- •If a person is independent, he or she is more likely to try new things.
- •In 1900, after Albert Einstein had graduated from the
- •If a company is innovative, it will take action.
- •If a company doesn't try something new, another
- •I wish I were skiing.
- •I wish I had more free time. If I had more free time, I
- •If I weren't so careless, I would do better on tests.
- •If I were you, I would go to an eye doctor.
- •If I were you, I would have my eyes checked.
- •If I had visited New York, I could have seen the Statue
- •If Boston had not valued its past, it would not have
- •I would have been born in the middle of a
- •In the weather.
- •2. Cirrus Clouds
- •3. Clouds and Oceans
- •Island by reading the clouds.
- •In parts of the world, rainfall is so sparse that people
- •Islamic Empire, which was the center of Western
- •In her book Emma, Jane Austen wrote that business
- •I wonder why it is sometimes difficult for people to
Kit 3
Werner P.K. Mosaic I, a content-based grammar. – New York: Random House, 1985.
topic |
pages |
exercises |
Simple sentence structure |
1-3, 4 |
1-4, 8 |
Composite sentence |
3-5, 7-8, 22 |
5-7, 9-10, 14-16, 42 |
|
5, 16-31 |
10, 31-60 |
Mood |
6, 9-16 |
11, 17-30 |
Reported speech |
31-35 |
61-68 |
Exercise 1 : Review of Subjects, Verbs, Objects
Find the subjects, verbs, objects in the following sentences.
Underline each subject once and each verb twice and label both. Circle the objects.
1. Most of these students have studied some English before coming
to an English-speaking country.
2. Many already read and write English fairly well.
3. A major difficulty for all new students, however, is to understand
and speak English.
4. Making phone calls or understanding directions can be difficult.
5. Many Americans speak quite fast or use a lot of slang.
6. Each part of the country has variations in vocabulary and
pronunciation.
7. Nevertheless, after the first few weeks, most new students will
notice tremendous improvement.
8. All of a sudden, English becomes a lot clearer and easier!
On Your Own Write six original sentences about your own experiences
during the first few days here. After your teacher has
checked your sentences, exchange your paper with a classmate.
Find the subject(s), verb(s), object(s) in the sentences your classmate has written.
Exercise 2:
Indicate whether the following are complete or incomplete
sentences. If the sentence is incomplete, add words to correct it.
Example: Learning a new language.
Incomplete: She is learning a new language. Or:
Learning a new language is challenging.
1. Is difficult.
2. It can be frustrating.
3. The experience may be rewarding.
4. Another language will open doors for you.
5. To experience a world of new people, places, and ideas.
6. Cultures from every part of the earth.
7. Think about the similarities and differences.
8. The experience can show you a great deal.
9. You will learn a lot.
10. You will meet.
Exercise 3: Review of Sentence Types
Label the subject(s), verb(s), objects (o) in each of the following sentences.
Tell whether the sentences are simple, compound, or
complex. If the sentence is compound or complex, circle the connectine word.
1. My friend Kunio is from Tokyo, Japan.
2. He has studied English in the United States for a year, and now
he is hoping to study at an Australian university.
3. Because Kunio wants to study both English and veterinary
science, he has applied to schools in the United States and
Australia.
4. Is he working on an undergraduate or a graduate degree?
5. Kunio already has his bachelor's degree.
6. He will get his master's degree and then will begin a doctoral
program.
7. What did he study as an undergraduate?
8. I'm not really sure.
9. Why don't you ask him when you next see him?
10. He's so busy enjoying American life that I never see him!
On Your Own Write at least six original sentences about a friend
of yours. Include at least three sentences that use connecting
words. After your teacher has checked your sentences, exchange
your paper with a classmate. Analyze your classmate's sentences
as you did before.
Exercise 4:
Separate into small groups and read the following passage together.
Take ten minutes to discuss the ideas in the passage
and your opinions about them. Then analyze the passage. Find the
subject(s) and verb(s) in each sentence. Note whether the sentences
are simple, compound, or complex.
