujeto. The whole class visited the museum. El predicado completo de una oración incluye todas las palabras del predicado. The whole class visited the museum. El sujeto simple es la palabra —o grupo de palabras— principal del sujeto completo. The whole class visited the museum. El predicado simple es la palabra —o grupo de palabras— principal del predicado completo. The whole class visited the museum.
■ A. Identificar sujetos completos y predicados completos. Subraya con una línea cada sujeto completo; subraya con dos líneas cada predicado completo. 1. My cousin visited South America last year. 2. She took a boat ride up the Amazon River. 3. The Amazon is the largest river in the world. 4. The river flows just south of the Equator. 5. The weather was hot and humid. 6. It rained almost every day.
8. The jungle grows right up to the water’s edge. 9. She saw many exotic birds. 10. Her favorite was the toucan.
■ B. Identificar sujetos simples y predicados simples. Subraya con una línea cada sujeto simple y con dos líneas cada predicado simple. 1. Her younger brother took lots of photos. 2. His favorite photograph shows a giant butterfly. 3. He always kept his camera with him. 4. Several people asked him about his camera. 5. Once, the boat stopped at a small fishing village. 6. He got some good pictures of people at work.
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 8
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7. Over fifteen hundred species of fish live in the Amazon.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. F I N D I N G
8.4
S U B J E C T S
Encontrar los sujetos Información clave Entender el orden de las palabras puede ayudar a identificar las partes de una oración. En inglés la mayoría de los enunciados empiezan por el sujeto. Jim Henson created the Muppet puppets. Las preguntas pueden empezar por una parte del predicado o por todo el predicado, al que siguen el sujeto y el resto del predicado. Did Jim Henson create the Muppet puppets? Se puede encontrar el sujeto de una pregunta ordenando la oración como un enunciado. Jim Henson did create the Muppet puppets. A veces los enunciados presentan el predicado antes que el sujeto. Out of nowhere came the answer. Por lo general las oraciones imperativas (pedidos u órdenes) tienen un sujeto no expresado. En inglés se sobreentiende que el sujeto es la palabra you.
■ A. Escribir nuevamente las preguntas como enunciados Escribe nuevamente cada pregunta como un enunciado. Subraya cada sujeto simple. 1. Did Robin Hood really take from the rich and give to the poor? ____________________
_______________________________________________________________________ 2. Was Sherwood Forest a safe place to hide?______________________________________
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_______________________________________________________________________ 3. Were the soldiers able to capture him?_________________________________________
_______________________________________________________________________ 4. Did Robin escape? ________________________________________________________
_______________________________________________________________________ ■ B. Encontrar los sujetos Subraya cada sujeto. Escribe (You) delante de la oración que tenga un sujeto sobreentendido.
________________ 1. Tell me another story. ________________ 2. On the log stood Little John. ________________ 3. Both men fell into the river. ________________ 4. Out of the forest galloped the sheriff. ________________ 5. Was Robin Hood a good leader?
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 8
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. C O M P O U N D
8.5
S U B J E C T S
A N D
C O M P O U N D
P R E D I C AT E S
Sujetos y predicados compuestos Información clave El sujeto compuesto tiene dos o más sujetos que tienen el mismo predicado. Los sujetos se unen con las palabras and u or. Julia and Ramon worked in the bakery. El predicado compuesto tiene dos o más verbos para el mismo sujeto. Los verbos se unen con las palabras and, or o but. Juan worked in the store and delivered newspapers. Algunas oraciones tienen un sujeto compuesto y un predicado compuesto. Julia and Ramon worked in the bakery but found time for piano lessons.
■ A. Identificar sujetos y predicados compuestos Subraya los sujetos y los predicados dentro de cada sujeto y cada predicado compuesto. Algunas oraciones tienen un sujeto compuesto y un predicado compuesto. 1. Robin Hood and Little John ran from the soldiers. 2. Robin started a fire and told this story. 3. Robin, John, and Friar Tuck became the best of friends. 4. The sheriff called him an outlaw and ordered his arrest. 5. In the end, King Richard pardoned Robin, gave him back his land, and made him
a knight. 7. Were the prince and the sheriff greedy? 8. Sherwood Forest gave them shelter and provided food.
■ B. Usar sujetos y predicados compuestos Imagina que tú y tus amigos formaban parte de los alegres compañeros de Robin. Escribe cinco oraciones sobre las cosas que hubieran hecho en un día típico. Usa un sujeto compuesto, un predicado compuesto o ambos en cada una de tus oraciones.
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 8
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6. Robin Hood and Little John robbed from the rich and gave to the poor.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. S I M P L E ,
8.6
C O M P O U N D ,
A N D
C O M P L E X
S E N T E N C E S
Oraciones simples, compuestas y complejas Información clave Una oración compuesta contiene dos o más oraciones simples. Cada oración simple de una oración compuesta se llama cláusula independiente (o principal). Una cláusula contiene un sujeto y un predicado. Karen hurried, but Emil walked slowly. (dos cláusulas independientes unidas por una conjunción) Una oración compleja tiene una cláusula independiente y una o más cláusulas subordinadas, que son cláusulas que no pueden estar solas. Karen hurried because she was late. (cláusula independiente y cláusula subordinada introducida por la conjunción subordinante because). Una oración seguida son dos o más oraciones escritas incorrectamente como una. Para corregir una oración seguida, escríbela como dos oraciones o une las cláusulas con una coma y una conjunción.
■ A. Identificar oraciones simples, compuestas y complejas Escribe si cada oración es simple (simple), compound (compuesta) o complex (compleja). 1. George and James stayed at a ranch last summer. ________________ 2. George liked getting up early, but James slept late. ________________ 3. George had finished his chores before he ate breakfast. ________________ 4. They slept in the bunkhouse, which was near the kitchen. ________________ 5. James rode horses after breakfast; George helped the rancher. ________________
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6. George brushed the horses each morning and night. ________________
■ B. Corregir oraciones seguidas Corrige las siguientes oraciones seguidas. 1. Maria looked around Laurie ran. _____________________________________________
_______________________________________________________________________ 2. The school closed for the summer we were happy. _______________________________
_______________________________________________________________________ 3. The bus turned left the car went straight. ______________________________________
_______________________________________________________________________ 4. The movie ended we went home._____________________________________________
_______________________________________________________________________
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. C O M M O N
9.1
A N D
P R O P E R
N O U N S
Sustantivos comunes y sustantivos propios Información clave Un sustantivo nombra a una persona, un lugar, una cosa o una idea. Personas
Lugares
Cosas
Ideas
artist
desert
fire
loyalty
singer
country
leaf
happiness
Un sustantivo común es un nombre genérico para una persona, un lugar, una cosa o una idea cualquiera. Un sustantivo propio nombra a una persona, un lugar, una cosa o una idea particular. Los sustantivos propios pueden estar formados por más de una palabra. Debes escribir con mayúscula la primera palabra y las otras palabras importantes que tenga el sustantivo propio. Sustantivos comunes
Sustantivos propios
poet
William Blake
country
Thailand
play
Romeo and Juliet
■ A. Identificar sustantivos Subraya cada sustantivo que aparece en las oraciones que siguen. En cada oración hay uno o más sustantivos. 1. Amanda and her cousin collect stamps.
3. Amanda has an entire book filled with stamps from America. 4. Pen pals send her stamps from their countries. 5. Her favorite stamp is from Zimbabwe.
■ B. Identificar sustantivos comunes y sustantivos propios Escribe si cada una de las siguientes palabras es un sustantivo común o un sustantivo propio. Si es necesario, corrige el uso de las mayúsculas. 1. zoo ________________ 2. moscow ________________ 3. river ________________ 4. julio ________________ 5. lake michigan ________________ 6. spaniel ________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 9
Copyright © The McGraw-Hill Companies, Inc.
2. Her cousin has stamps from almost every country in the world.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. S I N G U L A R
9.2
A N D
P L U R A L
N O U N S
Sustantivos singulares y sustantivos plurales Información clave Un sustantivo singular nombra a una sola persona, un solo lugar, una sola cosa o una sola idea. Un sustantivo plural nombra a más de una persona, más de un lugar, más de una cosa o más de una idea. Un sustantivo colectivo nombra a un grupo de personas o cosas. En inglés un sustantivo colectivo es singular cuando el grupo funciona como una unidad. Es plural cuando cada miembro del grupo actúa separadamente. The class goes to the museum. [singular] The class exchange presents with one another. [plural]
■ A. Formar sustantivos plurales Cambia cada sustantivo en letra cursiva a su forma plural. 1. I wrapped the glass before I opened the box. ____________________________________ 2. The elf ran after the wolf. ___________________________________________________ 3. The chief wanted the knife. __________________________________________________ 4. The army fought over who would get the turkey. ________________________________ 5. For some strange reason, he put the tomato next to the vase on top of the radio.
_______________________________________________________________________ 6. I keep the rabbit hutch behind the shed.________________________________________
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7. Jerry used his camera to take the photo of the church. _____________________________ 8. The dancer dropped the mask whenever the band played the waltz. __________________
■ B. Usar sustantivos colectivos Subraya cada sustantivo colectivo y escribe si es singular o plural. 1. That class share their essays with one another. __________________________________ 2. Our debate team wins top honors every year. ___________________________________ 3. The new band play one another’s instruments. __________________________________ 4. Our family eats dinner at six. ________________________________________________ 5. Joanie’s group outshines the rest. _____________________________________________ 6. Your club has too many members. ____________________________________________
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. P O S S E S S I V E
9.3
N O U N S
Sustantivos posesivos Información clave En inglés un sustantivo posesivo nombra quién o qué posee algo. This is grandfather’s watch. I liked the actors’ performances. The children’s room in the library is my favorite. Recuerda que en inglés los sustantivos posesivos siempre llevan apóstrofo. Los sustantivos plurales que no son posesivos no lo llevan. Have you seen the pirate’s map? (sustantivo posesivo singular) I went aboard the pirates’ ship. (sustantivo posesivo plural) I read about the pirates in school. (sustantivo plural)
■ A. Identificar sustantivos posesivos Subraya el sustantivo posesivo en cada oración y escribe si es singular o plural. 1. I looked in the cupboard for the cat’s food. _____________________________________ 2. What is your brothers’ favorite movie? ________________________________________ 3. Did you find the boys’ hiding place? __________________________________________ 4. Today is Ms. Mills’s birthday. ________________________________________________ 5. Are you the group’s new president? ___________________________________________
■ B. Usar posesivos singulares y plurales 1. I visited my mother workplace._______________________________________________ 2. Did you buy the dog food? __________________________________________________ 3. The team new uniforms were blue. ___________________________________________ 4. The surfers boards are on the beach. __________________________________________ 5. I combed Bess hair carefully. ________________________________________________ 6. José new bike is a ten-speed. _________________________________________________ 7. We watched the soldiers trucks leave. __________________________________________ 8. Do you still have your cousin phone number? ___________________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 9
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Escribe la forma posesiva para cada palabra en letra cursiva.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. A C T I O N
10.1
V E R B S
A N D
D I R E C T
O B J E C T S
Verbos de acción y complementos directos Información clave Un verbo de acción nombra una acción con una o más palabras. looks
reaches
will remember
speak
suggest
El complemento directo es un sustantivo que recibe la acción del verbo. Contesta a la pregunta ¿quién? o ¿qué? después de un verbo de acción. We should tip the waiter. [El complemento directo, waiter, nos dice a quién deberíamos darle una propina.] Los verbos transitivos tienen complemento directo. Los verbos intransitivos no tienen complemento directo. Maria drives a green sports car. [transitivo] Maria drives carefully. [intransitivo]
■ A. Identificar verbos de acción y complementos directos Subraya con una línea los verbos de acción; subraya con dos líneas los complementos directos. Algunos verbos pueden no tener un complemento directo. 1. Ginny plays piano in a band. 2. Hamsters sleep during the day. 3. My parents both work for the same company. 4. Jordan explored the reefs for coral.
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5. I finished dinner before my brother. 6. Joanie found a dollar. 7. The cat caught the mouse. 8. Delores chased the train. 9. My parents wrote a note. 10. Karen put the book back.
■ B. Escribir oraciones con verbos de acción y complementos directos Escribe cuatro oraciones sobre cosas que tú y tus amigos hagan con frecuencia. Usa un verbo de acción y un complemento directo en cada oración. 1. _________________________________________________________________________________ 2. _________________________________________________________________________________ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. I N D I R E C T
10.2
O B J E C T S
Complementos indirectos Información clave En una oración que tenga un verbo de acción, el complemento indirecto nos dice a quién se dirige o para quién se hace la acción. The children sang their parents a new song. En esta oración, el complemento indirecto parents dice a quién cantaron los niños. Un complemento indirecto aparece sólo en oraciones que tienen un complemento directo; el complemento indirecto siempre va antes del complemento directo. Puedes agregar la palabra to o for antes del complemento indirecto y cambiar su posición en la oración sin cambiar el significado de dicha oración.
■ A. Distinguir entre complementos directos e indirectos Escribe si las palabras en letra cursiva son direct objects (complementos directos) o indirect objects (complementos indirectos). 1. I gave Maria a new pen. ____________________________________________________ 2. Did you write your cousins a letter? ___________________________________________ 3. Dave brought Henrietta some flowers. _________________________________________ 4. The band wrote three new songs. _____________________________________________ 5. Give José my share. ________________________________________________________
■ B. Identificar complementos directos e indirectos
1. Banks lend people money for buying new homes. 2. The class gave the teacher a present. 3. The company offered the workers new jobs. 4. Doctor Gonzalez handed Miguel and Dolores their newborn daughter. 5. Every year the mayor in the village grants the people one request. 6. The store offered the shoppers lower prices. 7. The contractors built my family a new kitchen. 8. Public television offers viewers many programs. 9. The librarian read the children three stories. 10. We gave our parents gifts for their anniversary.
