Nouns
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The document discusses different types of nouns including common nouns, proper nouns, compound nouns, and provides examples of each. It analyzes nouns in sentences and poems, identifies nouns, and distinguishes between common and proper nouns. Examples are given to practice identifying and changing between common and proper nouns.
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English: Everyday Expressions
1. The document provides examples of common English expressions used in conversation. It discusses expressions used to transition between topics, share opinions, and modify or clarify information.
2. Examples are given for expressions like "as I was saying," "speaking of," "if you ask me," and "that reminds me." Modifying expressions include "if worst comes to worst" and "when it comes to."
3. General expressions and their meanings are also explained, such as "never mind," "to pass away," "been there, done that," and "no wonder."
Teacher version: A, An, The, or Nothing, Lesson 8 of Misused and Misunderstoo...
Teacher version of A, An, The or Nothing. This lesson is designed to teach intermediate to advanced English Language Learners when and how to use the articles a, an, and the. and when NOT to use them.This is the eighth and final lesson of the SkimaTalk course Misused and Misunderstood Words. It includes a course review. Written by Michele W. Snider, SkimaTalk teacher and author of My Virtual English dot com.
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The document discusses relative clauses, which provide additional context about a person or thing mentioned in a sentence. The main relative pronouns are who, which, that, whose, whom, and where. Relative clauses can be essential to the meaning of a sentence or non-essential by being set off with commas. Relative pronouns must be used correctly depending on if they refer to people or things. When used with prepositions, the preposition typically goes at the end of the relative clause.
Advice in the past
This document provides information about using modal verbs to talk about past actions that were advisable but did not occur. It discusses how modals like "should have", "ought to have", and "could have" are used with the past participle to discuss past missed opportunities or actions that someone should have done. It also covers contractions of these modal verbs and negative statements. Examples are provided to illustrate their use, along with exercises for practice using modals of advisability in sentences.
Past modals past suggestions
This document provides information about using modal verbs to talk about past actions that were advisable but did not occur. It discusses how modals like "should have", "ought to have", and "could have" are used with the past participle to discuss what someone should or could have done in the past. It also covers contractions of these modal verbs, negative statements, questions, and short answers involving modals of advisability. Examples and exercises are provided to help illustrate proper usage.
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This document provides information about using modal verbs to talk about past actions that were advisable but did not happen. It discusses how modals like "should have", "ought to have", and "could have" are used with the past participle to talk about the past. It also covers contractions of these modal verbs, negative statements, questions, and short answers. Examples are provided to illustrate their use along with exercises for practice.
More Nouns
The document discusses different types of nouns including common and proper nouns. It provides examples of people, places, things, and ideas that are considered nouns. It also discusses compound nouns and identifies nouns within sample texts and poems. The document concludes with a review of noun definitions and characteristics.
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The document provides guidance on writing effective sentences to teach vocabulary words by embedding their meanings clearly through context. It emphasizes using clear context so readers can infer definitions, allows two sentences per word, and notes grammar, mechanics and punctuation are also important. Examples are given of good sentences as well as issues to avoid like lacking context, having the wrong or vague context, or incorrect parts of speech. Learners are told to fix incorrect sentences by rewriting them and a new one using the word properly.
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English: Everyday Expressions
1. The document provides examples of common English expressions used in conversation. It discusses expressions used to transition between topics, share opinions, and modify or clarify information.
2. Examples are given for expressions like "as I was saying," "speaking of," "if you ask me," and "that reminds me." Modifying expressions include "if worst comes to worst" and "when it comes to."
3. General expressions and their meanings are also explained, such as "never mind," "to pass away," "been there, done that," and "no wonder."
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Teacher version of A, An, The or Nothing. This lesson is designed to teach intermediate to advanced English Language Learners when and how to use the articles a, an, and the. and when NOT to use them.This is the eighth and final lesson of the SkimaTalk course Misused and Misunderstood Words. It includes a course review. Written by Michele W. Snider, SkimaTalk teacher and author of My Virtual English dot com.
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Advice in the past
This document provides information about using modal verbs to talk about past actions that were advisable but did not occur. It discusses how modals like "should have", "ought to have", and "could have" are used with the past participle to discuss past missed opportunities or actions that someone should have done. It also covers contractions of these modal verbs and negative statements. Examples are provided to illustrate their use, along with exercises for practice using modals of advisability in sentences.
Past modals past suggestions
This document provides information about using modal verbs to talk about past actions that were advisable but did not occur. It discusses how modals like "should have", "ought to have", and "could have" are used with the past participle to discuss what someone should or could have done in the past. It also covers contractions of these modal verbs, negative statements, questions, and short answers involving modals of advisability. Examples and exercises are provided to help illustrate proper usage.