Thoughts on Creativity
According to the dictionary definition of create, ordinary people
are creative every day. To create means "to bring into being, to cause
to exist"—something each one of us does daily.
We are creative whenever we look at or think about something in
a new way. First, this involves an awareness of our surroundings.
It means using all of our senses to become aware of our world. This
may be as simple as being aware of color and texture, as well as
taste, when we plan a meal. Above all, it is the ability to notice things
that others might miss.
A second part of creativity is an ability to see relationships among
things. If we believe the expression, "There is nothing new under
the sun," then creativity is remaking or recombining the old in new
ways. For example, we might do this by finding a more efficient way
to study or a better way to arrange our furniture. Or, we might make
a new combination of camera lenses and filters to create an unusual
photograph.
A third part of creativity is the courage and drive to make use of
our new ideas, to apply them to achieve some new result. To think
up a new concept is one thing; to put the idea to work is another.
These three aspects of creativity are involved in all the great works
of genius, but they are also involved in many of our day-to-day
activities.
Looking at Structures
1. Find the subject(s) and verb(s) of the first sentence. Is this
sentence simple, compound, or complex?
2. Find the subject(s) and verb(s) of the first sentence of the second
paragraph. Is this sentence simple, compound, or complex?
What word is used to join the two clauses in the sentence? Can
each part of the sentence stand alone?
3. Find the subject(s) and verb(s) of the second sentence of the
fourth paragraph. Is this sentence simple, compound, or
complex? It is made up of two sentences joined by a semicolon.
The same sentence can be written with but, or it can be written
as two sentences. Is there any difference in meaning or in
emphasis? Why do you think the author chose to use a
semicolon?
4. Find the subject(s) and verb(s) of the last sentence. Is this
sentence simple, compound, or complex?
Exercise 5: Review of Compound Sentences
Combine the following sentences by using commas and and, but, or, for, so, yet,
or nor. In some sentences, more than one conjunction may be
appropriate. Change nouns to pronouns and add punctuation where necessary.
Creativity and the Senses
Examples: Part of creativity is an awareness of our surroundings.
This awareness involves using all of our senses.
Part of creativity is an awareness of our surroundings,
and this involves using all of our senses.
1. Some people use all of their senses often. Most of us rely on
our sight much of the time.
2. Many people don't pay attention to sounds. Many people don't
take time to listen.
3. A musician pays attention to sounds. A musician wants to find
interesting new combinations.
4. A musician can find music in exotic sounds. A musician can
hear music in ordinary noises.
5. A car horn may produce a new rhythm. A bird may sing a new
sequence of notes.
6. Another person may not hear these combinations. A music lover
will find these combinations.
Exercise 6:
Label subject(s) and verb(s) in the following
quotations. Then indicate what type of sentence each is (simple,
compound, or complex). If the sentence is compound or complex,
circle the connecting word. Underline the dependent clauses in
the complex sentences.
Examples: In order to create, there must be a dynamic force.
(simple sentence)
What force is more potent —Igor Stravinsky
(complex sentence)
1. The creative person is both more primitive and more cultivated,
more destructive, a lot madder, and a lot saner than the average
person is.—Frank Barron
2. Creative minds always have been known to survive any kind
of bad training.—Anna Freud
3. All men are creative, but few are artists.—Paul Goodman
4. Human salvation lies in the hands of the creatively maladjusted.
—Martin Luther King, Jr.
5. In creating, the only hard thing's to begin;
A grass blade's no easier to make than an oak.
—James Russell Lowell
6. One must still have chaos in oneself to be able to give birth
to a dancing star.—Friedrich Nietzsche
7. He who does not know how to create should not know.
—Antonio Porchia
8. A creative artist works on his next composition because he was
not satisfied with his previous one.—Dmitri Shostakovich
Exercise 7:
Combine the following sentences, using for example,
in addition, on the other hand, however, therefore, or in fact. Add
appropriate punctuation and make other necessary changes.
Example: Being creative involves making the best use of your
senses. Being creative means looking at the same object
from many different perspectives.