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 10
Copyright © The McGraw-Hill Companies, Inc.
Subraya con una línea el complemento directo y con dos líneas el complemento indirecto en cada una de estas oraciones.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. P R E S E N T,
10.4
PA S T,
A N D
F U T U R E
T E N S E S
Tiempos presente, pretérito y futuro Información clave Los tiempos de los verbos revelan cuándo sucede algo. El tiempo presente de un verbo nombra una acción que ocurre regularmente. También puede expresar una verdad general. I talk to her every day. El tiempo pretérito de un verbo nombra una acción que ya ha ocurrido. I talked to her yesterday. El tiempo futuro nombra una acción que va a tener lugar en el futuro. El tiempo futuro se forma agregando el verbo auxiliar will o shall al infinitivo del verbo. I shall talk to her later. The Browns will visit Washington, D.C., in the spring.
■ A. Identificar tiempos presente, pretérito y futuro Subraya cada verbo en las siguientes oraciones. En cada espacio en blanco escribe present si el verbo está en tiempo presente, past si está en pretérito, o future si está en futuro. 1. We watched the parade on New Year’s Day. _____________________________________ 2. Tomorrow I shall finish this puzzle. ___________________________________________ 3. Jorge fishes with his uncle. __________________________________________________ 4. I first met Cheryl at the library. ______________________________________________ 5. They will pass this way. ____________________________________________________
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6. The otter washed its food carefully. ___________________________________________ 7. Robert Cray plays guitar. ___________________________________________________ 8. Kevin will catch the ball. ___________________________________________________
■ B. Usar los tiempos presente, pretérito y futuro Escribe la forma del verbo que se pide entre paréntesis. 1. I (past of visit) my grandparents. _____________________________________________ 2. Julio (future of act) in the play. ______________________________________________ 3. Whales (present of live) in the ocean. _________________________________________ 4. Maria (past of return) my tapes. _____________________________________________ 5. The box (present of contain) three surprises.____________________________________ 6. My parents (future of bring) the dessert. _______________________________________ 7. Teresa and her sister (past of discuss) their choices._______________________________ 8. The porpoise (present of jump) through the hoop. _______________________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 10
11
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. M A I N
10.5
V E R B S
A N D
H E L P I N G
V E R B S
Verbos principales y verbos auxiliares Información clave Los verbos tienen cuatro formas principales. Infinitivo talk play
Gerundio simple talking playing
Pretérito talked played
Participio pasado talked played
Estas formas principales con frecuencia se usan en compañía de un verbo auxiliar para formar una frase verbal. La frase verbal es uno o más verbos auxiliares a los que sigue el verbo principal. We have been studying for a test. El verbo auxiliar es un verbo que ayuda al verbo principal a expresar una acción o a hacer un enunciado. Los verbos auxiliares que más comúnmente se usan son las formas de los verbos be y have. Las formas de be se usan frecuentemente con el gerundio simple. I am talking. Las formas de have se usan frecuentemente con el participio pasado. She has talked.
■ A. Identificar verbos auxiliares y verbos principales 1. I was looking in the closet.
5. Firefighters have helped people for years.
2. Maria has missed the bus.
6. I am trying my best.
3. The students were talking loudly.
7. We are relying on each other.
4. The cold weather had begun.
8. Our family was traveling during
December. ■ B. Identificar gerundios simples y participios pasados. Subraya la frase verbal y escribe si el verbo principal es un gerundio simple o un participio pasado. 1. The workers were improving the road. ________________________________________ 2. I am working on my math.__________________________________________________ 3. Caroline was feeding her cat. ________________________________________________ 4. The mechanic had repaired the truck. _________________________________________ 5. You have tried everything now. ______________________________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 10
Copyright © The McGraw-Hill Companies, Inc.
Subraya con una línea la frase verbal; subraya con dos líneas el verbo principal.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. P R E S E N T
10.6
A N D
PA S T
P R O G R E S S I V E
F O R M S
Formas del presente y del pretérito progresivo Información clave El presente progresivo de un verbo expresa una acción que se continúa en el presente. Lo forman el gerundio simple y el verbo auxiliar am, is o are. The students are talking to one another. El pretérito progresivo de un verbo nombra una acción que continuó durante cierto tiempo en el pasado. Lo forman el gerundio simple y el verbo auxiliar was o were. The students were talking for hours.
■ A. Usar el presente progresivo Escribe el presente progresivo del verbo que está entre paréntesis. 1. My basketball team (sell) candy. _____________________________________________ 2. We (raise) money for new uniforms. __________________________________________ 3. My father (help) us by providing transportation. ________________________________ 4. He (drive) us around town. _________________________________________________ 5. We (hope) to raise enough for new shoes. ______________________________________ 6. Other teams (try) to help. __________________________________________________ 7. The football team (play) an exhibition game. ___________________________________ 8. You (carry) a heavy load. ___________________________________________________
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■ B. Usar el pretérito progresivo Escribe el pretérito progresivo del verbo que está entre paréntesis. 1. I (sing) in the choir. _______________________________________________________ 2. Jimmy (play) in my band. __________________________________________________ 3. After the concert, the crowd (call) for more. ____________________________________ 4. Saturday, I (look) for a new guitar. ___________________________________________ 5. Because of the holiday, the stores (close) early. __________________________________ 6. You (walk) with me. _______________________________________________________ 7. We (talk) about our favorite songs. ___________________________________________ 8. I (think) about buying a Gibson. _____________________________________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 10
13
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. P E R F E C T
10.7
T E N S E S
Tiempos perfectos Información clave El pretérito perfecto de un verbo expresa algo que sucedió en un momento indefinido del pasado. También expresa una acción que sucedió en el pasado y continúa sucediendo en el presente. Este tiempo lo forman el verbo auxiliar have o has al que sigue el participio pasado del verbo principal. My father has driven station wagons for many years. El pretérito pluscuamperfecto nombra una acción que tuvo lugar antes que otra acción o suceso en el pasado. Este tiempo lo forman el verbo auxiliar had y el participio pasado del verbo principal. Until he traded it in, my father had driven that station wagon for ten years.
■ A. Diferenciar los tiempos verbales Subraya el verbo o la frase verbal. Escribe si está en present (presente), past (pretérito), present perfect (pretérito perfecto) o past perfect (pretérito pluscuamperfecto). 1. Eagles live in these mountains. ________________ 2. They have lived here for centuries. ________________ 3. For years I had looked for one. ________________ 4. I never saw an eagle. ________________ 5. My parents had helped me. ________________ 6. I have watched every day for weeks. ________________
Subraya los verbos que aparecen en estas oraciones. Cambia el tiempo de los verbos en presente a pretérito perfecto; cambia el tiempo de los verbos en pretérito a pretérito pluscuamperfecto. 1. Maria read about holiday traditions. _____________________________________ 2. Yogi lives in Jellystone Park. ____________________________________________ 3. My parents volunteer at my school. ______________________________________ 4. The police officer directed traffic. _______________________________________ 5. The plane flight ended early. ___________________________________________ 6. Maggie and George jump on the trampoline. ______________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 10
Copyright © The McGraw-Hill Companies, Inc.
■ B. Usar los tiempos perfectos
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. I R R E G U L A R
10.8–9
V E R B S
Verbos irregulares
Información clave El pretérito y el participio pasado de los verbos irregulares no se forman agregando –ed. Algunos verbos irregulares forman el pretérito y el participio pasado cambiando una vocal. Infinitivo: begin Pretérito: began Participio pasado: begun En algunos verbos irregulares el pretérito y el participio pasado son iguales. Infinitivo: sit Pretérito: sat Participio pasado: sat En unos pocos verbos el infinitivo y el participio pasado son iguales. Infinitivo: run Pretérito: ran Participio pasado: run En algunos verbos el pretérito termina en –ew y el participio pasado en –wn. Infinitivo: know Pretérito: knew Participio pasado: known Algunos participios pasados terminan en –en. Infinitivo: write Pretérito: wrote Participio pasado: written En algunos verbos el pretérito y el participio pasado no siguen ningún modelo. Infinitivo: go Pretérito: went Participio pasado: gone En unos pocos verbos el infinitivo, el pretérito y el participio pasado son iguales. Infinitivo: put Pretérito: put Participio pasado: put
■ A. Usar el pretérito de verbos irregulares Escribe el pretérito del verbo que está entre paréntesis. 1. My brother (drink) three glasses of milk today.__________________________________ 2. I (swim) twelve laps this morning.____________________________________________ Copyright © The McGraw-Hill Companies, Inc.
3. Consuela (know) everyone in town. __________________________________________ 4. I (teach) guitar to young children. ____________________________________________ 5. I (tear) my sleeve on that nail. _______________________________________________ 6. My dad (drive) by the park. _________________________________________________
■ B. Usar el participio pasado de verbos irregulares Escribe el participio pasado del verbo que está entre paréntesis. 1. I have (feel) a little ill lately. ____________________________________________ 2. She has (do) all her chores. ____________________________________________ 3. Have you (write) your essay yet? ________________________________________ 4. Jeremy has (fell) again.________________________________________________ 5. Julia has (grew) tomatoes for years. ______________________________________ 6. I have (run) three races today. __________________________________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 10
15
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
11.1–2
P R O N O U N S
C O R R E C T LY
Usar los pronombres correctamente
Información clave El pronombre es una palabra que reemplaza a uno o más sustantivos y las palabras que describen a esos sustantivos. Los pronombres que se usan para referirse a personas o cosas se llaman pronombres personales. Roland has a favorite song. He sings it often. Recuerda usar un pronombre sujeto en lugar del sujeto de una oración y un pronombre complementario en lugar del complemento directo o del complemento indirecto de un verbo. They grow many kinds of vegetables. (sujeto) We gave them some new seeds. (complemento indirecto) The gift surprised them. (complemento directo) Los sujetos compuestos y los complementos compuestos siguen las mismas reglas. The band and I rode on the bus. (sujeto—no The band and me) The audience liked the band and me. (complemento—no the band and I)
■ A. Usar correctamente los pronombres sujetos y los complementarios Encierra en un círculo el pronombre correcto en cada oración. 1. (Her, She) likes to ride the train. 2. Dad helped (us, we) with our chores. 3. My uncles wanted to help, but (they, them) were too tired. 4. The coach told (they, them) to try harder.
Escribe en el espacio correspondiente el pronombre que reemplaza correctamente las palabras subrayadas. 1. Ms. Chou is a librarian in my town. Ms. Chou reads stories every Saturday. ___________ 2. All the kids from our neighborhood admire Ms. Chou. ___________________________ 3. All the kids like the stories Ms. Chou reads. ____________________________________ 4. Jimmy is always there. Jimmy helps Ms. Chou after the reading session. ______________
■ C. Usar los pronombres sujetos compuestos y los pronombres complementarios compuestos Escribe el pronombre correcto para cada palabra o palabras subrayadas. 1. Jessica and Jason liked to play volleyball. _______________________________________ 2. I sent Margaret and her friends my new address. ________________________________ 3. Julio and Catherine thought football was dangerous. _____________________________ 4. The younger kids and I went outside. _________________________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 11
Copyright © The McGraw-Hill Companies, Inc.
■ B. Usar los pronombres sujetos y los complementarios
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. P R O N O U N S
11.3
A N D
A N T E C E D E N T S
Pronombres y antecedentes Información clave El pronombre siempre se refiere a un sustantivo. Ese sustantivo es el antecedente del pronombre. Jeremy found a stray cat. He took it home. (Jeremy es el antecedente de He. Cat es el antecedente de it.) Los pronombres deben concordar en género y número con su antecedente. El género de un sustantivo puede ser femenino, masculino o neutro. Harry liked math and science. He always did well in them. (He concuerda con Harry en número —singular— y género —masculino—. Them concuerda con math and science —plural y neutro—.) Un pronombre debe referirse claramente a su antecedente. My rabbits share a cage with several hamsters. They are always hungry. (They, ¿se refiere a rabbits o a hamsters? La referencia del pronombre no es clara.) Si el pronombre puede referirse a más de un sustantivo, evita siempre usar un pronombre.
■ A. Identificar antecedentes Subraya con una línea el pronombre personal de la segunda oración que se refiere a un sustantivo de la primera. Subraya con dos líneas el antecedente que está en la primera oración. 1. My father and I went camping in the desert. We took a walk the first night out. 2. The stars seemed brighter than back home. They seemed so bright because we
were in the desert, far away from city lights. Copyright © The McGraw-Hill Companies, Inc.
