Developmental Language Skills
51
Copyright © by Holt, Rinehart and Winston. All rights reserved.
NAME CLASS DATE
for CHAPTER 4: THE CLAUSE
pages 101=102
00a.4d.
The Adjective Clause
An adjective clause is a subordinate clause that modifies a noun or pronoun.
A subordinate clause is a word group that has a subject and a verb but cannot
stand alone as a sentence.
SUBORDINATE CLAUSES as we waited for sunrise [The clause contains the subject we and the
verb waited, but it does not express a complete thought.]
after the sun set [The clause contains the subject sun and the verb set,
but it does not express a complete thought.]
SENTENCES As we waited for sunrise, we watched a meteor shower. [The subordinate
clause adds information to an independent clause.]
We watched a meteor shower after the sun set. [The subordinate clause
adds information to an independent clause.]
Like an adjective, an adjective clause modifies a noun or pronoun by telling what kind or which
one. An adjective clause usually follows the noun or pronoun it modifies.
EXAMPLES I want a necklace that has a blue stone. [That has a blue stone modifies
necklace by telling what kind.]
Her ring, which was a gift, has a green stone. [Which was a gift modifies
ring by telling which one.]
E
XERCISE
A
A noun or pronoun in each of the following sentences is underlined. Draw two lines under
the adjective clause that describes the underlined noun or pronoun.
Example
1.
Take the watch that Grandpa gave you to the repair shop. [That Grandpa gave you
tells which watch.]
1.
The people
who read that book didn’t like the story’s ending. [Which word group tells what
kind of people?]
2.
I spoke to Aar
on, whose locker is near mine, after study hall.
3.
Have you seen the action movie that opened on Friday?
4.
The spot where we build the campfire should be in an open area.
5.
Meet Anya
, whom you will tutor for English class.
Relative Pronouns
An adjective clause usually begins with a relative pronoun. The relative pronoun relates the
adjective clause to the word or words the clause describes. Common relative pronouns are
who, whom, whose, which, and that.
EXAMPLES A scientist whom I admire is George Washington Carver. [Whom relates the
clause to scientist.]
REMINDER
051-060_ax09ch04 11/9/01 10:09 AM Page 51
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Carver developed new products that were made from peanuts. [That
relates the clause to products.]
The words where and when may also introduce an adjective clause. When used to introduce an
adjective clause, these words are called relative adverbs. Like relative pronouns, relative adverbs
relate the clause to the word or words the clause modifies.
EXAMPLE The school where Carver taught is now named Tuskegee University. [Where
relates the clause to school.]
E
XERCISE
B
Underline the adjective clause in each of the following sentences. Then, draw an arrow from
the adjective clause to the word the clause modifies.
Examples
1.
Carver directed an experimental farm where crops were tested. [Where relates the
adjective clause to farm.]
2.
One crop that Carver studied during the late 1800s was soybeans. [That relates the
adjective clause to crop.]
6.
Carver was born in a time when slavery was still practiced. [Which clause begins with a relative
adverb? Which word does the clause describe?]
7.
Is the war that ended legal slavery in the United States the Civil War? [Which clause begins
with a relative pronoun? Which word does the clause describe?]
8.
In his late twenties, Carver, who had held a variety of odd jobs, graduated from high school.
9.
His artistic skills surfaced during his childhood, which he spent on a plantation.
10.
As a boy Carver learned to draw, and as he grew older, he painted pictures of the plants that
grew around him.
11.
Carver, whose college degree was in agricultural science, first studied art and piano.
12.
Is Carver a scholar whom you would imitate?
13.
The place where he earned his bachelor’s degree was Iowa State Agricultural College.
14.
Tell me about the master of science degree that he earned in 1896.
15.
He donated his life savings to the Carver Research Foundation, which he helped establish.
NAME CLASS DATE
for CHAPTER 4: THE CLAUSE
continued
pages 101=102
52
H
OLT
H
ANDBOOK
Third Course
051-060_ax09ch04 11/9/01 10:09 AM Page 52
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
Developmental Language Skills
53
Copyright © by Holt, Rinehart and Winston. All rights reserved.
NAME CLASS DATE
for CHAPTER 4: THE CLAUSE
pages 104=105
4e.
The Adverb Clause
An adverb clause is a subordinate clause that modifies a verb, an adjective, or an adverb.
A subordinate clause is a word group that has a subject and a verb but cannot
stand alone as a sentence.