Being creative involves making the best use of your
senses; for example, it means looking at the same
object from many different perspectives.
1. A good photographer looks at the object itself. A good photographer
considers the distance, angle, texture, and light.
2. Light is one of the most important aspects of a good picture.
The same scene can be either unusual or boring, depending on
the light.
3. A creative photographer experiments with light. He or she may
take the same picture at many different times of day.
4. Mornings and evenings give warm light and long shadows. Noon
gives harsh, bright light to a picture.
5. Morning or afternoon light intensifies color. Noon sunlight
makes the color paler.
6. Morning and evening light is richer. Most outdoor photographers
work between sunrise and 10:00 A.M. and between
4:00 P.M. and sunset.
Exercise 8: Sentence Problems
Some of the following sentences are well written. Others are incomplete or are punctuated
incorrectly. For each sentence, indicate: complete (C), incomplete
(I), or punctuation error (PE). Then, rewrite the incorrect sentences correctly.
Example:
If a scientist makes an outstanding discovery.
A scientist may make an outstanding discovery. Or: If a scientist
makes an outstanding discovery, we call this creativity or
genius.
1. When an artist produces a masterpiece.
2. People are creative not only in art or science, they
are also creative in their daily lives.
3. Ordinary people are creative every day.
4. Creativity involves awareness, it means noticing the
world around us.
5. To think up a new concept.
6. It is the courage and drive to make use of new ideas.
Exercise 9: Sentence Problems
The following passage contains errors: fragments, run-on sentences, and comma splices.
First, read the passage once to understand the ideas. Then, correct the
passage by adding or omitting punctuation.
Creativity
One form of creativity is the sudden flash of insight. When an
idea pops into your head. This is what Arthur Koestler called the
Eureka process. Eureka comes from the story of the ancient
Greek scientist Archimedes. Archimedes supposedly leapt naked
from his tub. Shouting "Eureka!" Eureka means "I have found
it," he had suddenly figured out why some things float.
Not all creative discoveries come like a flash of light, though.
In fact, Thomas Edison, the inventor of the light bulb, tried
hundreds of metal combinations in his laboratory. Before he
found the right one to conduct electricity. Edison was able to
create something new and valuable because of his energy and
tenacity. He gave his own definition of genius, it is 1 percent
inspiration and 99 percent perspiration.
Despite their differences, Edison and Archimedes had much in
common, they followed the same process. First, both recognized
a problem. And were aware of previous steps to solve it. Both
consciously or unconsciously worked toward a solution. Finally,
both arrived at a solution, this was the creative idea.
Activity "Poetic license" is the poet's "permit" to break any rule
of grammar or punctuation in order to be creative. In small groups,
read the following poem and try to find any instances where rules
are broken. As you read, consider why the poet wrote in this
manner. Would the piece still be poetry if it followed all the rules?
Exercise 10:
Describe the following processes by using statements and time clauses.
Explain: (a) what you should do before you begin . . . , (b) what
you should do while you are . . . , and (c) what you
should do after you have finished.
Example: Before you begin painting, you should choose a good
piece of watercolor paper.
1. Painting a watercolor
• Choose a good piece of watercolor paper.
• Sketch your drawing lightly.
• Wet the paper with water.
• Use watery paint for large areas.
• Catch any drips.
• Use a drier brush for details.
• Let your painting dry completely.
• Mount your picture.
2. Sculpting clay
• Put a mat down to protect the table.
• Work the clay with your hands.
• Add water to soften the clay.
• Shape individual parts of the sculpture.
• Attach each part by pinching it on.
• Smooth the sculpture with water.
• Use tools to draw any details.
• Carefully put the sculpture on a piece of paper.
• Let the scuplture dry at least twenty-four hours.
On Your Own Give a brief but detailed description of another
process that you are familiar with. It may be a hobby or craft,
or it may be some other process.
Exercise 11:
According to Paul Heist in The Creative College
Student, the following are some of the chief characteristics of
creative students and of creative people in general. Creative people
are: independent, innovative, spontaneous, flexible, rebels,
complex in their outlook, open to a wide range of experience.