3. Jack went back and got out the telescope. It was brand new. 4. My father told me to look toward the east. He pointed at a light streaking across
the sky. ■ B. Usar pronombres con sus antecedentes Escribe el pronombre correcto para el antecedente subrayado. Ejemplo: Jeremy read his report to the class. He read it to the class. 1. People were decorating the town for the parade._________________________________ 2. Cathy gave Dorothy a drum set.______________________________________________ 3. My brother watches the same television shows every day. __________________________ 4. Gayatri brought her puppet to the story hour for children. ________________________ 5. Gabriela and her sister wore matching skirts. ___________________________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 11
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. P O S S E S S I V E
11.4
P R O N O U N S
Pronombres posesivos Información clave El pronombre posesivo nombra a una persona o una cosa que posee algo. El pronombre posesivo no lleva apóstrofo. Algunos pronombres posesivos aparecen delante de un sustantivo y reemplazan el nombre de la persona o cosa que posee algo. Julian’s group is finished. His group is finished. Otros pronombres posesivos aparecen solos en una oración. Mine is the red one. The one on the table is yours. No confundas el pronombre posesivo its con la contracción it’s (it is). Its colors had faded. (pronombre posesivo) It’s beginning to fade. (contracción)
■ A. Identificar pronombres posesivos Subraya los pronombres posesivos en las oraciones que aparecen más abajo, y escríbelos en el espacio correspondiente. 1. Michael dropped his ice cream on the ground. __________________________________ 2. Several people claimed the prize was theirs. ____________________________________ 3. Susan and Hussain closed their eyes when Kelly brought out the cake. _______________ 4. We couldn’t decide which of the cars was ours. __________________________________ 5. Our track team took first place. ______________________________________________
7. She was looking for her books. ______________________________________________ 8. Does Kelly’s watch show the same time as yours? ________________________________ 9. I got mine before you did. __________________________________________________ 10. The dog lost its collar. _____________________________________________________
■ B. Usar los pronombres posesivos correctamente Escribe la palabra correcta para cada oración de las que están entre paréntesis. 1. Please see if (you’re, your) painting is dry.______________________________________ 2. (It’s, Its) too early to go to the show. __________________________________________ 3. (They’re, Their) latest record is selling well. ____________________________________ 4. I wonder if (you’re, your) brother will go with me. _______________________________ 5. Did the dog lose (it’s, its) collar? _____________________________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 11
Copyright © The McGraw-Hill Companies, Inc.
6. Do you have my tapes? _____________________________________________________
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. I N D E F I N I T E
11.5
P R O N O U N S
Pronombres indefinidos Información clave El pronombre indefinido no se refiere a una persona, ni a un lugar, ni a una cosa en particular. Anything is possible. Algunos pronombres indefinidos son siempre singulares. Algunos pronombres indefinidos son siempre plurales. Otros pronombres indefinidos pueden ser singulares o plurales, dependiendo de la frase que sigue. Si usas un pronombre indefinido como sujeto de una oración, el verbo tiene que concordar con él en número. Both are available. (plural) Neither is available. (singular) Some of the movie is boring. (singular) Some of the movies are boring. (plural)
■ A. Identificar pronombres indefinidos Escribe el pronombre indefinido de los que están entre paréntesis que completa la oración correctamente. 1. (Everybody, Few) knows how to dance. ________________________________________ 2. Every evening (nobody, both) go home. _______________________________________ 3. (Many, Everyone) remember their lessons. _____________________________________ 4. (Each, Both) of the children puts on mittens. ___________________________________
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■ B. Usar correctamente los pronombres indefinidos Escribe la palabra de las que están entre paréntesis que completa la oración correctamente. 1. Each of the chairs in this room (are, is) made of wood. ___________________________ 2. Most of the children (leave, leaves) books on the table.____________________________ 3. Some of the animals wash (their, its) food before eating. __________________________ 4. Each has (their, its) own special place to sleep. __________________________________
■ C. Escribir con pronombres indefinidos Escribe cuatro oraciones que usen pronombres indefinidos como sujeto. Los verbos que uses tienen que concordar en número con el sujeto. 1. _________________________________________________________________________________ 2. _________________________________________________________________________________ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 11
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. A D J E C T I V E S
12.1
A N D
P R O P E R
A D J E C T I V E S
Adjetivos y adjetivos nominales Información clave Un adjetivo es una palabra que describe a un sustantivo o un pronombre. Harry listens to classical music. [¿Qué clase?] I bought three apples. [¿Cuántas?] Ira sent me that picture. [¿Cuál?] Los adjetivos predicativos siguen a los verbos copulativos y modifican el sujeto de la oración. Moira’s house is beautiful. Los adjetivos nominales se forman a partir de sustantivos propios y empiezan con mayúscula. Algunos adjetivos nominales se forman agregando una terminación al sustantivo. Navajo blanket [sustantivo simple]
African art [terminación agregada]
■ A. Identificar adjetivos Subraya con una línea cada adjetivo y con dos líneas el sustantivo al que modifica. 1. Emily avoided the large dog. 2. Its bark sounded ferocious. 3. Later, Emily met the young owner of the dog. 4. The dog was harmless. 5. Emily and the dog became good friends.
■ B. Identificar adjetivos nominales Escribe cada adjetivo nominal usando las mayúsculas correctamente. Luego escribe cualquier otro adjetivo que esté en la oración. 1. The vacations were at different american campgrounds. __________________________ 2. Henrietta stayed on a navajo reservation with close friends. ________________________ 3. Marcus spent two months on the virginia coast. _________________________________ 4. Good friends visited the peruvian mountains. __________________________________ 5. They brought back several pieces of incan art. __________________________________ 6. We studied african wildlife in a science class. ___________________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 12
Copyright © The McGraw-Hill Companies, Inc.
6. Sometimes, dogs are nervous, and they bark.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. A R T I C L E S
12.2
A N D
D E M O N S T R AT I V E S
Artículos y demostrativos Información clave Las palabras a, an y the son una clase de adjetivos especial llamados artículos. Usa the para señalar un objeto u objetos en particular. Marmosets are the smallest monkey. Usa a o an para señalar un objeto de un grupo. A aparece delante de palabras que empiezan con consonante. An aparece delante de palabras que empiezan con vocal. A marmoset can fit in an adult’s hand. This, that, these y those son adjetivos demostrativos. Señalan cosas específicas. This book is well written. This, that, these y those también pueden aparecer solos en una oración como pronombres demostrativos (sujetos o complementos). This is my bag of marbles. Bring those along.
■ A. Usar artículos Subraya el artículo correcto de los que están entre paréntesis en cada oración. 1. Ms. Rodriguez is (a, an) science teacher. 2. Have you had her for (a, the) teacher? 3. Some kids say she is the hardest teacher in (a, the) school.
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4. She gives (a, an) exam every week. 5. I think she is (a, an) good teacher. 6. Her class is hard, but she makes science (a, the) fun subject.
■ B. Usar demostrativos Subraya la palabra demostrativa correcta de las que están entre paréntesis en cada oración. 1. I recently saw (that, those) movie. 2. It was showing at (that, those) new theater. 3. I went with (that, those) kids from school. 4. (This, These) actors play their parts well. 5. (This, These) was the third film I’ve seen starring Mel Gibson. 6. He had the best role in (this, these) film.
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 12
21
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. A D J E C T I V E S
12.3
T H AT
C O M PA R E
Adjetivos que comparan Información clave Usa la forma comparativa del adjetivo para comparar dos cosas. Normalmente se forma el comparativo de los adjetivos cortos agregando –er al adjetivo.
Usa la forma superlativa del adjetivo para comparar más de dos cosas. Para formar el superlativo se agrega –est a los adjetivos cortos.
Whales are bigger than elephants. Normalmente, para formar el comparativo de los adjetivos con dos o más sílabas, se agrega more delante del adjetivo.
Whales are the biggest animals on Earth. Se agrega la palabra most delante de los adjetivos más largos.
Are whales more intelligent than elephants?
Are whales the most intelligent animals?
■ A. Elegir la forma comparativa o superlativa Subraya la forma correcta de las formas del adjetivo que están entre paréntesis. 1. Amanda is the (faster, fastest) runner I know. 2. Ronald used to be (faster, fastest) than Amanda. 3. Now Ronald tries (harder, hardest) than before. 4. Good sportsmanship is (most important, more important) than winning. 5. I like to run when it is (colder, coldest) than today.
■ B. Usar las formas comparativas y superlativas Escribe la forma comparativa o superlativa correcta del adjetivo que está entre paréntesis. 1. That play was (difficult) to understand than the others. ___________________________ 2. August is the (warm) month of the year. _______________________________________ 3. Karen’s gift was the (thoughtful) of all. ________________________________________ 4. This river is (muddy) than the Mississippi. _____________________________________ 5. My brother’s hair is (curly) than mine. ________________________________________ 6. That test was the (difficult) of all. ____________________________________________ 7. Yesterday’s game was (exciting) than last week’s. _________________________________ 8. This book is (easy) to read than that one. ______________________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 12
Copyright © The McGraw-Hill Companies, Inc.
6. Amanda wants to be (most famous, more famous) than any other runner.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. A D V E R B S
13.1
M O D I F Y I N G
V E R B S
Adverbios que modifican verbos Información clave Los adverbios son palabras que describen o modifican verbos. Los adverbios contestan a las preguntas ¿cómo?, ¿cuándo?, o ¿dónde? Jaime plays skillfully. [¿cómo?] Jaime plays often. [¿cuándo?]
Jaime plays outside. [¿dónde?]
Cuando se usa para modificar un verbo, el adverbio puede aparecer delante del verbo, después del verbo, al comienzo de la oración o al final de la oración. Jaime Jaime Later Jaime
later played with the band. [delante del verbo] played later with the band. [después del verbo] Jaime played with the band. [comienzo de oración] played with the band later. [final de oración]
La mayoría de los adverbios se forman agregando –ly a los adjetivos: carefully, usually, nearly.
■ A. Identificar adverbios Escribe en el espacio correspondiente el adverbio de cada oración. Luego subraya la palabra o palabras que el adverbio modifica. 1. Our teacher always wins. ___________________________________________________ 2. The class debated loudly. ___________________________________________________ 3. My parents built a playroom downstairs._______________________________________ 4. Outside I could hear their laughter. ___________________________________________
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5. I almost missed the train. ___________________________________________________
■ B. Usar adverbios Escribe nuevamente cada oración agregando un adverbio que modifique el verbo de la oración. 1. We arrived at the theater. ___________________________________________________ 2. Jeffrey asked me.__________________________________________________________ 3. You and I moved. _________________________________________________________ 4. My two friends go there. ___________________________________________________ 5. The Joyces accepted our invitation. ___________________________________________ 6. She gave me permission. ___________________________________________________ 7. She gave me the gifts. ______________________________________________________ 8. They volunteered._________________________________________________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 13
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. A D V E R B S
13.2
M O D I F Y I N G
A D J E C T I V E S
A N D
A D V E R B S
Adverbios que modifican adjetivos y adverbios Información clave Los adverbios se pueden usar para modificar adjetivos y adverbios. Observa cómo el adverbio modifica el adjetivo en la oración que está a continuación. Jim Henson created a group of very unusual puppets. El adverbio very nos dice cuán raros eran los títeres. Los adverbios se pueden usar también para modificar otros adverbios. His puppet creations have worked very successfully. Their appearance on Sesame Street increased their popularity quite rapidly. Los adverbios que modifican adjetivos y otros adverbios casi siempre aparecen directamente delante de la palabra que modifican.
■ A. Identificar adverbios Subraya la palabra que modifica el adverbio que está en letra cursiva. Escribe verb si la palabra modificada es un verbo, adjective si es un adjetivo, o adverb si es un adverbio. 1. I have a very remarkable family. ______________________________________________ 2. My uncle is an extremely tall man. ____________________________________________ 3. Trisha, my sister, learns new subjects quite easily. ________________________________ 4. My brother Kevin has been our starting pitcher for nearly three years.________________ 5. My father always wins town elections. _________________________________________
7. My kid brother runs very quickly. ____________________________________________ 8. I often write stories. _______________________________________________________
■ B. Usar adverbios Escribe nuevamente cada oración agregando un adverbio que modifique la palabra que está en letra cursiva. Intenta usar un adverbio diferente cada vez. 1. Jorge looked behind the door. ________________________________________________ 2. The large orange cat slept on the couch. _______________________________________ 3. The river rose quickly.______________________________________________________ 4. Back on the ranch, Jimmy rode the wild horse. __________________________________ 5. I got up late this morning. __________________________________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 13
Copyright © The McGraw-Hill Companies, Inc.
6. Mom got her job almost immediately following college. ___________________________
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. A D V E R B S
13.3
T H AT
C O M PA R E
Adverbios que comparan Información clave Usa la forma comparativa del adverbio para comparar dos acciones. Para formar el comparativo de los adverbios que tienen sólo una sílaba agrega –er. Donna runs faster than Ricky. Usa la forma superlativa del adverbio para comparar más de dos acciones. Para formar el superlativo de los adverbios que tienen sólo una sílaba agrega –est. Donna runs the fastest of all. Para formar el comparativo y el superlativo de los adverbios que terminan en –ly o tienen más de una sílaba, usa more para el comparativo y most para formar el superlativo. My sandals fit more comfortably than my loafers. That is the most brightly colored butterfly. Para formar el comparativo y el superlativo algunos adverbios cambian completamente.
■ A. Identificar las formas comparativa y superlativa Subraya la forma correcta del adverbio de las que están entre paréntesis. 1. I arrived at the game (later, latest) than you. 2. The game promised to be the (better, best) of the year. 3. We had (less, least) to lose than the other team. 4. We played (more intelligently, most intelligently) than the Tigers.
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5. One of our players ran the (faster, fastest) of anyone this year.
■ B. Escribir la forma comparativa y superlativa Escribe la forma correcta del adverbio que está entre paréntesis. 1. I like math (well) than science. ______________________________________________ 2. A shark swims (fast) than a man._____________________________________________ 3. Mary reads (carefully) than Joseph. ___________________________________________ 4. Of all my friends, I like you (well). ___________________________________________ 5. Steve is the (much) loyal guy I know.__________________________________________ 6. My mother drives (cautiously) than my dad.____________________________________ 7. Jane ran (far) than anyone else. ______________________________________________ 8. Did you arrive (late) than Pete? ______________________________________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 13
25
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. T E L L I N G
13.4
A D J E C T I V E S
A N D
A D V E R B S
A PA R T
Distinguir los adjetivos de los adverbios Información clave A veces la gente confunde adjetivos y adverbios. Estudiar detenidamente el verbo ayuda. Marvin was careful around the kitchen. Marvin moved carefully around the kitchen. En la primera oración careful es un adjetivo predicativo que sigue al verbo copulativo was. El adjetivo predicativo modifica el sujeto Marvin. En la segunda oración, carefully es un adverbio que modifica el verbo de acción moved. Palabras como bad, real y sure normalmente se usan como adverbios cuando terminan en –ly. Son adjetivos cuando no terminan en –ly. Bad y good son adjetivos. Well es por lo general un adverbio, pero puede ser un adjetivo cuando se lo usa después de un verbo copulativo para describir la salud o la apariencia de una persona: They look well.