An adverb clause tells how, when, where, why, how much, to what extent, or under what conditions.
An adverb clause can appear before or after the word or words it describes.
EXAMPLES If Todd sinks this basket, we will win the game. [The clause modifies the
verb phrase will win by telling under what condition we will win.]
Did he call me while I was out? [The clause modifies the verb phrase Did
call by asking when he did call.]
This canyon is deeper than the nearby canyons are. [The clause modifies
the adjective deeper by telling to what extent the canyon is deeper.]
The sailor tied the knot as tightly as he could. [The clause modifies the
adverb tightly by telling how tightly the sailor tied the knot.]
A comma generally sets off an adverb clause that begins a sentence. Commas do not
generally set off an adverb clause that appears elsewhere in a sentence.
EXAMPLES Because I baked a casserole, we stayed home for dinner. [The adverb
clause begins the sentence, so it is set off with a comma.]
We stayed home for dinner because I baked a casserole. [The adverb
clause appears at the end of the sentence, so it is not set off with a
comma.]
E
XERCISE
A In each of the following sentences, a verb, adjective, or adverb is underlined. Draw two lines
under the adverb clause that modifies the underlined verb, adjective, or adverb.
Example
1.
This year Rachel is happier than she was last year. [The clause describes happier by
telling how much happier Rachel is.]
1.
Kimi moves as gracefully as professional dancers do. [Which clause modifies gracefully?]
2.
If you have already read this book, do not tell me the conclusion.
3.
Coach has made volleyball practice sessions longer so that we’ll get better.
4.
Derek plays songs on the guitar whenever he is feeling cheerful.
5.
Since you know French, will you translate this for me?
NOTE
REMINDER
ax09ch04pg051_060 11/11/02 11:29 AM Page 53
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Subordinating Conjunctions
Adverb clauses are introduced by subordinating conjunctions. A subordinating conjunction
shows the relationship between the adverb clause and the word or words the clause describes.
COMMON SUBORDINATING CONJUNCTIONS
after as long as even though since unless where
although as soon as if so that until wherever
as because in order that than when whether
as if before once though whenever while
EXAMPLES We will plant this tree where the sun shines most brightly. [The
subordinating conjunction where introduces an adverb clause modifying
the verb will plant. The clause tells where we will plant the tree.]
Is Kayla taller than Al is? [The subordinating conjunction than intro-
duces an adverb clause modifying the adjective taller. The clause asks if
Kayla is taller.]
Some subordinating conjunctions, such as after, before, since, and until, may also be used
as prepositions. Remember that an adverb clause will contain both a subject and a verb.
EXAMPLES Feed the dog before you go to school. [The clause has a both a subject,
you, and a verb, go, so it is an adverb clause.]
Feed the dog before school. [The prepositional phrase has no subject or
verb, so it is not an adverb clause.]
E
XERCISE
B Underline the adverb clause in each of the following sentences.
Example
1.
This old bridge got rustier while we were away. [The clause modifies got by telling
when the bridge got rustier.]
6.
Before Sue took her palomino to the horse show, she groomed the horse carefully. [Which
clause modifies the verb groomed?]
7.
Was the golden retriever friendlier than the Great Dane was?
8.
If the weather is cold, we will exercise inside the gym.
9.
The brothers usually behave as if they are best friends.
10.
Shannon painted slowly so that the brush strokes were distinct.
NOTE
NAME CLASS DATE
for CHAPTER 4: THE CLAUSE
continued
pages 104=105
54
H
OLT
H
ANDBOOK
Third Course
ax09ch04pg051_060 11/11/02 11:29 AM Page 54
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
Developmental Language Skills
55
Copyright © by Holt, Rinehart and Winston. All rights reserved.
NAME CLASS DATE
for CHAPTER 4: THE CLAUSE
pages 106=107
4f.
The Noun Clause
A noun clause is a subordinate clause that is used as a noun.
A subordinate clause is a word group that has a subject and a verb but cannot stand
alone as a sentence.
Like a noun, a noun clause can be used as a subject or as a predicate nominative.
SUBJECT Why the ship sank is a mystery. [The clause tells what the sentence is
about.]
PREDICATE NOMINATIVE The mystery is why the ship sank. [The clause follows a linking verb
and renames the subject, mystery.]
Noun clauses are usually introduced by one of the following words:
that whatever whenever whether whoever whomever
what when where who whom why
EXAMPLES The basketball court is where you’ll find Zack. [The clause is introduced
by where and identifies the subject, court.]