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More Nouns
The document discusses different types of nouns including common and proper nouns. It provides examples of people, places, things, and ideas that are considered nouns. It also discusses compound nouns and identifies nouns within sample texts and poems. The document concludes with a review of noun definitions and characteristics.
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The document discusses various tenses in English grammar:
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2) The Past Simple refers to completed actions in the past without reference to duration. It uses regular and irregular verb forms.
3) The Future Simple is used to predict future events, express willingness and refusal. It takes different forms depending on the subject.
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This document provides definitions and examples of 10 common English idioms:
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3) Letting the cat out of the bag means accidentally revealing a secret.
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This document contains definitions and sample sentences for 20 words: cricket, optimism, palliate, obsequious, doughty, finicky, contumacious, nutmeg, widdershins, layman, stratagem, litany, thesis, lint, indite. Some of the definitions provided are: cricket is a ball game played between two teams of 11 players, optimism is an expectation of the best possible outcome, and palliate means to cover up with excuses or apologies.
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The document analyzes writing samples from a 3rd grade student named Jiayu who recently moved to the US from China. It identifies common grammatical errors in her writing related to articles, verbs, and subject-verb agreement. These errors are typical for Mandarin Chinese speakers learning English because Mandarin does not have articles, verbs do not change form, and there is no subject-verb agreement. Despite the errors, Jiayu is making good progress in learning English in the short time since her arrival from China.
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The document discusses common and proper nouns. Common nouns are not capitalized and refer to general people, places, or things. Proper nouns are capitalized and refer to specific people, places, or things. Examples are provided to demonstrate the difference between common and proper nouns. The document also provides exercises where the reader identifies underlined nouns as common or proper and corrects sentences by properly capitalizing nouns.
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The document provides discussion topics and homework assignments related to the novel Lord of the Flies. It asks students to consider if there is a real beast on the island and to discuss the beast and character archetypes that embody Freudian concepts of the id, ego and superego. Students are instructed to identify archetypes in the novel so far with examples from the text and to complete readings and writing assignments for homework.
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The document discusses various tenses in English grammar:
1) The Present Simple is used to express habits, general facts, repeated actions, emotions and desires. It is also used with scheduled events and instructions.
2) The Past Simple refers to completed actions in the past without reference to duration. It uses regular and irregular verb forms.
3) The Future Simple is used to predict future events, express willingness and refusal. It takes different forms depending on the subject.
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This document provides definitions and examples of 10 common English idioms:
1) Between a rock and a hard place means being in a difficult situation with two unpleasant options.
2) A leopard can't change its spots means a person cannot change their character.
3) Letting the cat out of the bag means accidentally revealing a secret.
4) Getting up on the wrong side of the bed means being in a bad mood for no clear reason.
5) Something not being your cup of tea means you don't like or are not interested in it.
6) A piece of cake means something that is very easy to do.
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The document is a lesson on the eight parts of speech taught by Miss Lawson to 9th grade students. It defines each part of speech and provides examples to identify them, including nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Students are instructed to identify the parts of speech in sentences for each category and email their answers to the teacher for a grade.
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The document provides examples of common English idioms and their meanings. It explains idioms like "every cloud has a silver lining" which means that there is a positive aspect to every bad situation. It also discusses idioms such as "a bird in the hand is worth two in the bush" which refers to holding onto something certain rather than risking it for something uncertain. The document aims to help readers understand idioms that are difficult to directly translate but are important parts of the English language.
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This document provides a lesson on using modal verbs like "should have", "ought to have", and "could have" to talk about past actions or states that did not occur but were advisable. It gives examples of using these modal verbs of advisability in statements, questions, short answers, and contractions. It also discusses how these modal verbs are sometimes pronounced in informal speech. Practice exercises are provided for students to use modals of advisability to discuss past problems and what actions should have been taken.
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Oral reading activities with two students pretending to be the two main characters in the short skit. The teacher would ask about the sentences used in the skit and its function and purpose. Then he/she will proceed in discussing the different kinds of sentences according to it's function and purpose. Next is an activity and finally, group activity wherein the students should make a skit using the different kinds of sentences according to its function and purpose.
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The poem describes a parent's surprise at their child's sudden change in behavior, including being helpful, well-behaved, and avoiding trouble. Through five stanzas, the parent grows more bewildered by the uncharacteristic behavior, wondering if the child was injured or is an imposter. In the end, the parent discovers the child's true motive was to avoid showing a poor school report.