■ A. Distinguir los adjetivos de los adverbios Subraya la palabra correcta de las que están entre paréntesis. Luego di si la palabra que subrayaste es un adjective (adjetivo) o un adverb (adverbio). 1. I sang (poor, poorly) last night. ______________________________________________ 2. The choir sings very (good, well). ____________________________________________ 3. Maurice moved (slow, slowly) away. __________________________________________ 4. The cloud passed (silent, silently) overhead. ____________________________________ 5. The sun was (bright, brightly)._______________________________________________
■ B. Usar adjetivos y adverbios correctamente Subraya la palabra usada incorrectamente en cada oración. Luego escribe en el espacio correspondiente la forma correcta de la palabra. 1. Rap is real popular.________________________________________________________ 2. That was a true great speech. ________________________________________________ 3. Jonathan dances good. _____________________________________________________ 4. The moon shone bright through my curtain. ___________________________________ 5. She plays piano real well. ___________________________________________________ 6. My parents most never go. __________________________________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 13
Copyright © The McGraw-Hill Companies, Inc.
6. I scored (good, well) on the test. _____________________________________________
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. AV O I D I N G
D O U B L E
N E G AT I V E S
Evitar la negación doble
13.5
Información clave En una oración las palabras negativas dicen “no”. La palabra not es una palabra que expresa negación. Frecuentemente not aparece con su forma acortada, la contracción –n’t. En una oración las palabras afirmativas dicen “sí”. A continuación aparecen algunas palabras negativas y afirmativas. Negativas
Afirmativas
not
never
ever
always
something
nothing
none
one
all
some
any
En una oración el uso de dos palabras negativas forma una negación doble. Evita las negaciones dobles cuando escribas y cuando hables. Corrige la negación doble sacando una de las palabras negativas o reemplazándola por una palabra afirmativa. incorrecto: I don’t have nothing to read. correcto: I have nothing to read. o I don’t have anything to read.
■ A. Expresar ideas negativas Subraya la palabra correcta del paréntesis. Evita las negaciones dobles. 1. Lawrence couldn’t think of (nobody, anybody) to go with him. 2. Carrie wouldn’t want (no, any) help. 3. We aren’t driving (nowhere, anywhere) with you.
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4. Can’t they have (no, any) fun? 5. We haven’t (no more, any more) toys for them. 6. Maria can’t take her brother (nowhere, anywhere).
■ B. Corregir negaciones dobles Escribe nuevamente las siguientes oraciones, corrigiendo las negaciones dobles. 1. Wasn’t there no more time to play? ___________________________________________ 2. Larry isn’t never late for school. ______________________________________________ 3. She doesn’t want none._____________________________________________________ 4. I don’t know nothing about that. _____________________________________________ 5. Julia hasn’t got none. ______________________________________________________ 6. We weren’t able to do nothing about it. ________________________________________ 7. Don’t you have nothing else to do? ___________________________________________ 8. I haven’t got no clean clothes for tomorrow. ____________________________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 13
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. P R E P O S I T I O N S
14.1–2
A N D
P R E P O S I T I O N A L
P H R A S E S
Preposiciones y frases preposicionales
Información clave Una preposición relaciona un sustantivo o pronombre con alguna otra palabra de la oración.
Una preposición puede tener un complemento compuesto.
We saw them by the theater. Una preposición se puede formar con más de una palabra. I sat across from Tom.
Marge gave tomatoes to her grandparents and her aunt. La oración puede tener más de una frase preposicional. La frase preposicional puede aparecer en cualquier lugar de la oración.
El complemento de la preposición es el sustantivo o pronombre que sigue a la preposición. Una frase preposicional empieza por la preposición y normalmente termina en su complemento.
Marge grows tomatoes in her garden behind the house. In her garden behind the house, Marge grows tomatoes.
Marge grows tomatoes in her garden.
■ A. Identificar preposiciones Subraya la preposición en cada oración. 1. All the power failed during the storm. 2. We found some candles in the drawer. 3. My brother Jan hid beneath his bed. 4. The whole house was dark except this room. 5. Shadows fell across the wall.
■ B. Identificar preposiciones y sus complementos Subraya con una línea cada frase preposicional. Subraya con dos líneas el complemento de la preposición. 1. Jan was still asleep under his blanket. 2. The sun rose over the trees. 3. We walked into our yard. 4. Underneath the porch, our dog hid quietly. 5. The river had risen over its banks. 6. Water poured down our drive.
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 14
Copyright © The McGraw-Hill Companies, Inc.
6. We were safe inside the basement.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. P R O N O U N S
14.3
A F T E R
P R E P O S I T I O N S
Pronombres después de las preposiciones Información clave Usa un pronombre complementario cuando el pronombre es el complemento de una preposición. Julio threw the ball past the boys.
Julio threw the ball past them.
Usa un pronombre complementario cuando el pronombre es parte de un complemento compuesto. Mary hit the ball past Julio and Rose.
Mary hit the ball past Julio and her.
Para verificar qué tipo de pronombre se usa, di la oración en voz alta usando sólo el pronombre como complemento. Mary hit the ball past her. [not she] Who y whom son pronombres que se confunden frecuentemente. Who es un pronombre sujeto. Whom es un pronombre complementario. Who threw the ball?
To whom did she throw it?
■ A. Identificar pronombres y preposiciones Subraya la frase preposicional de cada oración. Encierra el pronombre que se usa como complemento de la preposición. 1. Jeremy threw the ball past us. 2. Yesterday I got a package from them. 3. A strange dog followed behind me. 4. The parrots were screeching at you. Copyright © The McGraw-Hill Companies, Inc.
5. Running away from them did no good. 6. Karen took us with her this morning.
■ B. Usar el pronombre correcto Subraya el pronombre correcto de los que están entre paréntesis. 1. My brother always walks with Mom and (I, me). 2. The floor under Tomas and (them, they) started to collapse. 3. The librarian beckoned to Cindy and (I, me). 4. Did Jackson tell you about (they, them)? 5. Jackson told you about (who, whom)? 6. Against you and (she, her), they don’t stand a chance. 7. A steady rain fell on Jesse and (I, me). 8. Thunder crashed above George and (they, them).
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 14
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. P R E P O S I T I O N A L
14.4
P H R A S E S
A S
A D J E C T I V E S
A N D
A D V E R B S
Frases preposicionales como adjetivos y adverbios Información clave La frase preposicional que modifica un sustantivo o un pronombre es una frase adjetiva. Las frases adjetivas pueden describir sujetos, complementos directos e indirectos, sustantivos predicativos o complementos en otras frases preposicionales. Shakespeare was the author of several major plays. [sustantivo predicativo] Several films of the plays have been quite successful. [sujeto] La frase preposicional que describe un verbo, un adjetivo u otro adverbio es una frase adverbial. Shakespeare wrote about life and love. [verbo] The actor was famous for his dramatic roles. [adjetivo]
■ A. Identificar frases adjetivas y adverbiales Subraya la frase preposicional. Escribe si es una adjective phrase (frase adjetiva) o una adverb phrase (frase adverbial). 1. There were several rumors about the new kids.__________________________________ 2. The lobsters huddled against the tank._________________________________________ 3. Jeremy looked around the table.______________________________________________ 4. Computers in classrooms are useful. __________________________________________ 5. I write my papers in the computer lab. ________________________________________ 6. Several programs for the computer are helpful.__________________________________
8. You are a person of many talents. ____________________________________________
■ B. Usar frases adjetivas y adverbiales Escribe un párrafo acerca de tu lugar preferido. Trata de usar frases adjetivas o adverbiales en cada oración. Subraya las frases adjetivas o adverbiales que uses. Si es necesario usa otra hoja de papel.
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 14
Copyright © The McGraw-Hill Companies, Inc.
7. Joshua lives east of the high school. ___________________________________________
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. T E L L I N G
14.5
P R E P O S I T I O N S
A N D
A D V E R B S
A PA R T
Distinguir las preposiciones de los adverbios Información clave Las preposiciones y los adverbios pueden contestar a las preguntas ¿dónde? y ¿cuándo? Algunas palabras se pueden usar como preposiciones y como adverbios. Algunas de estas palabras se enumeran más abajo. through above
below out up over before near
in
Si a una palabra la sigue de cerca un sustantivo, la palabra es probablemente una preposición y el sustantivo es su complemento.
We slept inside our tent. En esta oración inside our tent contesta a la pregunta ¿dónde? La palabra inside empieza una frase que incluye el complemento tent. Inside es una preposición. Si a la palabra no la sigue de cerca un sustantivo, entonces la palabra es probablemente un adverbio. When it began to rain, we went inside. Aquí inside también contesta a la pregunta ¿dónde?, pero no empieza una frase. Es un adverbio.
■ A. Distinguir entre adverbios y preposiciones Identifica la palabra en letra cursiva como preposition (preposición) o adverb (adverbio). 1. I left my books outside._____________________________________________________ 2. Did you look under the desk?________________________________________________ 3. Have you been here before?__________________________________________________ 4. Joey climbed inside the box. _________________________________________________ 5. I placed the fish tank carefully on the table._____________________________________
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6. Under the bridge, traffic slows to a crawl. ______________________________________
■ B. Identificar adverbios y preposiciones Escribe todos los adverbios y preposiciones que aparecen en cada oración. Escribe si cada palabra que has enumerado es una preposition (preposición) o un adverb (adverbio). 1. Kevin looked through the window, and then he climbed outside. ___________________ 2. On the roof, we heard planes fly by.___________________________________________ 3. I looked at the snow swirling down. __________________________________________ 4. Are you staying in the yard, or are you coming inside? ____________________________ 5. No one could see out through the foggy window. ________________________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 14
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. C O N J U N C T I O N S
14.6–7
A N D
I N T E R J E C T I O N S
Conjunciones e interjecciones
Información clave Una conjunción es una palabra que conecta palabras o grupos de palabras de una oración. Las palabras and, but y or son conjunciones coordinantes. Usa and, but y or para formar sujetos compuestos, predicados compuestos y oraciones compuestas. Mary and I are both students. We can study at school or go to the library. I stayed at school, but Mary went to the library. Los pares de conjunciones como either, or; neither, nor; y both, and son conjunciones coordinantes en pares. Both Mary and I are students. Una interjección es una palabra o grupo de palabras que expresan un sentimiento fuerte. Cuando la interjección expresa sentimientos muy fuertes, la sigue un signo de exclamación. Hurry! The train is leaving now. Hey, that’s mine.
■ A. Identificar conjunciones Subraya cada conjunción. Escribe si forma un compound subject (sujeto compuesto), un compound predicate (predicado compuesto) o una compound sentence (oración compuesta). 1. Have you seen or read about the Grand Canyon? ________________________________ 2. José and Roberta are my best friends. _________________________________________ 3. Rinji looked for the book, but he couldn’t find it. ________________________________
5. Atsuko set the table, and Suzie welcomed their guests. ____________________________ 6. Perry played baseball but felt tired afterwards. __________________________________
■ B. Identificar interjecciones Subraya cada interjección que aparece en las oraciones de abajo. 1. Hey! I know that guy. 2. Well, if you say so. 3. All right! I passed my history test. 4. We won. Hooray! 5. Oh, no! I can’t possibly do that.
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 14
Copyright © The McGraw-Hill Companies, Inc.
4. The Mississippi River and the Red Sea are huge bodies of water. ____________________
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. M A K I N G
15.1
S U B J E C T S
A N D
V E R B S
A G R E E
Concordancia entre sujeto y verbo Información clave El sujeto y su verbo tienen que concordar en número. Un sujeto con sustantivo singular necesita un verbo en singular, y un sujeto con sustantivo plural necesita un verbo en plural. This song sounds silly. (singular)
These songs sound silly. (plural)
El pronombre sujeto y su verbo también tienen que concordar. Agrega a los verbos la terminación –s en el tiempo presente de she, he e it. I pretend.
She pretends.
Los verbos irregulares be, do y have tienen que concordar con el sujeto si se los usa como verbos principales o como verbos auxiliares. He is the best. (verbo principal) I do too much. (verbo principal)
They are going too fast. (verbo auxiliar) She does write well. (verbo auxiliar)
■ Identificar la concordancia entre sujeto y verbo Subraya la forma del verbo correcta de las que están entre paréntesis. 1. Moira always (finish, finishes) her homework before dinner. 2. The town clock (strike, strikes) on the hour. 3. My baby brother (say, says) “dada” and “mama.” 4. The restaurants (open, opens) early on Saturdays. 5. Anthropologists (study, studies) human beings.
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6. Zimbabwe (is, are) a country in Africa. 7. Trees (cover, covers) much of this land. 8. Heavy storms (cause, causes) the roads to wash out. 9. In the morning, birds (sing, sings) outside my window. 10. Josephina (play, plays) trumpet in the school band. 11. (Are, Is) you ready, Ginny? 12. All of the rides (am, are) closed today. 13. Each of the crayons (has been, have been) sharpened. 14. (Was, Were) you frightened, Tony? 15. My brother and I (is, am, are) going to the Ice Capades.
