We hosted parent-teacher conferences last evening, which means we were here until almost eight o’clock. Long day, to put it succinctly if in agrammatical style.
A couple of hundred years ago, when I was studying Russian in college, I fell into confusion when my professor introduced the accusative case; nouns used as direct objects in Russian are inflected differently–there are five oblique cases–i.e. cases other than the nominative in Russian–than they are as subjects. For example, kniga, the word for book, becomes knigu when it is the direct object of a verb, as in “I am reading a book.” My ignorance at that moment felt legion to me (I was in my early thirties as an undergraduate). Discovering that I didn’t understand the difference between transitive and intransitive verbs only exacerbated the extent of my ignorance.
Students in high school really ought to know the difference between transitive and intransitive verbs for a variety of reasons, and studying inflected languages is certainly one of them. For that reason, this week’s Text is two Cultural Literacy worksheets on transitive and intransitive verbs. These are short exercises that I use at the beginning of lessons on recognizing these verbs and understanding how to use them.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.