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Negative forms of verbs

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  • Negative forms of verbs

Negative forms of verbs

  • Date November 22, 2020
Grade 3 – Language Arts Skills Negative forms of verbs
Topic:  Negative forms of verbs

The negative verb forms are made by putting not after an
auxiliary verb.
 
Auxiliary verbs are  used in forming the tenses, moods,
and voices of other verbs.
 
The primary auxiliary verbs in English are be, do, and have ;
 
the modal auxiliaries are can, could, may, might, must, shall,
should, will, and would.
 

  • She has invited us. (Affirmative)
  • She has not invited us. (Negative)

 

  • It was raining. (Affirmative)
  • It was not raining. (Negative)

 

  • She can knit. (Affirmative)
  • She cannot knit. (Negative)

 
If there is no auxiliary verb, do is used to make the
negative verb forms.
 

  • I like reading. (Affirmative)
  • I do not like reading. (Negative)

 
Note that do is followed by an infinitive without to.
 

  • She didn’t come. (NOT She didn’t to come.)

Do is not normally used if there is another auxiliary verb.

  • You should not go. (NOT You don’t should go.)

Infinitives and -ing forms
The negative forms of infinitives and -ing forms are made by putting not before them.
 Do is not used.

  • The best thing about weekends is not working.

Not can be put with other parts of a clause, not just the verb.

  • Ask John, not his father.
  • Come early, but not before six.

 
We do not usually use not with the subject.
Instead we use a structure with it.
1. It was not John who broke the window, but his brother.
(NOT Not John broke the window, but his brother.)


Other negative words
Not isn’t the only word that can make a clause negative.
There are some other negative words too.
 
Examples are: never, hardly, seldom, rarely etc.
Compare:

  • He does not work.
  • He hardly ever works.
  • He never works.
  • He seldom works.

Non-assertive words
We do not normally use words like some, somebody,
something etc in negative clauses.
 
Instead, we use non-assertive words like any, anybody,
anything etc.

  • I have caught some fish.
  • I haven’t caught any fish.
The video below shows how the negative form of
"to be " is created.
http://localhost/dca/wp-content/uploads/2020/10/VERB-TO-BE-NEGATIVE-FORM.1.mp4

			
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TERM 1 The Grade Three students, having completed Grades One and Two, are being exposed to various strategies and skills of Language Arts, that will further their understanding of how language works. In this unit, the students will be given opportunities to practise their listening and speaking skills through a variety of engaging activities. In reading, they apply previously learnt skills to improve word recognition and vocabulary. As students improve fluency, they apply the strategies learnt to increase their comprehension. They will also demonstrate their understanding through the use of graphic organizers and outlines. They use self-questioning strategies to engage in active reading. Students incorporate the use of negative forms of the verbs “to be” and “to do”, and the use of the conjunction “but” in a range of contexts to show the opposite or conflicting ideas. Their writing incorporates the use of descriptive adjectives to show comparison when comparing two or more things. Students continue to use the structures of the English Language to write simple Language Experience Stories. They develop their pre-writing skills with the aid of graphic organizers. Their drafts are more detailed and application of skills learnt across strands is evident.
Rules for speaking and listening
Listening and Retelling
Long “Aa” sounds
Words with consonant blends in the final position
Words with consonant blends in the final position
“Rr” controlled vowels
Syllables
Irregular plural nouns
Demonstrative pronouns and Adjectives
Superlatives
Listening to identify main ideas
Paraphrasing and Summarizing
“Aa”, “Au”, “Aw” words
“Augh” and “Ough” words
Inferences in reading
Adjectives and Adverbs
Past tense of regular and irregular verbs
Subject verb agreement
Story writing
TERM 2 After completing one term in Grade Three, the students are now equipped with the necessary skills that will allow them to become more independent as learners. They will continue to apply previously learnt skills across the strands. In this unit, further opportunities are given for students to share opinions, to ask and answer questions using the listening and speaking skills. There is emphasis on application of skills and concepts learnt that will better enable them to decode and encode words to increase fluency and understanding. They continue to use the writing process to express their ideas and utilise a variety of prewriting strategies in the selection of topics and organization of ideas. They write fully developed paragraphs that reflect essential paragraph elements. Writing checklists are used to edit documents for the traits of quality writing. On completion of this unit, the students would have been exposed to activities that would have allowed them to scaffold on learnt skills and concepts that will greatly impact the development of the language skills.
Planning and delivering speeches
Identifying and pronouncing digraphs
“Rr” controlled vowels
Syllables
Root words and Affixes
Synonyms and Antonyms
Homonyms and Homographs
Proper nouns, Common nouns and Distinction of gender when using nouns
Possessive nouns
Interviews
Writing a paragraph
Types of communication
Graphemes, Phonemes and Digraphs
What is a poem?
Verbs – Irregular and Regular
Negative forms of verbs
Questions
Conjunctions
Letter writing
TERM 3 As students approach they end of Grade Three, they show signs of maturity and are becoming more responsible for their own learning. In listening and speaking they use the SJE to clarify information and to justify their response to instructions and information. In Word recognition and fluency, there is greater focus on structural analysis, with the purpose of using encoding and decoding skills to acquire meaning. As they interface with text, they continue to make connections with self, text and the world. There is in depth investigation of text features in non-fiction texts. As students communicate through writing, they employ the skills learnt in process writing. They are exposed to varied strategies that can be used to edit documents. In this unit, the students are given many opportunities to review and revise their writings before publishing. At the end of this unit, the Grade Three students would have completed three years of the Language Arts Programme at the primary level. They would have exhibited mastery of listening and speaking skills; be exposed to a range of encoding and decoding skills to increase fluency and derive meaning; demonstrated the use of varied reading strategies to gain understanding and used the structures and mechanics of the SJE learnt, to communicate their ideas through different formats. Thus, the Grade Three students would have been adequately prepared to begin the Grade Four Language Programme.
Asking questions
The letter “Xx”
The letters “Ww” , “Ll” and “Rr”
Silent letter (“Ww”, “Ll”,”Bb”,”Tt”,”Kk”,”Uu”,”Hh”)
Text features
Text to text, text to self , text to world connections
What are facts and opinions in text?
Exclamation and Quotation marks
Future tense of verbs using will
“To have”, “To be”, “To do”
Revision for editing checklist
Writing a book report
PRACTICE QUIZ
Language Quiz 1
Language Quiz 2
Language Quiz 3
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