Who serves as class president will be up to the voters. [The clause is
introduced by Who and functions as the subject.]
E
XERCISE
A
Underline the noun clause in each of the following sentences.
Examples
1.
Is daily practice why she plays tennis so well? [The clause is introduced by why and
identifies the subject, practice.]
2.
When the sun has just set is the best time to catch fireflies. [The clause is introduced
by when and functions as the subject of this sentence.]
1.
Does what the parrot says make you laugh? [Which clause is introduced by what and functions
as the subject?]
2.
The scientist’s only concern was whether the experiment was a success. [Which clause is
introduced by whether and renames the subject, concern?]
3.
That the plan worked surprised us both.
4.
The trouble with the engine is what I expected.
5.
Whoever chooses to report on this book will get an extra week to finish reading it.
6.
According to Beth, quick and accurate revision is why she uses a computer.
7.
Whatever venture Rosa supports becomes successful.
8.
Is whoever moved the queen’s crown still in the palace?
9.
The show’s finest moments were when the magician pretended to read minds.
10.
“Where the trail ends” is our club’s new slogan.
REMINDER
051-060_ax09ch04 11/9/01 10:09 AM Page 55
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Like a noun, a noun clause can also be used as a direct object, an indirect object, or as the
object of a preposition.
DIRECT OBJECT Tell me why the ship sank. [The clause answers the question Tell me
what?]
INDIRECT OBJECT I will give why the ship sank some thought. [The clause answers the
question Will give some thought to what?]
OBJECT OF A PREPOSITION Do you have an explanation for why the ship sank? [The clause is the
object of the preposition for. For shows the relationship between the
clause and explanation.]
E
XERCISE
B Underline the noun clause in each of the following sentences.
Examples
1.
Do you know whether Hatchet by Gary Paulsen is a true story? [The clause answers
the question Do know what?]
2.
I keep some money in a savings account for whenever I might need it. [The clause
is the object of the preposition for.]
11.
After an hour’s hike, we found where the others had made camp. [Which clause answers the
question Found what?]
12.
Nathan gave whatever was dirty a thorough scrub. [Which clause answers the question Gave a
scrub to what?]
13.
In her writer’s journal, she records whatever happens to her each day.
14.
Michael gave whether he should enter the contest some serious thought.
15.
According to the ranger, a bear will eat whatever it feels like eating.
16.
Whoever returned her wallet deserves her thanks.
17.
Set those potted plants near where the children dug the holes.
18.
Ms. Ortega suddenly realized why the pack seemed heavy.
19.
Do you sometimes send funny e-mails to whomever you know?
20.
Give whichever hedge is too tall a trim.
NAME CLASS DATE
for CHAPTER 4: THE CLAUSE
continued
pages 106=107
56
H
OLT
H
ANDBOOK
Third Course
ax09ch04pg051_060 11/11/02 11:32 AM Page 56
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
Developmental Language Skills
57
Copyright © by Holt, Rinehart and Winston. All rights reserved.
NAME CLASS DATE
for CHAPTER 4: THE CLAUSE
pages 109=10
4g.
Sentence Structure A
Simple Sentences
Depending on its structure, a sentence can be classified as simple, compound, complex, or
compound-complex.
You can identify a sentence’s structure based on two things: (1) how many clauses are in the
sentence and (2) what types of clauses they are.
A clause is a word group that contains a subject and its verb. An independent clause
can stand alone as a sentence. A subordinate clause cannot stand alone as a sentence.
INDEPENDENT CLAUSE Chandler sings. [The clause contains the subject Chandler and the verb
sings, and it expresses a complete thought.]
SUBORDINATE CLAUSE when he drives [The clause contains the subject he and the verb drives,
but it does not express a complete thought.]
Simple sentences contain one independent clause and no subordinate clauses. They may
contain compound subjects, compound verbs, and any number of phrases.
EXAMPLES A waitress
S
brought
V
water to the diners. [This simple sentence has a
subject, waitress, a verb, brought, and a phrase, to the diners. It contains
one independent clause and no subordinate clauses.]
The waitress
S
and a waiter
S
brought
V
food and poured
V
water. [This simple
sentence has a compound subject, waitress and waiter, and a compound
verb, brought and poured. It contains one independent clause and no
subordinate clauses.]