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 15
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. P R O B L E M S
15.2
W I T H
L O C AT I N G
T H E
S U B J E C T
Problemas localizando el sujeto Información clave Si una frase preposicional aparece entre el sujeto y el verbo de una oración, asegúrate de que el verbo concuerde con el sujeto de la oración y no con el complemento de la preposición. The bird in the branches sings loudly. The birds on that branch sing loudly. Las oraciones que empiezan con here o there pueden engañarte. Observa que here o there nunca son el sujeto de la oración. El sujeto aparecerá después del verbo. Here at the mall is my favorite shop. (El sujeto es shop. Léela así: My favorite shop is here at the mall.)
■ A. Elegir la forma del verbo correcta Subraya la forma del verbo correcta de las forma que están entre paréntesis. 1. Some of the students in this class (has, have) extra work to do. 2. The owls in the forest (hunt, hunts) by night. 3. Three workers on this project (work, works) harder than the rest. 4. Parts of this puzzle (has, have) been lost. 5. The road through these hills (wind, winds) treacherously. 6. A carload of kids (pass, passes) by.
Subraya el sujeto de cada oración. Elige la forma del verbo correcta de las formas que están entre paréntesis y escríbela en el espacio correspondiente. 1. There (is, are) three new puppies at the pet store. ________________________________ 2. Here (is, are) your new books. _______________________________________________ 3. There (was, were) a quiz in math today. _______________________________________ 4. There (was, were) twelve questions on the quiz. _________________________________ 5. Here (is, are) my answer to that question. ______________________________________ 6. There (is, are) two correct answers to that question. ______________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 15
Copyright © The McGraw-Hill Companies, Inc.
■ B. Identificar sujetos y verbos
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. A G R E E M E N T
15.3
W I T H
C O M P O U N D
S U B J E C T
Concordancia con sujetos compuestos Información clave Un sujeto compuesto lo componen dos o más sujetos que tienen el mismo verbo. El verbo tiene que concordar en número con su sujeto compuesto. Si el sujeto compuesto se une por medio de and o both . . . and, entonces el verbo va en plural. Helicopters and jets fly here. Both helicopters and planes use the airport. Si el sujeto compuesto se une por medio de or, nor, either . . . or, o neither . . . nor, el verbo concuerda en número con el sujeto más cercano a él. A helicopter or a jet flies fast. (Flies es singular porque el sujeto más cercano es jet que es singular.) A helicopter or jets fly fast. (Fly es plural porque jets es plural.) Neither the helicopters nor the jet flies today. (Flies es singular porque jet es singular.)
■ A. Identificar sujetos compuestos y su verbo Subraya con una línea el sujeto compuesto y con dos líneas el verbo en las siguientes oraciones. 1. Trucks and automobiles roll through our town. 2. Jerry and Josephina play tag football with us.
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3. Both the radio and the television were on. 4. Either the cars or the truck uses more gas. 5. Neither the cats nor the dog was outside last night. 6. Either the drums or the horns are too loud.
■ B. Elegir la forma del verbo correcta Elige la forma del verbo correcta de las formas que están entre paréntesis. 1. John and I (visit, visits) my grandmother on Sundays. 2. Both the wind and the dog (was, were) howling. 3. Neither the players nor their mascot (seem, seems) lively today. 4. Mom and Dad (watch, watches) each episode of this show. 5. Either the teacher or her students (answer, answers) each question. 6. In the forest, birds and small mammals (share, shares) resources.
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 15
35
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
16.1–2
T R O U B L E S O M E
W O R D S
Usar palabras problemáticas
Información clave Algunas palabras confunden a la gente porque son muy parecidas a otras palabras o porque frecuentemente se las usa mal. Aquí hay algunos ejemplos: accept y except We accept (tomar o recibir) everything except (menos) the peas. lay y lie She told us to lay (poner o colocar) our books there and go lie (reclinar) down. set y sit Please set (colocar o poner) the book on the table and sit (sentarse) down. to, too, y two I sent the letter to (dirección hacia) Caroline two (número) days ago, but I used too (excesivamente) many stamps.
■ A. Elegir la palabra correcta Subraya la palabra correcta de las palabras que están entre paréntesis. 1. Omar likes every vegetable (accept, except) squash. 2. Have you finished your dinner (all ready, already)? 3. Mallory thought the soup was (all together, altogether) too hot. 4. (Besides, Beside) the roast beef, was there anything else you liked?
6. Maybe Mom can (teach, learn) me how to make an apple pie. 7. Do you think the coach will (let, leave) us go with the team? 8. Jackie’s jacket was too (lose, loose) on me.
■ B. Identificar la palabra correcta Si la palabra en letra cursiva es incorrecta, escribe la palabra correcta. Si la palabra es correcta, escribe correct (correcta). 1. Nancy put the cereal away between the soup cans, the vegetables, and the juice. ________ 2. The dog buried its bone in the backyard._______________________________________ 3. My younger brother is taller then yours. _______________________________________ 4. Muriel thinks they’re team is better. ___________________________________________ 5. That’s to heavy for me to carry. ______________________________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 16
Copyright © The McGraw-Hill Companies, Inc.
5. After dinner, I decided to (lay, lie) down for a while.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. C A P I TA L I Z I N G
18.1
S E N T E N C E S ,
Q U O TAT I O N S ,
A N D
S A L U TAT I O N S
Uso de las mayúsculas en oraciones, citas y saludos Información clave Usa una letra mayúscula para empezar una oración o una cita textual directa si ésta es una oración completa. Maria whispered, “Don’t go in there.” Si la cita está interrumpida por palabras explicativas, no uses mayúscula en la primera palabra de la segunda parte de la cita, a menos que esa parte empiece otra oración.
“Don’t go in there,” Maria whispered. “It’s too dangerous.” No uses una letra mayúscula en una cita textual indirecta. Maria whispered that we shouldn’t go in there. Escribe siempre en mayúscula la primera palabra de un saludo y, la del cierre de una carta.
“Don’t,” Maria whispered, “go in there.”
Dear Mr. Monroe:
Yours truly,
■ A. Usar mayúsculas en oraciones y citas Vuelve a escribir cada oración. Corrige cualquier error en el uso de las mayúsculas y las comillas que haya en las oraciones. Si la oración no tiene errores escribe correct (correcta). 1. last night, Gerry and I talked about the school play. ______________________________
_______________________________________________________________________ 2. Gerry said that he was going to try out for the lead role. __________________________
_______________________________________________________________________ 3. “if I can learn all the lines,” He said, “Ms. Rogers will let me be Peter Pan.” ____________
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_______________________________________________________________________ 4. “I will help you learn your lines,” I said, “if you’ll help me with mine.” _______________
_______________________________________________________________________ 5. he handed me a copy of the play and said, “which part do you want to try for?” ________
_______________________________________________________________________ 6. “Well,” I answered, “If you’re going to be Peter, I guess I’ll be Hook.” _________________
_______________________________________________________________________ ■ B. Usar mayúsculas en oraciones, citas y saludos En otra hoja escribe una carta informal corta para tu maestro(a), en la que describas una conversación que hayas tenido recientemente con uno de tus padres u otro familiar. Usa comillas para contar lo que cada uno de ustedes haya dicho. Incluye el saludo y el cierre.
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 18
37
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. C A P I TA L I Z I N G
18.2
N A M E S
A N D
T I T L E S
O F
P E O P L E
Uso de las mayúsculas en nombres y títulos de personas Información clave Un sustantivo propio nombra una persona, un lugar o una cosa particular. Usa siempre mayúsculas en un sustantivo propio. Usa mayúsculas en los nombres y las iniciales de las personas. Usa mayúsculas en un título o su abreviatura cuando aparezca delante del nombre de una persona o se lo use en vocativo. Wyoming
Jackson T. Browne
Dr. Ali Shek
No uses mayúsculas en un título cuando siga al nombre de una persona o lo substituya. Dolores Hernandez is the captain of this ship. Usa mayúsculas en los nombres y abreviaturas de los títulos académicos que siguen a un nombre, y en las abreviaturas Jr. y Sr. Usa mayúsculas en las palabras que identifican a los miembros de una familia cuando las palabras se usen como títulos del nombre de una persona o como su sustituto. Mother and Uncle George were the last to arrive.
■ A. Identificar nombres y títulos Subraya la forma correcta de las que están entre paréntesis. 1. My friend (Dr., dr.) Thomas likes to ride the train. 2. Do you think the (doctor, Doctor) will see us soon? 3. I saw (uncle, Uncle) David last night. 4. Maria wrote an essay on (President, president) Kennedy. 5. My father’s full name is Richard Davis (sr., Sr.).
Encierra en un círculo las letras minúsculas que deberían ser mayúsculas en las siguientes oraciones. Si la oración no tiene errores, escribe correct (correcta). 1. Kevin and uncle frank went to the movies last night. _____________________________ 2. The book was written by dr. henri l. engles jr. ___________________________________ 3. My adviser, mr. juntis, is the person i most admire. ______________________________ 4. Will you be traveling with captain james t. kirk? _________________________________ 5. The phone book listed her as Janet cook, ph.d. __________________________________ 6. In the first chapter, sir galahad rescues the other knights. __________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 18
Copyright © The McGraw-Hill Companies, Inc.
■ B. Usar mayúsculas en nombres y títulos
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. C A P I TA L I Z I N G
18.3
N A M E S
O F
P L A C E S
Uso de las mayúsculas en nombres de lugares Información clave Los nombres de lugares específicos son sustantivos propios y llevan mayúscula. Usa mayúscula en el nombre de lugares como ciudades, estados, países y continentes. Sri Lanka
Antarctica
Usa mayúscula en el nombre de masas de agua y otras características geográficas así como también en el nombre de las partes de un país. Great Barrier Reef
Gobi Desert
the Northwest
the Great Plains
Usa mayúscula en los puntos cardinales sólo si nombran una parte específica de un país. No uses mayúscula en los adjetivos que sólo indican dirección. the West Coast
the Southeast
southern Iowa
eastern Pennsylvania
Usa mayúscula en el nombre de calles y autopistas como también en el nombre de sitios específicos como edificios, puentes y monumentos. Martin Luther King Jr. Boulevard
Sears Tower
Lincoln Memorial
■ A. Identificar nombres de lugares Subraya el uso correcto de las palabras que están entre paréntesis. 1. My family is from (harlem county, Harlem County). 2. That is located in (central, Central) Texas. 3. When I was five, we moved to the (midwest, Midwest).
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4. We have a house on the beach of (lake, Lake) Michigan. 5. Unfortunately, the house is next to the (cleveland freeway, Cleveland Freeway).
■ B. Usar mayúscula en el nombre de lugares Encierra en un círculo las letras minúsculas que tendrían que ser mayúsculas en las siguientes oraciones. 1. The country of papua new guinea lies just north of australia. 2. Its capital city is port moresby. 3. Nearby islands, such as admiralty, new ireland, new britain, and bougainville,
are part of the country. 4. Scientists believe that the aborigines of australia came from new guinea. 5. People first came to new guinea over ten thousand years ago from asia
through indonesia.
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 18
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. C A P I TA L I Z I N G
18.4
O T H E R
P R O P E R
N O U N S
A N D
A D J E C T I V E S
Mayúsculas en sustantivos propios y en adjetivos nominales Información clave Los sustantivos propios son nombres que se dan a personas, lugares, cosas o ideas particulares. Los adjetivos nominales se forman a partir de sustantivos propios. Todos los adjetivos nominales deben escribirse con inicial mayúscula. Italian cooking
Spanish rice
Usa mayúscula en el nombre de instituciones, comercios, organizaciones y clubes. Usa mayúscula en el nombre de marcas, pero no en las palabras que lo siguen. Goodwill Industries
Cub Scouts
Top Flight sneakers
Usa mayúscula en el nombre de acontecimientos, períodos y documentos históricos. Russian Revolution
Renaissance
Usa mayúscula en el nombre de los días de la semana, los meses del año y los días festivos, pero no uses mayúscula para las estaciones. April
Memorial Day
Wednesday
summer
Usa mayúscula en la primera y la última palabra y todas las demás palabras importantes de los títulos de películas, libros, revistas, cuentos, canciones y cosas de ese tipo. “The Three Bears”
A Tale of Two Cities
Usa mayúscula en el nombre de grupos étnicos, nacionalidades e idiomas. Asian
American
Colombian
French
■ A. Reconocer sustantivos propios y adjetivos nominales 1. My brother and I are both (spanish, Spanish). 2. My favorite dessert is Carlsbad (Ice Cream, ice cream). 3. Patrick Henry signed the (declaration of independence, Declaration
of Independence). 4. Have you seen the latest issue of (rolling stone, Rolling Stone)?
■ B. Usar mayúsculas en sustantivos propios y adjetivos nominales Encierra en un círculo las letras minúsculas que tendrían que ser mayúsculas en las siguientes oraciones. 1. Nan told us about her travels to european cities. 2. She knows a great deal about the french revolution. 3. She was there for bastille day, france’s most important holiday. 4. Charles Dickens’s book a tale of two cities is about the french revolution.
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 18
Copyright © The McGraw-Hill Companies, Inc.
Subraya el uso correcto de los términos que están entre paréntesis.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
19.1
T H E
P E R I O D
A N D
O T H E R
E N D
M A R K S
Usar punto y otros signos de puntuación final Información clave Los diferentes signos de puntuación final se usan en tipos de oraciones distintas. Usa el punto al final de un enunciado (oración declarativa) o al final de una orden o un pedido (oración imperativa). This bus goes to the library. [declarativa] Look out the window. [imperativa] Usa el signo de interrogación al final de una pregunta (oración interrogativa). Why did you close the window? Usa el signo de exclamación al final de una oración que expresa un sentimiento fuerte (oración exclamativa). Usa el signo de exclamación al final de una palabra o frase que expresa un sentimiento fuerte y que es independiente de una oración (interjección). What a great day we had!