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This document contains definitions and sample sentences for 20 words: cricket, optimism, palliate, obsequious, doughty, finicky, contumacious, nutmeg, widdershins, layman, stratagem, litany, thesis, lint, indite. Some of the definitions provided are: cricket is a ball game played between two teams of 11 players, optimism is an expectation of the best possible outcome, and palliate means to cover up with excuses or apologies.
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The document analyzes writing samples from a 3rd grade student named Jiayu who recently moved to the US from China. It identifies common grammatical errors in her writing related to articles, verbs, and subject-verb agreement. These errors are typical for Mandarin Chinese speakers learning English because Mandarin does not have articles, verbs do not change form, and there is no subject-verb agreement. Despite the errors, Jiayu is making good progress in learning English in the short time since her arrival from China.
Non
Non-defining relative clauses are composed of a relative pronoun, verb, and other optional elements. They provide additional information about a noun but are set off from the main clause by commas. Common relative pronouns used in non-defining relative clauses are who for people, which for things, and where for places. Unlike defining relative clauses, non-defining relative clauses cannot replace the relative pronouns with that or omit the pronoun.
Phrasal verbs list
This document is a list of phrasal verbs with their meanings and example sentences. It includes over 50 entries with the phrasal verb, its meaning, and an example sentence to illustrate its usage. Some common phrasal verbs included are "ask someone out", "break down", "call someone up", "cut back on something", "drop off", "end up", "figure something out", "get along", and "get over something". The list provides definitions and context to help understand different phrasal verb usages.
Lesson 8: Common and Proper Nouns
The document discusses common and proper nouns. Common nouns are not capitalized and refer to general people, places, or things. Proper nouns are capitalized and refer to specific people, places, or things. Examples are provided to demonstrate the difference between common and proper nouns. The document also provides exercises where the reader identifies underlined nouns as common or proper and corrects sentences by properly capitalizing nouns.
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The document provides a series of sentences for the user to complete by supplying the correct superlative form of an adjective. It also provides sentence transformations where the user must complete the second sentence to have the same meaning as the first using no more than three words. There are six sentences to complete for the superlative exercise and six sentences for the transformation exercise.
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The document provides practice finding pronoun antecedents in sentences for students. It gives 4 examples of sentences and identifies the antecedent for the underlined pronoun in each, which is the noun that the pronoun refers to. The document encourages students to identify pronouns and their antecedents.
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Misplacedanddanglingmodifiers1 130501074816-phpapp01
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1. The document provides an English lesson plan for week 2 day 3.
2. It reviews poetic elements like rhyme, sound devices, sensory images, and figurative language.
3. Students are tasked with analyzing a multi-stanza poem using these elements.
Intro_Poetry G12.ppt
This document provides an introduction to poetry, discussing various poetic elements and techniques. It begins by defining poetry and noting that it uses musical language to capture intense experiences. It then explains that poetry has a speaker and is formatted differently than prose, often using lines and stanzas. The document goes on to discuss several key elements of poetry, including rhythm, sound devices like rhyme and alliteration, and imagery. It emphasizes that both the left and right brains are used in analyzing and understanding poetry.
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Poetry
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English grammar terms
This document provides definitions and examples of common English grammar terms in 3 sentences or less:
Nouns refer to people, places, things, or ideas. Verbs show action or a state of behavior. Adjectives describe nouns or pronouns, while adverbs modify verbs, adjectives, or other adverbs to describe manner, place, purpose, frequency, or time.
English grammar terms-1
This document provides definitions and examples of common English grammar terms in 3 sentences or less:
Nouns refer to people, places, things, or ideas. Verbs show action or a state of behavior. Adjectives describe nouns or pronouns, while adverbs modify verbs, adjectives, or other adverbs to describe manner, place, purpose, frequency, or time.
The phrase
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5. figures of speech ppt
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08 27 nouns presentation
This document defines and provides examples of different types of nouns:
1) It describes common nouns which name general people, places or things, and proper nouns which name specific people, places or things.
2) It explains concrete nouns which refer to things we can experience with our senses, and abstract nouns which refer to ideas and qualities we cannot directly experience.
3) It provides rules for making nouns singular or plural and gives examples of irregular plural nouns.
Poetry term powerpoint 1
The document provides examples of different literary devices and terms such as onomatopoeia, alliteration, haiku, hyperbole, and imagery. It tests the reader's understanding by presenting answer choices that could define each term and providing feedback on the correct responses.
Poetry term powerpoint 1
The document provides examples of different literary devices and terms such as onomatopoeia, alliteration, haiku, hyperbole, and imagery. It tests the reader's understanding by presenting answer choices that could define each term and providing feedback on the correct responses.