E
XERCISE
A For the following sentences, draw a line under each independent clause and two lines
under each subordinate clause. Then, on the line provided write S for simple sentence or N for not a
simple sentence.
Example
1.
Did Nicole and Clara saddle horses for a ride? [The sentence contains a
compound subject, Nicole and Clara, a verb, Did saddle, a phrase, for a ride, and no
subordinate clauses.]
1.
Several brushes were inside the barn. [Does the sentence have only one independent
clause and no subordinate clauses?]
2.
Nicole brushed her horse Rowdy’s mane, and then she cleaned his hooves, which were
muddy.
3.
Is that a new saddle, or is it one of the older ones?
4.
In the pasture, a horse and her foal grazed quietly and watched Rowdy.
5.
Nearby, as Nicole brushed her horse, a barn cat and her kittens played.
S
REMINDER
051-060_ax09ch04 11/9/01 10:09 AM Page 57
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Compound Sentences
Compound sentences contain two or more independent clauses and no subordinate clauses. A
comma and coordinating conjunction; a semicolon; or a semicolon, a conjunctive adverb, and a
comma may join independent clauses in a compound sentence.
EXAMPLES Jack traveled to New York, and he saw the Statue of Liberty. [A comma and
coordinating conjunction join the two independent clauses.]
Jack enjo
yed the historic city; the sights were spectacular. [A semicolon
joins the two independent clauses.]
H
e did not see a Broadway play; however, he will see one next summer. [A
semicolon, a conjunctive adverb, and a comma join the two independent
clauses.]
E
XERCISE
B Decide whether each sentence below is a simple sentence or a compound sentence. On
the line provided, write S for simple sentence or CD for compound sentence.
Examples
1.
Tato Laviera wrote “hate”; the poem comments on the dangers of hatred.
[The sentence consists of two independent clauses joined with a semicolon.]
2.
The writer compares hatred to a snake and warns about the poison of its
first bite. [The sentence consists of one independent clause with a compound
verb, compares and warns.]
6.
In my opinion, everyone gets upset occasionally. [Is there one independent clause or
more than one independent clause?]
7.
Some people have difficulty with stress, but others successfully handle it. [Is there one
independent clause or more than one independent clause?]
8.
What upsets you or your friends?
9.
At times, stress and disappointment lead to irritation.
10.
Do coaches and athletes have advice about stress relief?
11.
Vicky and Roland exercise daily; exercise relieves their stress.
12.
Lauren writes in her journal every evening; consequently, her stress is relieved.
13.
Do you have a close friend, and do you discuss stressful events together?
14.
Almost every day, my friends and I talk about stressful things.
15.
We help one another solve problems; in this way, we are able to manage stress.
S
CD
NAME CLASS DATE
for CHAPTER 4: THE CLAUSE
continued
pages 109=10
58
H
OLT
H
ANDBOOK
Third Course
SV SV
SV
VSSV
SV V
ax09ch04pg051_060 11/13/02 12:01 PM Page 58
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
Developmental Language Skills
59
Copyright © by Holt, Rinehart and Winston. All rights reserved.
NAME CLASS DATE
for CHAPTER 4: THE CLAUSE
page 110
4g.
Sentence Structure B
Complex Sentences
Depending on its structure, a sentence can be classified as simple, compound, complex, or
compound-complex.
You can identify a sentence’s structure based on two things: (1) how many clauses are in the
sentence and (2) what types of clauses they are.
A clause is a word group that contains a subject and its verb. An independent clause
can stand alone as a sentence. A subordinate clause cannot stand alone as a sentence.
INDEPENDENT CLAUSE Misty whispered. [The clause contains the subject Misty and the verb
whispered, and it expresses a complete thought.]
SUBORDINATE CLAUSE because his boots were outside [The clause contains the subject boots and
the verb were, but it does not express a complete thought.]
Complex sentences contain one independent clause and at least one subordinate clause. In the
example below, the independent clause is underlined once. Each subordinate clause is
underlined twice.
EXAMPLE Although Troy wanted the latest style of shoes, he chose a less expensive pair
that also looked good. [This complex sentence contains one independent
clause and two subordinate clauses.]
To determine whether a clause is subordinate or whether it is independent, look at how
the clause begins. Subordinate clauses often begin with words such as because, since, when,
that, which, who, and whose.
E
XERCISE
A For the following sentences, draw a line under each independent clause and two lines
under each subordinate clause. Then, on the line provided, write CX for complex sentence or N for not a
complex sentence.