Holy cow!
Gosh!
■ Usar signos de puntuación final En el siguiente pasaje se describe un viaje a un centro comercial. Agrega los puntos y los signos de exclamación e interrogación que faltan. 1. Oki asked her mother, “Since it’s raining, can we go to the mall ____ ” 2. “Fantastic ____ ” replied Oki’s mother ____ “I need to pick up some items at
the mall ____ However, will you promise to clean your room if I take you with me ____ ” 3. “Absolutely ____ ” shrieked Oki ____ “Where is the broom ____ ”
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4. At the mall, Oki and her mother got separated ____ “Have you seen a dark-haired
girl carrying several packages ____ ” Oki’s mother asked the security guard ____ 5. “Not lately,” replied the guard ____ “I’ll keep a watch for her though ____ ” 6. Just then Oki’s mother heard a voice ____ “Wait ____ Here I am ____ ” cried Oki
____ “What a great sale I found ____ ” 7. “I should have known,” sighed Oki’s mother ____ “Did you buy anything ____ ” 8. “Yes ____ ” replied Oki excitedly ____ “I bought you a red umbrella ____ Now we
won’t get separated because I’ll be able to see your umbrella in a crowd ____ ” 9. “I don’t carry an umbrella in the mall though, Oki,” said Oki’s mother ____ 10. “That’s right,” sighed Oki ____ “I’m glad I saved the receipt ____ ”
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
19.2
C O M M A S
I - A
Usar comas I-A Información clave Usa la coma para señalar una pausa o separación entre partes de una oración. Si una oración presenta tres o más objetos en una serie, separa esos objetos con una coma. Harold brought his hamster, his turtle, and his tarantula to school. [una serie de sustantivos] The hamster slept, ate a carrot stick, and then ran around in its exercise wheel. [una serie de verbos] Usa la coma para expresar una pausa después de una palabra introductoria. Yes, the tarantula was a little scary. Well, I guess it was okay to bring the tarantula.
■ A. Usar comas en una serie y después de una palabra introductoria Coloca las comas que hagan falta en estas oraciones. 1. Mary George and Flora rode the bus to school each day. 2. Mary always read a book wrote a letter or told stories on the way, 3. George and Flora studied history math and science together. 4. Do you think other students were disturbed bothered or annoyed by Flora? 5. No they were busy with their own work. 6. When they got to school, the students went to English class math class and
history class.
Agrega las comas que hagan falta en el siguiente párrafo.
Henry Tom Renata and Julio like to play music together. Renata has a piano. Henry Tom and Julio bring pots wooden spoons plastic tubes a triangle a rainmaker or whatever they want to Renata’s house. Renata dances sings and plays melody on the piano. Henry Tom and Julio play accompanying percussion. Well sometimes they even record their music on a tape recorder. Sometimes they listen to their tape rework parts they don’t like and record again.
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 19
Copyright © The McGraw-Hill Companies, Inc.
■ B. Usar correctamente la coma
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
19.2
C O M M A S
I - B
Usar comas I-B Información clave Usa la coma después de dos o más frases preposicionales que aparezcan al principio de la oración. No necesitas usar coma después de una sola frase preposicional, pero no es incorrecto si lo haces. At the sound of the starting gun, the racers set off. [dos frases preposicionales] From the start I knew who would win. [una frase preposicional] Usa comas para marcar interrupciones en una oración. Maria, without a doubt, was the fastest runner. Kevin was, of course, surprised to come in second. Si en el vocativo usas un nombre, usa comas para separar el nombre del resto de la oración. Tell me, Fred, about your vacation. Hiram, did you go anywhere?
■ Usar comas con frases preposicionales, interrupciones y nombres en vacativo. Inserta las comas que hagan falta en las siguientes oraciones. Si una oración no tiene errores, escribe correct (correcta). 1. With a cry of relief he fell into his friend’s arms._________________________________ 2. A vast array of life lives in the ocean. __________________________________________ 3. Ms. Francis left for another school. ___________________________________________ 4. At the beginning of the game I was uncertain of my role.__________________________ Copyright © The McGraw-Hill Companies, Inc.
5. Because of circumstances beyond our control we were unable to compete. ____________ 6. My problem of course was that I had forgotten all about the test. ___________________ 7. On the count of three everyone took off._______________________________________ 8. Will you be coming with us Frank? ___________________________________________ 9. After driving all this way without a problem we found the gates closed. ______________ 10. Before six o’clock in the morning we had to be ready to leave. ______________________ 11. Peter are you going to finish your dinner? ______________________________________ 12. After the game against the champs the coach congratulated each of us. _______________ 13. With a nod of his head he rose up the chimney. _________________________________ 14. Excuse me Ms. Peterson but is this right? ______________________________________ 15. On the day before the test Stu reviewed his notes.________________________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 19
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
19.3
C O M M A S
I I - A
Usar comas II-A Información clave Usa la coma antes de and, or o but cuando unen oraciones simples para formar una oración compuesta. Joseph Caulfield won the spelling bee, and he had the best grades in the school. Joseph reads at the library most weekends, or he writes at his computer. Joseph works hard, but he also plays soccer every other day.
■ Usar comas con oraciones compuestas Escribe nuevamente las siguientes oraciones agregando las comas que sean necesarias. Si la oración no tiene errores escribe correct (correcta). 1. I looked in the closet and in the basement for my catcher’s mitt. ____________________
_______________________________________________________________________ 2. Louis rode bareback for a while but later he switched to an English saddle.____________
_______________________________________________________________________ 3. Everyone looked up but they soon turned back to the game. _______________________
_______________________________________________________________________ 4. The weather had begun to change or I was coming down with a cold.________________
_______________________________________________________________________ 5. All the new players had new sneakers but the rest of us still played better. _____________
6. This book is not too long and it is very exciting. _________________________________
_______________________________________________________________________ 7. Have you ever been fishing in a lake or ocean? __________________________________
_______________________________________________________________________ 8. Kellen stood up and walked quickly away but Steve stayed put. _____________________
_______________________________________________________________________ 9. Does Harold always borrow your book or does he have his own?____________________
_______________________________________________________________________ 10. I let go of the line and the kite sailed away. _____________________________________
_______________________________________________________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 19
Copyright © The McGraw-Hill Companies, Inc.
_______________________________________________________________________
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
19.3
C O M M A S
I I - B
Usar comas II-B Información clave Usa la coma después del saludo en una carta personal y después del cierre tanto en cartas personales como comerciales. Dear Sally,
Dearest Jorge,
Sincerely,
Best regards,
Usa la coma para evitar errores de lectura. After Susan called George came home. In the forest fires are dangerous.
After Susan called, George came home. In the forest, fires are dangerous.
■ A. Usar comas para evitar errores de lectura Escribe nuevamente las oraciones insertando las comas que hagan falta para evitar errores de lectura. 1. As I mounted the horse tried to bolt.__________________________________________ 2. When Enrique painted Valerie left the room. ___________________________________ 3. When I called Harry told me to come over. _____________________________________ 4. After Marta left the party was boring. _________________________________________ 5. Going down the escalator stopped. ___________________________________________ 6. On the television news was being reported._____________________________________ 7. Still running Jack made it on time. ___________________________________________
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8. After reading Todd sat back down.____________________________________________
■ B. Usar comas en cartas Escribe una carta corta a un(a) amigo(a) que está de vacaciones durante el verano. Escribe sobre todas las cosas que van a compartir cuando vuelvan a estar juntos(as). Recuerda usar comas en los saludos personales y en el cierre.
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
19.4
C O M M A S
I I I - A
Usar comas III-A Información clave Si una fecha contiene el mes, el día y el año, usa una coma antes y después del año. Hiram was born on June 19, 1983, in Detroit. No uses la coma si la fecha consiste sólo en el mes y el año. Hiram was born in June 1983 in Detroit. Si el nombre de un estado o país se usa con el nombre de una ciudad, coloca una coma antes y después del estado o país. Hiram was born in Detroit, Michigan, but grew up in Caracas, Venezuela. No uses la coma después del estado si lo sigue el código postal. Hiram’s address is 842 Bellflower Lane, Bexley, OH 43209.
■ A. Corregir comas en fechas y direcciones Inserta las comas que hagan falta en las oraciones que están a continuación. Si una oración no tiene errores, escribe correct (correcta). 1. Jordan was born on August 29 1986. __________________________________________ 2. I know three people who were born in July 1984. ________________________________ 3. Colin used to live in Seattle Washington but on September 13 1990 he moved to Santiago
Chile. __________________________________________________________________ 5. My father owns the dry cleaning store at 45 South Main Street Columbus GA 31902. ___ 6. Did you know a company builds submarines in New London Connecticut? ___________ 7. Have you ever wanted to visit London England? _________________________________ 8. On February 29 1924 my grandfather first met my grandmother in Tokyo Japan._______
■ B. Usar comas en fechas y direcciones Imagina que te acabas de mudar a una nueva ciudad. Escribe una carta corta a tu mejor amigo(a) contándole sobre la mudanza. Asegúrate de incluir la fecha y tu dirección nueva. Si es necesario usa otra hoja de papel.
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 19
Copyright © The McGraw-Hill Companies, Inc.
4. December 25 1979 is a special date in the history of Las Cruces New Mexico. __________
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
19.4
C O M M A S
I I I - B
Usar comas III-B Información clave Si al nombre de una persona lo sigue un título abreviado, separa con comas el título, del nombre y del resto de la oración. Enrique Pasqual, Ph.D., opened his business next to his wife’s office. Usa la coma antes de too cuando significa “también”. The Pasquals’ daughter is a doctor, too. Usa la coma o un par de comas para separar una cita textual directa. “Maybe,” Ms. Pasqual replied, “but a plumber would be nice, too.”
■ A. Usar comas con títulos Inserta las comas que hagan faltan en las oraciones que están a continuación. Si la oración no necesita cambios, escribe correct (correcta). 1. Did you get a letter from Morgan T. King M.D. too?______________________________ 2. Kwan received a call from Joseph E. Conrad Ph.D. about his application. _____________ 3. Consuela wondered why the sign read David Jones M.A. when the office belonged to her
sister too. _______________________________________________________________ 4. Greg’s dentist is Julian P. Sands, D.D.S. ________________________________________ 5. Terrance’s dog received a shot from John K. Lands D.V.M. _________________________
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6. The letter was addressed to Benjamin Diego Esq. ________________________________
■ B. Usar comas con citas textuales directas Inserta comas para puntuar estas oraciones correctamente. 1. “In the first place” Gertrude began “we don’t have to tell you anything.” 2. The detective paused a moment before replying “That’s right, you don’t.” 3. “But I can promise you” he continued “that a trip downtown will only delay
the inevitable.” 4. Lawrence said from the couch “Oh, let’s just get it over with.” 5. “Keep quiet, Lawrence” Gertrude interrupted “or you’ll get us all into hot water.” 6. “Don’t you realize Gertrude” Lawrence replied “that if the detective learns the
whole story, he might be able to help us?”
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
19.5
S E M I C O L O N S
A N D
C O L O N S
Usar el punto y coma, y los dos puntos Información clave Usa el punto y coma para formar una oración compuesta cuando no se usa una conjunción como and, or o but. Jeffrey began piano lessons at age four; now, at age twelve, he is a virtuoso. Usa los dos puntos para introducir una lista de objetos que termina una oración. Jeffrey has played in these European countries: France, Luxembourg, and Switzerland. Nunca uses dos puntos inmediatamente después de un verbo o una preposición. Los dos puntos separan la hora y los minutos cuando escribes la hora del día. Jeffrey practices every day at 6:15 A.M. and at 4:30 P.M. Usa dos puntos después del saludo en una carta comercial. Dear Madam:
Dear Ms. Freed:
■ A. Usar el punto y coma, y los dos puntos Agrega el punto y coma, y los dos puntos que sean necesarios en las oraciones que aparecen más abajo. Si la oración no tiene errores escribe correct (correcta). 1. Julio played guitar, piano, drums, and saxophone. _______________ 2. The driver started his engine the race began at 1057 P.M. _______________ 3. After hiking twenty miles, the troop made camp they were all fast asleep by
730 P.M. _______________ _______________ ■ B. Usar el punto y coma, y los dos puntos en cartas formales Agrega el punto y coma, y los dos puntos que sean necesarios en la siguiente carta. Dear Dr. Goldstein
Thank you very much for agreeing to meet with me about the class project. As I stated on the phone, I can be at your office at any one of the following three times 1130 A.M. Tuesday, 100 P.M. Tuesday, or 1100 A.M. Wednesday. The project will be due on the following Monday I hope you will be able to help me complete it in time. I want to talk with you about these diseases leukemia, sickle-cell anemia, and lupus. Sincerely, Yolanda Blanco
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 19
Copyright © The McGraw-Hill Companies, Inc.
4. Hilda called softly to these three boys Miguel, Jorge, and Francis.
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
19.6
Q U O TAT I O N S
M A R K S
A N D
I TA L I C S
Usar comillas y letra cursiva Información clave Coloca comillas antes y después de una cita textual directa. “Ghana is located on the southwest coast of Africa,” Chan explained. Separa con una coma una frase como he added dentro de la cita. La coma aparece fuera de las comillas de apertura pero dentro de las comillas de cierre. “It covers about 92,000 square miles,” he said, “which is roughly the size of Oregon.” Usa comillas en el título de un cuento corto, un ensayo, un poema, una canción, una revista o artículo periodístico o del capítulo de un libro. “My Last Duchess” [poema] “Battle Hymn of the Republic” [canción] “Punctuation” [capítulo de un libro] La letra cursiva (subrayar) debería usarse en el título de un libro, una obra de teatro, una película, una serie de televisión, una revista o un periódico. Birth of a Nation [película]
Washington Post [periódico]
Life [revista]
■ A. Puntuar títulos Agrega las comillas o subraya (para indicar letra cursiva) donde sea necesario en las siguientes oraciones. El tipo de título se indica entre paréntesis. 1. I looked everywhere for a copy of My Dinner with André (película). 2. Mary mentioned that The Blue Hotel (cuento corto) was her favorite story. 3. Have you heard No Matter Where (canción) yet? Copyright © The McGraw-Hill Companies, Inc.