Poetry in literature
The document discusses various forms and elements of poetry including couplet, tercet, quatrain, acrostic, haiku, senryu, concrete poem, free verse, and limerick. It also covers poetic devices such as imagery, diction, rhyme, rhythm, figures of speech, theme, and tone. Key elements of different poetry forms are defined such as the line and syllable structure of haiku and senryu. Literary devices used in poetry to achieve certain effects are also explained.
Poetry Dedication Project
This document contains several poems dedicated to the author's mother, including summaries of and commentary on published poems by Henry Wadsworth Longfellow, Raymond A. Foss, Ivan Donn Carswell, Carl Sandburg, and Mary Elizabeth Coleridge. It also includes three original poems by the author, Rachael Sessoms, reflecting on themes of wonder, missing surroundings, and self-identity.
Context clue powerpoint
Context clues are hints in the text that help readers understand unknown words. The document discusses three types of context clues - direct definitions, synonyms, and antonyms - and provides examples of each. It then guides readers through an activity where they use context clues to determine the meanings of unfamiliar words in a sample diary entry.
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2011 international congress of professional development for teachers
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Meal
The document provides an overview of the Writer's Lunchbox, which aims to provide writers with the necessary tools and skills to write clear, focused compositions. It introduces the EMPOWER method, an acronym that outlines the steps writers should take to create a complete well-written paper by evaluating the assignment, making a plan, organizing their ideas, working on a draft, editing, and reworking their paper. The main course then explains the MEAL paragraph format, which structures body paragraphs around a main idea, evidence, analysis, and a link back to the thesis statement to fully support the central claim.
Cp9 u5 sb 30 may 2013
Students were instructed to write a fill-in-the-blank question using a vocabulary word for an upcoming quiz. They were reminded of the procedure and requirements for their literature circles the next day, including having post-it passages and discussion questions completed. The homework assigned was to read a chapter and complete a study guide, with questions and post-it passages.
Hn9 u6 sb 30 may 2013
The document provides instructions for an in-class activity analyzing William Shakespeare's play Romeo and Juliet. Students are asked to do a close reading of Friar Lawrence's speech at the beginning of Act 3, Scene 1, identifying the imagery used and how it relates to the play's themes. They will then discuss their annotations with a partner before joining groups to summarize their assigned passages, identify examples of imagery, and select the most important line from their passage. The homework is to read Act 3, Scene 1 in preparation for the next class.
Cp9 u5 sb 23 may 2013
Students were instructed to take out chapter questions to be stamped, complete a grammar exercise on adverbs, and continue reading To Kill a Mockingbird for class. The class had previously reviewed chapter 17 and started chapter 18. Today's lesson would review adverbs before beginning chapter 19, which students were assigned to post passages from chapters 17-19 as homework.
Hn9 u6 sb 16 may 2013
The document provides instructions for students to rewrite sentences changing nouns to adjectives. It then summarizes the previous class where students began examining the prologue to Romeo and Juliet. The current class will finish analyzing the prologue and watch a cartoon version of the play. Students have homework assignments due including an essay, memorizing the prologue, and preparing for a quiz.
Hn9 u6 sb 15 may 2013
The document provides instructions for students about their upcoming unit on Shakespeare's "Romeo and Juliet". It asks students to write in their journals about any prior knowledge of Shakespeare or the play. It notes that their assignment on "Lord of the Flies" is due and introduces the new unit focused on "Romeo and Juliet". Students are assigned homework including finishing their "Lord of the Flies" essay, memorizing the prologue to "Romeo and Juliet", and preparing for a quiz on Friday.
Cp9 u5 sb 16 may 2013
The document provides homework assignments for students which includes rewriting sentences by changing underlined nouns to adjectives, reading one more chapter of a book, and completing study guide questions in preparation for a quiz on Friday. Students are asked to rewrite sentences such as "When she disobeys her Aunt Alexandra and Cal, Scout is a rebel" by changing the underlined noun "rebel" to the adjective "rebellious". The document also notes that the last class looked at racial and social differences in the town of Maycomb through the eyes of Aunt Alexandra as described in the book.
Cp9 u5 sb 15 may 2013
This document provides instructions for students to read a nonfiction article at their desk and respond to questions. It also outlines the plan to examine the motifs of race and prejudice as the class discusses the next two chapters from their reading. Students are assigned to finish reading chapter 13, complete study guide questions, and study for an upcoming quiz.
Cp9 u5 sb 13 may 2013
The document provides instructions for students on their reading of To Kill a Mockingbird over the weekend. It asks students to note how the character of Ms. Dubose is described in Chapter 11 and how the children's perspective of her changes. Students are also asked to reflect on what lesson the children learn from their interaction with Ms. Dubose and if they have learned a similar lesson. The document outlines that the class will review and discuss the chapter students read over the weekend and homework is to read Chapter 12 and complete study guide questions.