Example
1.
When Alan saw the leak, he groaned because he couldn’t fix it. [The
independent clause is he groaned. The subordinate clauses are When Alan saw
the leak and because he couldn’t fix it.]
1.
Since he can’t fix the leak, Alan will call a plumber. [Does the sentence contain one or
more subordinate clauses?]
2.
Do you have the phone number for a reliable plumber?
3.
On Thursday afternoon, he’ll leave work early so that he can meet the plumber.
4.
After the leak is fixed, he’ll mop up the water because guests are coming.
5.
Tina and Anthony will arrive on Thursday and will stay for the weekend.
CX
TIP
REMINDER
SV VS
SV
051-060_ax09ch04 11/9/01 10:09 AM Page 59
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Compound-Complex Sentences
Compound-complex sentences contain two or more independent clauses and at least one
subordinate clause.
EXAMPLE When we became hungry, Gary prepared carrots, and I cooked fish. [This
sentence contains two independent clauses and one subordinate clause.]
E
XERCISE
B
For the following sentences, draw a line under each independent clause and two lines
under each subordinate clause. Then, on the line provided, write CX for complex sentence or CD-CX for
compound-complex sentence.
Examples
1.
Because I am an art student, I have studied different types of pens, and
I can tell you about them. [This sentence contains two independent clauses
and one subordinate clause.]
2.
If you give me a large feather, I can make a quill pen that you can use.
[This sentence contains one independent clause and two subordinate clauses]
6.
Until metal pens were made in the mid-nineteenth century, people wrote with brushes
or reeds, or they used quill pens. [How many independent clauses does the sentence
contain?]
7.
After metal pens and pen tips came into use, quill pens fell out of use. [How many
independent clauses does the sentence contain?]
8.
Have you heard of John Mitchell, who invented a machine-made steel pen tip in 1828?
9.
Because a person continually dipped the pen into an ink supply, these pens could be
messy; therefore, inventors looked for a better design.
10.
In 1884, L. E. Waterman produced the fountain pen, which held the ink supply within
the pen, and the design became popular.
11.
The new ballpoint pen was released before the century ended.
12.
Some people wrote with ballpoint pens in 1895, yet Lazlo Biro designed a better model
that was used worldwide by the mid-1940s.
13.
The “biro” is similar to the older fountain pen that held a reservoir of ink.
14.
The ballpoint pen holds ink in its reservoir; because a metal ball at its tip rotates, the tip
becomes coated in ink.
15.
Did you know that soft-tip pens came into use during the 1960s?
CX
CD-CX
NAME CLASS DATE
for CHAPTER 4: THE CLAUSE
continued
page 110
60
H
OLT
H
ANDBOOK
Third Course
VVSV S S
051-060_ax09ch04 11/9/01 10:09 AM Page 60
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
Chapter 4: The Clause, pp. 51=60
The Adjective Clause, pp. 51=52
E
XERCISE
A
1.
The people who read that book didn’t like
the story’s ending.
2.
I spoke to Aaron, whose locker is near mine,
after study hall.
3.
Have you seen the action movie that
opened on Friday?
4.
The spot where we build the campfire
should be in an open area.
5.
Meet Anya, whom you will tutor for
English class.
E
XERCISE
B
6.
Carver was born in a time when slavery
was still practiced.
7.
Is the war that ended legal slavery in the
United States the Civil War?
8.
In his late twenties, Carver, who had held a
variety of odd jobs, graduated from high
school.
9.
His artistic skills surfaced during his
childhood, which he spent on a plantation.
10.
As a boy Carver learned to draw, and as he
grew older, he painted pictures of the plants
that grew around him.
11.
Carver, whose college degree was in
agricultural science, first studied art and
piano.
12.
Is Carver a scholar whom you would
imitate?
13.
The place where he earned his bachelor’s
degree was Iowa State Agricultural College.
14.
Tell me about the master of science degree
that he earned in 1896.
15.
He donated his life savings to the Carver
Research Foundation, which he helped
establish.
The Adverb Clause, pp. 53=54
E
XERCISE
A
1.
Kimi moves as gracefully as professional
dancers do.
2.
If you have already read this book, do not
tell
me the conclusion.
3.
Coach has made volleyball practice sessions
longer
so that we’ll get better .
4.
Derek plays songs on the guitar whenever
he is feeling cheerful.
5.
Since you know French, will
you translate
this for me?
E
XERCISE
B
6.