4. The lead story this morning was Mayor Wins Reelection (artículo periodístico). 5. Do you still watch reruns of Leave It to Beaver(programa de televisión)? 6. The assignment for the week was to read The Door into Time (libro)
■ B. Usar comillas Agrega comillas, comas y la puntuación que haga falta en las oraciones que aparecen a continuación. Si la oración no tiene errores, escribe correct (correcta). 1. Katherine said she was feeling a bit ill today. _______________ 2. Her mother asked Do you need to stay home from school _______________ 3. I don’t think so Katherine replied There’s a quiz I can’t miss _______________ 4. Well said her mom if you start to feel worse, have the nurse call me _______________ 5. Katherine assured her that she would. _______________ 6. Ms. Romano, Katherine’s teacher, said You look a bit pale, Katherine _______________
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Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
19.7
A P O S T R O P H E S
A N D
H Y P H E N S
Usar apóstrofos y guiones Información clave Usa un apóstrofo y una –s (‘s) para formar el posesivo de un sustantivo singular y para formar el posesivo de un sustantivo plural que no termina en –s. dress’s hem
boy’s sweater
children’s zoo
geese’s pond
Usa un apóstrofo solo para formar el posesivo de un sustantivo plural que termina en –s. birds’ nest
buses’ routes
Los pronombres posesivos no llevan apóstrofos. The future is yours.
Theirs belong in the closet.
Usa un apóstrofo para mostrar que se han sacado letras para formar una contracción. she’s
they’re
I’m
We’re
Usa un guión para separar una palabra al final de un renglón. I went to the wild animal park last Sunday. Agrega un guión para unir las partes de palabras compuestas y de números compuestos. forty-six cents great-aunt
sixty-one kids sister-in-law
twenty-seven guests jack-in-the-box
■ A. Usar la forma posesiva Escribe en el espacio en blanco la forma posesiva de la palabra que aparece entre paréntesis. 2. Did you borrow (Chris) bike? _______________________________________________ 3. Kevin spends a lot of time in the (carpenter) shop._______________________________ 4. Picking up litter is (everyone) responsibility.____________________________________ 5. Did you find all the (birds) nests? ____________________________________________
■ B. Usar apóstrofos y guiones Escribe nuevamente las oraciones que aparecen más abajo, colocando los apóstrofos y los guiones que hagan falta. 1. Youve got only forty five minutes to complete your assignment. ____________________
_______________________________________________________________________ 2. How do you know if its time to go when your watch seems to be badly broken?
_______________________________________________________________________ 3. My great aunt will be seventy five on Friday. ____________________________________ 4. My sister in law will be twenty one on Saturday. _________________________________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 19
Copyright © The McGraw-Hill Companies, Inc.
1. The class visited the (children) zoo. ___________________________________________
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. U S I N G
19.8
A B B R E V I AT I O N S
Usar abreviaciones Información clave Usa abreviaciones en el título de una persona y para cualquier título profesional o académico que siga a un nombre. Henrietta Jordan, M.D.
Ms. Taylor
Harold Solus, Ph.D.
Algunos nombres de organizaciones y agencias gubernamentales están abreviados. Usa mayúsculas y no uses puntos. United Nations—UN
National Football League—NFL
Las abreviaciones A.M. y P.M. se usan con las horas del día. Por lo general las fechas contienen las abreviaciones B.C. (antes de Cristo) y A.D. (anno Domini, en el año del Señor). 7:55 A.M.
310 B.C.
A.D.
667
Abrevia los días y los meses sólo en una lista o una tabla. Abrevia las unidades de medida en escritos científicos. Tues.
Mar.
Kilogram—kg
gallon—gal.
liter—I
Usa las abreviaciones de dos letras del Servicio Postal para el nombre de los estados. Alaska—AK
Maine—ME
Virginia—VA
■ A. Formar abreviaciones
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Escribe la abreviación correcta para cada uno de los siguientes ejemplos. 1. December ________________________
4. Virginia _________________________
2. before Christ _________________________
5. liter ____________________________
3. Saturday _____________________________
6. National Basketball Association ______
■ B. Usar abreviaciones Escribe en el espacio en blanco la abreviación de las palabras que están en letra cursiva. 1. I signed the letter Mister Kenneth Dean. _______________________________________ 2. Here is a note with Hiram’s address: 126 Beech Avenue. ___________________________ 3. Maria found her height on the chart: six feet. ___________________________________ 4. The sign read, “Closed Wednesday for Remodeling.” ______________________________ 5. The letter was dated October 12, 1892. _________________________________________ 6. The book was written in the year of the Lord 223. ________________________________ 7. I got home from the store at 8:30 in the evening. _________________________________ 8. Jessica got several maps from the American Automobile Association.__________________
Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 19
51
Grammar Practice Nombre .................................................................................. Clase ................................................. Fecha .............................. W R I T I N G
19.9
N U M B E R S
Escribir números Información clave Cuando usas números en una oración, escribe con letras los números que puedas escribir con una o dos palabras. I saw that movie three times. The farm sets aside one hundred acres for the cows. My father owns 755 acres of farm land. Escribe un número muy grande como un numeral seguido por la palabra million o billion. The United States has a population of over 250 million. Escribe con letras los números ordinales (third, fourth, fith, etcétera). Usa numerales para expresar la hora exacta. Si no, escribe con letras la hora del día. I get up at 7:15 A.M. I go to bed around ten o’clock. Usa numerales para expresar fechas, números de casa y calle, números de teléfono, cantidades de dinero con más de dos palabras y porcentajes. Escribe la palabra percent. page 7
$53.25
66 percent
■ Usar numerales y números Corrige el uso de numerales y números en las siguientes oraciones. Si no es necesario hacer cambios, escribe correct (correcta). 1. Our first class started at nine-fifteen A.M. _______________ 2. We drove around the block 12 times looking for the right address. _______________
4. One billion people live in China. _______________ 5. There are over seven million people living in New York City. _______________ 6. I left tracks for 10 feet on my new bike. _______________ 7. We won sixty percent of our games this year. _______________ 8. Our school took 7th place in the national spelling bee. _______________ 9. Jeffrey answered 96 percent of the questions correctly. _______________ 10. Georgia is located about four hundred fifty miles south of Ohio. _______________ 11. Carrie started 101 books last summer. _______________ 12. Lois and Paul live at twenty-six Mulhullen Drive. _______________
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Writer’s Choice: Grammar Practice in Spanish, Grade 6, Unit 19
Copyright © The McGraw-Hill Companies, Inc.
3. I have twenty-six dollars and seventeen cents in the bank. _______________
Answers Students should provide answers in English.
■ PAGE 1 Part A 1. Do you know how to blow bubbles? interrogative 2. Tell me about your biggest bubble. imperative 3. My cousin once blew a bubble as big as a cabbage. declarative 4. What a great bubble that was! exclamatory Part B Guidelines: Sentences will vary. Check that each answer is a complete sentence with correct punctuation and capitalization.
■ PAGE 2 My cousin visited South America last year. She took a boat ride up the Amazon River. The Amazon is the largest river in the world. The river flows just south of the Equator. The weather was hot and humid. It rained almost every day. Over fifteen hundred species of fish live in the Amazon. The jungle grows right up to the water’s edge. She saw many exotic birds. Her favorite was the toucan.
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Part B 1. Her younger brother took lots of photos. 2. His favorite photograph shows a giant butterfly. 3. He always kept his camera with him. 4. Several people asked him about his camera. 5. Once, the boat stopped at a small fishing village. 6. He got some good pictures of people at work.
Part A 1. simple 2. compound 3. complex
4. complex 5. compound 6. simple
Part B Guidelines: Run-ons should be corrected in one of three ways: writing separate sentences; adding a comma and and, or, or but; or using a semicolon.
■ PAGE 4 Part A 1. Robin Hood, Little John 2. started, told 3. Robin, John, Friar Tuck 4. called, ordered 5. pardoned, gave, made 6. Robin Hood, Little John; robbed, gave 7. prince, sheriff 8. gave, provided
Part B Note: correct capitalization follows for proper nouns. 1. common 4. proper; Julio 2. proper; Moscow 5. proper; Lake Michigan 3. common 6. common
Part A 1. glasses, boxes 2. elves, wolves 3. chiefs, knives 4. armies, turkeys
Part A 1. Robin Hood really did take from the rich and give to the poor. 2. Sherwood Forest was a safe place to hide. 3. The soldiers were able to capture him. 4. Robin did escape. 4. sheriff 5. Robin Hood
Part A 1. Amanda, cousin, stamps 2. cousin, stamps, country, world 3. Amanda, book, stamps, America 4. Pen pals, stamps, countries 5. stamp, Zimbabwe
■ PAGE 7
■ PAGE 3
Part B 1. (You) 2. Little John 3. men
■ PAGE 5
■ PAGE 6
PART A 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Part B Guidelines: Sentences should contain compound subjects, compound predicates, or both.
5. 6. 7. 8.
tomatoes, vases, radios hutches, sheds cameras, photos, churches dancers, masks, waltzes
Part B Answers appear as follows: collective noun—singular or plural. 1. class—plural 4. family—singular 2. team—singular 5. group—singular 3. band—plural 6. club—singular
■ PAGE 8 Part A Answers appear as follows: possessive noun—singular or plural. 1. cat’s—singular 4. Ms. Mills’s—singular 2. brothers’—plural 5. group’s—singular 3. boys’—plural Part B 1. mother’s 2. dog’s 3. team’s 4. surfers’
5. 6. 7. 8.
Bess’s José’s soldiers’ cousin’s
Writer’s Choice: Grammar Practice in Spanish, Grade 6
53
Answers Part A Answers are shown as follows: action verb—direct object. 1. plays—piano 2. sleep—(no direct object) 3. work—(no direct object) 4. explored—reefs 5. finished—dinner 6. found—dollar 7. caught—mouse 8. chased—train 9. wrote—note 10. put—book Part B Guidelines: Be sure each sentence contains an action verb and direct object.
■ PAGE 10 Part A 1. direct object 2. indirect object 3. indirect object
4. direct object 5. indirect object
Part B Answers are shown as follows: direct object—indirect object 1. money—people 2. present—teacher 3. jobs—workers 4. daughter—Miguel and Dolores 5. request—people 6. prices—shoppers 7. kitchen—family 8. programs—viewers 9. stories—children 10. gifts—parents
■ PAGE 11 Part A Answers are shown as follows: verb—tense 1. watched—past 5. will pass—future 2. shall finish—future 6. washed—past 3. fishes—present 7. plays—present 4. met—past 8. will catch—future Part B 1. visited 2. will act 3. live 4. returned
5. 6. 7. 8.
contains will bring discussed jumps
■ PAGE 12 Part A Main verb appears in boldface. 1. was looking 5. have helped 2. has missed 6. am trying 3. were talking 7. are relying 4. had begun 8. was traveling
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Writer’s Choice: Grammar Practice in Spanish, Grade 6
Part B Answers are shown as follows: verb phrase—present or past participle. 1. were improving—present 2. am working—present 3. was feeding—present 4. had repaired—past 5. have tried—past
■ PAGE 13 Part A 1. is selling 2. are raising 3. is helping 4. is driving
5. 6. 7. 8.
are hoping are trying is playing are carrying
Part B 1. was singing 2. was playing 3. was calling 4. was looking
5. 6. 7. 8.
were closing were walking were talking was thinking
■ PAGE 14 Part A Answers are shown as follows: verb—tense. 1. live—present 2. have lived—present perfect 3. had looked—past perfect 4. saw—past 5. had helped—past perfect 6. have watched—present perfect Part B 1. had read 2. has lived 3. have volunteered
4. had directed 5. had ended 6. have jumped
■ PAGE 15 Part A 1. drank 2. swam 3. knew
4. taught 5. tore 6. drove
Part B 1. felt 2. done 3. written
4. fallen 5. grown 6. run
■ PAGE 16 Part A 1. She 2. us
3. they 4. them
Part B 1. She 2. her
3. They 4. He, her
Part C 1. he 2. her, them
3. she 4. They
Copyright © The McGraw-Hill Companies, Inc.
■ PAGE 9
Answers ■ PAGE 17
■ PAGE 21
Part A Answers are shown as follows: antecedent—personal pronoun. 1. father and I—We 3. telescope—It 2. stars—They 4. father—He
Part A 1. a 2. a 3. the
4. an 5. a 6. a
Part B 1. that 2. that 3. those
4. These 5. This 6. this
Part B Possible answers: 1. They 2. her 3. them 4. it 5. They
■ PAGE 22
■ PAGE 18 Part A 1. his 2. theirs 3. their 4. ours 5. Our Part B 1. your 2. It’s 3. Their
6. 7. 8. 9. 10.
my her yours mine its
4. more important 5. colder 6. more famous
Part B 1. more difficult 2. warmest 3. most thoughtful 4. muddier
5. 6. 7. 8.
curlier most difficult more exciting easier
■ PAGE 23 4. your 5. its
Part A Answers are shown as follows: adverb—word modified. 1. always—wins 4. outside—hear 2. loudly—debated 5. almost—missed 3. downstairs—built
■ PAGE 19
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Part A 1. fastest 2. faster 3. harder
Part A 1. Everybody 2. both
3. Many 4. Each
Part B 1. is 2. leave
3. their 4. its
Part B Guidelines: Students should add an adverb that modifies the verb. New sentences should make sense.