Creative people: play with ideas and concepts, develop their own
sense of beauty, have different styles of performing.
Use this information to form at least eight sentences with if or unless. Add
your own opinions and ideas to each. You may want to combine your ideas into several short paragraphs.
Example: independent
If a person is independent, he or she is more likely to try new things.
Unless people try new things, they never develop new ideas.
Exercise 12:
Complete the following sentences in your own words.
1. I feel most creative when....
2. It is easiest for me to write (sing, draw, etc.) if . . . .
3. Most of my best ideas come after....
4. It is hard for me to concentrate unless....
5. I have done my best work since....
6. I really enjoy listening to music while....
7. I am fascinated whenever....
8. It is not easy for me to start a project before....
9. I am often afraid to . . . until....
10. New ideas usually come to me after....
Exercise 13:
What type of student are you? What type of person are you?
Answer the following questions in complete sentences.
1. When do you do two things at once?
2. Do you watch t.v. while you are doing your homework?
3. What else do you do while you are doing your homework?
4. Can you concentrate if people around you are talking or doing
other things?
5. Are you nervous before you take a test?
6. Do you celebrate after you have turned in a big assignment?
7. Do you always take notes (listen carefully) when you are in
class?
8. Do you get depressed if you get less than an A?
Activity Who is someone that you consider creative? Do you
have a friend or relative who is good at making or fixing things,
at painting, at cooking or baking, at playing or writing music? Give
a brief presentation on a creative individual you know. Use the
following questions to help you prepare.
1. How is this person creative?
2. When is he or she the most creative? What seems to inspire
him or her?
3. Has this person always been creative?
4. What interesting things has he or she done or produced?
5. What is this person doing now? Is he or she still involved in
creative activities?
Exercise 14:
The following exercise gives you information on Michelangelo and some of his accomplishments.
The sentences are listed in chronological order. Use the cues in parentheses to combine each pair.
Make other changes when necessary and pay close attention to verb tenses.
Michelangelo Buonarroti (1475-1564)
1. Artists used the technique of fresco3 for centuries. The Italians
perfected the technique of fresco, (before)
2. Both Michelangelo and Leonardo da Vinci worked with fresco.
Michelangelo and Leonardo were commissioned to work on a
painting in Florence, (when / already)
3. Michelangelo started work on the Council Room in Florence.
The pope called Michelangelo to Rome, (when / scarcely)
4. Leonardo da Vinci planned to fresco another part of the Council
Room. Leonardo did not finish his work, (but)
5. Michelangelo went to Rome. The two artists never had another
opportunity to work together, (after)
6. Michelangelo arrived in Rome. The pope commanded Michelangelo
to fresco the Sistine Chapel, (when / just)
7. Michelangelo didn't finish the ceiling. The pope impatiently
opened the Sistine Chapel in 1509. (when / yet)
8. Michelangelo, without assistance, covered 5,800 square feet with
fresco painting. Michelangelo finished the Sistine Chapel ceiling,
(by the time that)
Activity Leonardo da Vinci was definitely "ahead of his time."
He drew plans for a number of inventions that were not developed
until centuries later.
In small groups, discuss one of the following
drawings. Try to imagine what da Vinci had been thinking, doing,
or feeling before he created his plans and how he arrived at them.
You might want to use the following questions in your discussion.
After you have finished, choose one member to give a brief
summary for the entire class.
Exercise 15:
The following sentences give a brief chronology of the
life of Albert Einstein. Combine each group of sentences by using
coordinating conjunctions (and, but, . . .), subordinating conjunctions
(when, while, as, before, after, until, if, . . .), or transitions.
Change words, phrases, verb tenses, and punctuation when
necessary.
Example: In 1900, Albert Einstein graduated from the Polytechnic
Academy in Zurich. Later that year, Albert
Einstein became a Swiss citizen. Later that year, Albert
Einstein took a job in a Swiss patent office.