Grammar for Everyone - Barbara Dykes 2007
Exclamations
Introduction
Part II The parts of speech
These are often not a complete sentence at all, but one or two words expressing shock or horror. They end with an exclamation mark.
For example:
A shark! Look out! Oh no!
10.1 Activities: sentence forms
1. What kinds of sentences are these? Students write them in their books, adding the correct punctuation.
a. Look where you are going (command)
b. What did you do that for (question)
c. It can’t be true (statement)
d. Never say die (command)
e. What’s the time (question)
f. How would I know (question)
g. It’s bleeding (statement)
h. I hope they win (statement)
i. Help (exclamation)
j. Tell me more (command)
2. Students change the wording of these sentences to make them questions, for example:
You told a lie. - Did you tell a lie?
a. Cliff went to hospital.
b. I shall go to see him.
c. Take him some magazines.
d. He would like some Smarties.
e. The doctor thinks he has a broken leg.
3. A useful resource that can be used again and again is a pack of cards, a little smaller than playing cards, each with the name of a part of speech written clearly on the face. All cards must be the same colour, but different colours can be used for the written parts of speech.
The following proportions are suggested but may be adjusted to suit:
Noun - 10
Adjective - 10
Pronoun - 6
Adverb - 8
Article - 6
Preposition - 8
Verb - 10
Conjunction - 4
Total - 62 cards
Game 1
The cards are well shuffled and placed face down in the centre of the group. Each student in turn takes one card from the top and then gives an example word corresponding to the part of speech named on the card. In the case that there is more than one possibility, as in the word ’book’, the student must qualify it. If correct, the student keeps the card, as with a trick, but if incorrect the card is placed back under the pile. Then when the cards have all been used, count the score.
Game 2
Students have pencil and paper or exercise book beside them. Each in turn takes one card; then each in turn a second, then a third.
Using their three cards they make up and write a sentence which must contain all the parts of speech (in any order) that they hold in their hand, for example, for cards including the following: Adverb, Noun, Preposition:
The sentences can then be read out while the student displays the cards.
Game 3
Sentence patterns can then be supplied from which students compose sentences, using them randomly or in the given order, for example:
Noun ...
The bus
Verb ...
is running
Adverb ...
late
a. pronoun, conjunction, verb
b. adjective, noun, conjunction
c. pronoun, verb, noun, adjective
d. noun, conjunction, noun, verb
e. verb, preposition, adjective, noun
Checklist: sentence forms
Students should now be able to:
• name the four kinds of sentences
• give an example for each one
• use the correct punctuation for each
• name the kind of sentence from any one presented or picked randomly
• be able to reword a sentence to change its kind