■ PAGE 24
Part C Guidelines: Indefinite pronouns should be used as the subjects of the sentences. Subjects and verbs should agree.
■ PAGE 20 Part A Answers are given as follows: adjective—noun. 1. large—dog 4. harmless—dog 2. ferocious—bark 5. good—friends 3. young—owner 6. nervous—dogs Part B Answers are given as follows: proper adjective—other adjective. 1. American—different 4. Peruvian—good 2. Navajo—close 5. Incan—several 3. Virginia—two 6. African—science
Part A Answers are shown as follows: word modified—part of speech. 1. remarkable—adjective 5. wins—verb 2. tall—adjective 6. immediately—adverb 3. easily—adverb 7. quickly—adverb 4. three—adjective 8. write—verb Part B Guidelines: Check that the word the student adds is an adverb and that it modifies the word in italics.
■ PAGE 25 Part A 1. later 2. best 3. less Part B 1. better 2. faster 3. more carefully 4. best
4. more intelligently 5. fastest
5. 6. 7. 8.
most more cautiously farther later
Writer’s Choice: Grammar Practice in Spanish, Grade 6
55
Answers ■ PAGE 26
■ PAGE 30
Part A Answers are shown as follows: correct word—adjective or adverb. 1. poorly—adverb 4. silently—adverb 2. well—adverb 5. bright—adjective 3. slowly—adverb 6. well—adverb
Part A Answers are shown as follows: prepositional phrase—type of phrase (adjective or adverb). 1. about the new kids—adjective 2. against the tank—adverb 3. around the table—adverb 4. in classrooms—adjective 5. in the computer lab—adverb 6. for the computer—adjective 7. of the high school—adverb 8. of many talents—adjective
Part B Answers are shown as follows: incorrect word—correction. 1. real—really 4. bright—brightly 2. true—truly 5. real—really 3. good—well 6. most—almost
Part B Guidelines: Student should correctly use several prepositional phrases. Each should be underlined.
■ PAGE 27 4. any 5. any more 6. anywhere
Part B Guidelines: There are usually several ways to correct a double negative. The answers given here are those most commonly used. 1. Wasn’t there any more time to play? 2. Larry is never late for school. 3. She doesn’t want any. 4. I don’t know anything about that. 5. Julia hasn’t got any. 6. We weren’t able to do anything about it. 7. Don’t you have anything else to do? 8. I haven’t got any clean clothes for tomorrow.
■ PAGE 28 Part A 1. during 2. in 3. beneath
4. except 5. across 6. inside
■ PAGE 29 Part A Pronoun appears in boldface within the prepositional phrase. 1. past us 4. at you 2. from them 5. from them 3. behind me 6. with her
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Part A 1. adverb 2. preposition 3. adverb
4. preposition 5. preposition 6. preposition
Part B Answers are shown as follows: selected word—preposition or adverb. 1. through—preposition; then—adverb; outside— adverb 2. On—preposition; by—adverb 3. at—preposition; down—adverb 4. in—preposition; inside—adverb 5. out—adverb; through—preposition
■ PAGE 32
Part B Object appears in boldface within the prepositional phrase. 1. under his blanket 4. Underneath the porch 2. over the trees 5. over its banks 3. into our yard 6. down our drive
Part B 1. me 2. them 3. me 4. them
■ PAGE 31
5. 6. 7. 8.
whom her me them
Writer’s Choice: Grammar Practice in Spanish, Grade 6
Part A Answers are shown as follows: conjunction—type of compound formed. 1. or—compound predicate 2. and—compound subject 3. but—compound sentence 4. and—compound subject 5. and—compound sentence 6. but—compound predicate Part B 1. Hey 2. Well 3. All right 4. Hooray 5. Oh, no
■ PAGE 33 1. 2. 3. 4. 5. 6. 7. 8.
finishes strikes says open study is cover cause
9. 10. 11. 12. 13. 14. 15.
sing plays Are are has been Were are
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Part A 1. anybody 2. any 3. anywhere
Answers ■ PAGE 34 Part A 1. have 2. hunt 3. work
■ PAGE 38 Part A 1. Dr. 2. doctor 3. Uncle 4. President 5. Sr.
4. have 5. winds 6. passes
Part B Answers appear as follows: subject—verb. 1. puppies—are 4. questions—were 2. books—are 5. answer—is 3. quiz—was 6. answers—are
Part B Answers are shown with corrections in boldface. 1. Kevin and Uncle Frank went to the movies last night. 2. The book was written by Dr. Henri L. Engles Jr. 3. My adviser, Mr. Juntis, is the person I most admire. 4. Will you be traveling with Captain James T. Kirk? 5. The phone book listed her as Janet Cook, Ph.D. 6. In the first chapter, Sir Galahad rescues the other knights.
■ PAGE 35 Part A Answers appear as follows: compound subject—verb. 1. Trucks and automobiles—roll 2. Jerry and Josephina—play 3. Both the radio and the television— were 4. Either the cars or the truck—uses 5. Neither the cats nor the dog—was 6. Either the drums or the horns—are Part B 1. visit 2. were 3. seems
■ PAGE 39 Part A 1. Harlem County 2. central 3. Midwest 4. Lake 5. Cleveland Freeway
4. watch 5. answer 6. share
Part B Answers are shown with corrections in boldface. 1. The country of Papua New Guinea lies just north of Australia. 2. Its capital city is Port Moresby. 3. Nearby islands, such as Admiralty, New Ireland, New Britain, and Bougainville, are part of the country. 4. Scientists believe that the Aborigines of Australia came from New Guinea. 5. People first came to New Guinea over ten thousand years ago from Asia through Indonesia.
■ PAGE 36
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Part A 1. except 2. already 3. altogether 4. Besides Part B 1. among 2. correct 3. than
5. 6. 7. 8.
lie teach let loose
4. their 5. too
■ PAGE 40
■ PAGE 37 Part A Answers are shown with corrections in boldface. 1. Last night, Gerry and I talked about the school play. 2. correct 3. “If I can learn all the lines,” he said, “Ms. Rogers will let me be Peter Pan.” 4. correct 5. He handed me a copy of the play and said, “Which part do you want to try for?” 6. “Well,” I answered, “if you’re going to be Peter, I guess I’ll be Hook.” Part B Guidelines: Make sure the letter has a salutation, closing, and some dialogue in quotations. Check that capitalization is correct.
Part A 1. Spanish 2. ice cream 3. Declaration of Independence 4. Rolling Stone Part B Answers are shown with corrections in boldface. 1. Nan told us about her travels to European cities. 2. She knows a great deal about the French Revolution. 3. She was there for Bastille Day, France’s most important holiday. 4. Charles Dickens’s book A Tale of Two Cities is about the French Revolution.
■ PAGE 41 1. 2. 3. 4. 5.
? !—.—.—? !—.—? .—?—. .—.
6. 7. 8. 9. 10.
.—!—!—.—! .—? !—.—.—. . .—.
Writer’s Choice: Grammar Practice in Spanish, Grade 6
57
Answers Part A 1. Mary, George, and Flora rode the bus to school each day. 2. Mary always read a book, wrote a letter, or told stories on the way. 3. George and Flora studied history, math, and science together. 4. Do you think other students were disturbed, bothered, or annoyed by Flora? 5. No, they were busy with their own work. 6. When they got to school, the students went to English class, math class, and history class. Part B Henry, Tom, Renata, and Julio like to play music together. Renata has a piano. Henry, Tom, and Julio bring pots, wooden spoons, plastic tubes, a triangle, a rainmaker, or whatever they want to Renata’s house. Renata dances, sings, and plays melody on the piano. Henry, Tom, and Julio play accompanying percussion. Well, sometimes they even record their music on a tape recorder. Sometimes they listen to their tape, rework parts they don’t like, and record again.
■ PAGE 43 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
With a cry of relief, he fell into his friend’s arms. correct correct At the beginning of the game, I was uncertain of my role. Because of circumstances beyond our control, we were unable to compete. My problem, of course, was that I had forgotten all about the test. On the count of three, everyone took off. Will you be coming with us, Frank? After driving all this way without a problem, we found the gates closed. Before six o’clock in the morning, we had to be ready to leave. Peter, are you going to finish your dinner? After the game against the champs, the coach congratulated each of us. With a nod of his head, he rose up the chimney. Excuse me, Ms. Peterson, but is this right? On the day before the test, Stu reviewed his notes.
■ PAGE 44 1. correct 2. Louis rode bareback for a while, but later he switched to an English saddle. 3. Everyone looked up, but they soon turned back to the game. 4. The weather had begun to change, or I was coming down with a cold. 5. All the new players had new sneakers, but the rest of us still played better. 6. This book is not too long, and it is very exciting. 7. correct 8. Kellen stood up and walked quickly away, but Steve stayed put. 9. Does Harold always borrow your book, or does he have his own? 10. I let go of the line, and the kite sailed away.
■ PAGE 45 Part A 1. As I mounted, the horse tried to bolt. 2. When Enrique painted, Valerie left the room. 3. When I called, Harry told me to come over. 4. After Marta left, the party was boring. 5. Going down, the escalator stopped. 6. On the television, news was being reported. 7. Still running, Jack made it on time. 8. After reading, Todd sat back down. Part B Guidelines: Letters must contain a salutation and closing with proper use of commas.
■ PAGE 46 Part A 1. Jordan was born on August 29,1986. 2. correct 3. Colin used to live in Seattle, Washington, but on September 13, 1990, he moved to Santiago, Chile. 4. December 25, 1979, is a special date in the history of Las Cruces, New Mexico. 5. My father owns the dry cleaning store at 45 South Main Street, Columbus, GA 31902. 6. Did you know a company builds submarines in New London, Connecticut? 7. Have you ever wanted to visit London, England? 8. On February 29,1924, my grandfather first met my grandmother in Tokyo, Japan. Part B Guidelines: Letter must contain a full date and address, with proper punctuation.
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Writer’s Choice: Grammar Practice in Spanish, Grade 6
Copyright © The McGraw-Hill Companies, Inc.
■ PAGE 42
Answers ■ PAGE 47 Part A 1. Did you get a letter from Morgan T. King, M.D., too? 2. Kwan received a call from Joseph E. Conrad, Ph.D., about his application. 3. Consuela wondered why the sign read David Jones, M.A., when the office belonged to her sister, too. 4. correct 5. Terrance’s dog received a shot from John K. Lands, D.V.M. 6. The letter was addressed to Benjamin Diego, Esq. Part B 1. “In the first place,” Gertrude began, “we don’t have to tell you anything.” 2. The detective paused a moment before replying, “That’s right, you don’t.” 3. “But I can promise you,” he continued, “that a trip downtown will only delay the inevitable.” 4. Lawrence said from the couch, “Oh, let’s just get it over with.” 5. “Keep quiet, Lawrence,” Gertrude interrupted, “or you’ll get us all into hot water.” 6. “Don’t you realize, Gertrude,” Lawrence replied, “that if the detective learns the whole story, he might be able to help us?”
■ PAGE 48
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Part A 1. correct 2. The driver started his engine; the race began at 10:57 P.M. 3. After hiking twenty miles, the troop made camp; they were all fast asleep by 7:30 P.M. 4. Hilda called softly to these three boys: Miguel, Jorge, and Francis. Part B Dear Dr. Goldstein: Thank you very much for agreeing to meet with me about the class project. As I stated on the phone, I can be at your office at any one of the following three times: 11:30 A.M. Tuesday, 1:00 P.M. Tuesday, or 11:00 A.M. Wednesday. The project will be due on the following Monday; I hope you will be able to help me complete it in time. I want to talk with you about these diseases: leukemia, sickle-cell anemia, and lupus. Sincerely, Yolanda Blanco
Part B 1. correct 2. Her mother asked, “Do you need to stay home from school?” 3. “I don’t think so,” Katherine replied. “There’s a quiz I can’t miss.” 4. “Well,” said her mom, “if you start to feel worse, have the nurse call me.” 5. correct 6. Ms. Romano, Katherine’s teacher, said, “You look a bit pale, Katherine.”
■ PAGE 50 Part A 1. children’s 2. Chris’s 3. carpenter’s 4. everyone’s 5. birds’ Part B 1. You’ve got only forty-five minutes to complete your assignment. 2. How do you know if it’s time to go when your watch seems to be badly broken? 3. My great-aunt will be seventy-five on Friday. 4. My sister-in-law will be twenty-one on Saturday.
■ PAGE 51 Part A 1. Dec. 2. B.C. 3. Sat. 4. VA 5. 1 6. NBA Part B 1. Mr. 2. Ave. 3. ft. 4. Wed. 5. Oct. 6. A.D. 7. P.M. 8. AAA
■ PAGE 49 Part A 1. My Dinner with André 2. “The Blue Hotel” 3. “No Matter Where” 4. “Mayor Wins Reelection” 5. Leave It to Beaver 6. The Door into Time
Writer’s Choice: Grammar Practice in Spanish, Grade 6
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Answers ■ PAGE 52
Copyright © The McGraw-Hill Companies, Inc.
1. Our first class started at 9:15 A.M. 2. We drove around the block twelve times looking for the right address. 3. I have $26.17 in the bank. 4. correct 5. There are over 7 million people living in New York City. 6. I left tracks for ten feet on my new bike. 7. We won 60 percent of our games this year. 8. Our school took seventh place in the national spelling bee. 9. correct 10. Georgia is located about 450 miles south of Ohio. 11. correct 12. Lois and Paul live at 26 Mulhullen Drive.
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Writer’s Choice: Grammar Practice in Spanish, Grade 6