Hn9 u5 sb 13 may 2013
Students were asked to take out their completed Lord of the Flies creative projects to share with the class and provide peer feedback using sticky notes. The class would then have time to work on revising their Lord of the Flies essays using the feedback received. For homework, students were asked to complete a revised draft of their LOTF essay to turn in.
Cp9 u5 sb 10 may 2013
Students are asked to take out their writing prompt and prewriting from the previous class to complete an in-class writing response. They will then read Chapter 11 and answer study guide questions. For homework, students should read Chapter 11 and finish the study guide questions.
Hn9 u5 sb 10 may 2013
Students were asked to take out their LOTF dialogue journals to be stamped and develop one additional discussion question for their literature circles. The class would then gather in literature circles to discuss the conclusion of Lord of the Flies. Afterwards, students were to draft a rough copy of their LOTF composition. For homework, students' LOTF Creative Projects were due on Monday. Two song attachments were also included in the document.
Hn9 u5 sb 9 may 2013
This document provides instructions and assignments for students. It includes directions to read and annotate an article, discusses analyzing a chapter from a novel called "Castle Rock", and lists homework assignments such as preparing for literature circles, continuing dialogue journals, and doing prewriting for an essay on Lord of the Flies to be drafted the next day.
Hn9 u5 sb 7 may 2013
Ralph and Piggy play important roles in the events described in the chapter "View to a Death" from Lord of the Flies. Students will discuss this chapter and compare its themes to those in a piece of poetry. For homework, they are asked to read "The Shell and the Glasses", continue working on dialogue journals due on Friday, make progress on their LOTF creative project, and study adjectives. Audio files of two songs are also attached.
Cp9 u5 sb 9 may 2013
This document provides instructions for students to take out their study guide for an upcoming chapter, write a discussion question on their notecard, and review study guide questions from the previous class. It also notes that the class will watch a documentary on the Scottsboro trial and lists homework of reviewing a writing prompt for a writing task the next day.
Cp9 u5 sb 7 may 2013
This document provides instructions for classroom activities and homework assignments. Students are asked to review vocabulary sentences from the previous night and write a story using at least five vocabulary words. They will begin a grammar unit on adjectives and start reading the next chapter, finishing it for homework along with an adjective handout and chapter questions.
Cp9 u5 sb 8 may 2013
Students are instructed to review their adjective homework from the previous night and answer questions about an article on their desk. They will then review their homework on chapter 9 from the book and begin reading chapter 10, answering related questions for homework.
Cp9 u5 sb 6 may 2013
The document provides instructions for students returning to class after the weekend. It directs students to complete a vocabulary pretest and announces they will learn 10 new words for an upcoming quiz. Students are also assigned to finish reading the next chapter in their novel and answer accompanying study questions, as well as write sentences using vocabulary words for homework.
Hn9 u5 sb 6 may 2013
The document provides instructions for an English class lesson on Lord of the Flies. Students will analyze passages from the chapter "Gift for the Darkness" by annotating in groups at different stations around the room. They will then review annotations made by other groups and select talking points to share with the class. Homework includes reading the next chapter, continuing dialogue journals, and working on a creative project for the novel.
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Nouns
- 1. NOUNS By Ms. C. Majors University of Montevallo
- 2. Nouns are… A person A place A thing An idea
- 7. Noun or not? small NOT
- 8. Noun or Not? ocean NOUN
- 9. Noun or Not? George Washington NOUN
- 10. Noun or Not? school NOUN
- 11. Noun or Not? abruptly NOT
- 12. Noun or Not? and NOT
- 13. Noun or Not? laughter NOUN
- 21. Find the nouns in this poem The Drinking Fountain The drinking fountain squirted me. It shot right up my nose . It felt as if I'd stuck my nostril on the garden hose . It squirted water in my eye and also in my ear . I'm having trouble seeing and it's really hard to hear. The water squirted east and west . It squirted north and south . Upon my shirt , my pants , my hair , but nothing in my mouth . I'm sure that soon they'll fix it but, until then, let me think... just who can I convince that they should come and have a drink ? --Kenn Nesbitt
- 23. Common or Proper? U.S. Congress Proper
- 24. Common or Proper? President Obama Proper
- 25. Common or Proper? president Common
- 26. Common or Proper? France Proper
- 27. Common or Proper? Dr. Jones Proper
- 28. Common or Proper? doctor Common
- 29. Common or Proper? Success High School Proper