Before Sue took her palomino to the horse
show, she groomed the horse carefully.
7.
Was the golden retriever friendlier than the
Great Dane was?
8.
If the weather is cold, we will exercise
inside the gym.
9.
The brothers usually behave as if they are
best friends.
10.
Shannon painted slowly so that the brush
strokes were distinct.
The Noun Clause, pp. 55=56
E
XERCISE
A
1.
Does what the parrot says make you laugh?
2.
The scientist’s only concern was whether
the experiment was a success.
3.
That the plan worked surprised us both.
4.
The trouble with the engine is what I
expected.
5.
Whoever chooses to report on this book
will get an extra week to finish reading it.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Developmental Language Skills Answer Key
13
xk09ch04pg13_15 10/10/02 8:40 AM Page 13
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
6.
According to Beth, quick and accurate
revision is why she uses a computer.
7.
Whatever venture Rosa supports becomes
successful.
8.
Is whoever moved the queen’s crown still
in the palace?
9.
The show’s finest moments were when the
magician pretended to read minds.
10.
“Where the trail ends” is our club’s new
slogan.
E
XERCISE
B
11.
After an hour’s hike, we found where the
others had made camp.
12.
Nathan gave whatever was dirty a
thorough scrub.
13.
In her writer’s journal, she records
whatever happens to her each day.
14.
Michael gave whether he should enter the
contest some serious thought.
15.
According to the ranger, a bear will eat
whatever it feels like eating.
16.
Whoever returned her wallet deserves her
thanks.
17.
Set those potted plants near where the
children dug the holes.
18.
Ms. Ortega suddenly realized why the pack
seemed heavy.
19.
Do you sometimes send funny e-mails to
whomever you know?
20.
Give whichever hedge is too tall a trim.
Sentence Structure A, pp. 57=58
E
XERCISE
A
1.
Several brushes were inside the barn.
2.
Nicole brushed her horse Rowdy’s
mane, and then she cleaned his
hooves, which were muddy.
3.
Is that a new saddle, or is it one of the
older ones?
4.
In the pasture, a horse and her foal
grazed quietly and watched Rowdy.
5.
Nearby, as Nicole brushed her horse,
a barn cat and her kittens played.
E
XERCISE
B
6.
S
11.
CD
7.
CD
12.
CD
8.
S
13.
CD
9.
S
14.
S
10.
S
15.
CD
Sentence Structure B, pp. 59=60
E
XERCISE
A
1.
Since he can’t fix the leak, Alan
will call a plumber.
2.
Do you have the phone number
for a reliable plumber?
3.
On Thursday afternoon, he’ll
leave work early so that he can
meet the plumber.
4.
After the leak is fixed, he’ll mop
up the water because guests are
coming .
5.
Tina and Anthony will arrive on
Thursday and will stay for the
weekend.
N
CX
CX
N
CX
N
S
N
N
S
Copyright © by Holt, Rinehart and Winston. All rights reserved.
14
H
OLT
H
ANDBOOK
Third Course
xk09ch04pg13_15 10/10/02 8:40 AM Page 14
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
E
XERCISE
B
6.
Until metal pens were made in
the mid-nineteenth century,
people wrote with brushes or
reeds, or they used quill pens.
7.
After metal pens and pen tips
came into use, quill pens fell out
of use.
8.
Have you heard of John Mitchell,
who invented a machine-made
steel pen tip in 1828?
9.
Because a person continually
dipped the pen into an ink
supply, these pens could be
messy; therefore, inventors
looked for a better design.
10.
In 1884, L. E. Waterman produced
the fountain pen, which held the
ink supply within the pen, and
the design became popular.
11.
The new ballpoint pen was
released before the century
ended.
12.
Some people wrote with
ballpoint pens in 1895, yet Lazlo
Biro designed a better model
that was used worldwide by the
mid-1940s.
13.
The “biro” is similar to the older
fountain pen that held a
reservoir of ink.
14.
The ballpoint pen holds ink in
its reservoir; because a metal ball
at its tip rotates, the tip becomes
coated in ink.
15.
Did you know that soft-tip pens
came into use during the 1960s?
CX
CD-CX
CX
CD-CX
CX
CD-CX
CD-CX
CX
CX
CD-CX
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Developmental Language Skills Answer Key
15
13-15_xk09ch04 11/9/01 9:17 AM Page 15
Menu
Print
Press the Menu button to return to the Lesson Plan or On Course
