Tag Archives: building vocabulary/conceptual knowledge

Common Errors in English Usage: Gone, Went (v)

OK, last but not least on this cool Sunday morning, here is an English usage worksheet on understanding the difference between gone and went and how to use, respectively, this past participle and simple past tense of the verb go. This is a full-page worksheet with a short reading and ten modified cloze exercises. But, as it is formatted in Microsoft Word, it is yours to modify as you wish.

Like all the documents under the above header, this one is based on text from Paul Brians’ excellent book Common Errors in English Usage, which he has posted on the Washington State University website for free.

If you find typos in this document, 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.

Leave It to Beaver

OK, for some reason, here is a reading on “Leave It to Beaver” along with its accompanying vocabulary-building and comprehension worksheet. I haven’t the faintest idea why I produced these documents on this late-1950s and early-1960s television show. A friend of mine extolled its virtues in the past; the one episode I saw nauseated me–a sitcom vision of a placid, indeed complacent, ultra-White America produced during the depths of Jim Crow–and I never watched another episode.

So again, I can’t imagine why I wrote this worksheet other than, perhaps, to help students understand how often popular media, particularly fictional narratives, are at variance with reality.

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.

Summary (n)

Here are two context clues worksheets on the noun summary. Why I produced two of them, I can’t say. I need not belabor the importance of this noun in the vocabulary of high school students, so I won’t. Incidentally, since I haven’t mentioned it lately, these documents, like almost everything on Mark’s Text Terminal, are formatted in Microsoft Word. Thus they are easily exportable into a word processor of your preference, and you may edit them for the needs of your students.

If you find typos in this document, 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.

Write It Right: Coat for Coating

“Coat for Coating. ‘A coat of paint, or varnish.’ If we coat something we produce a coating, not a coat.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Word Root Exercise: Crypt/o

Here is a worksheet on the Greek word root crypt-o. It means, as you probably already know, “secret” and “hidden.” In fact, given the need for the encryption on the digital devices that are now ubiquitous and even omnipresent in the lives of most people, this is a word root very much in common parlance in English.

If you find typos in this document, 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.

The Weekly Text, 15 October 2021, Hispanic Heritage Month 2021 Week V: A Reading and Comprehension Worksheet on Cesar Chavez

This week’s Text, for the final Friday of Hispanic Heritage Month 2021, is a reading on Cesar Chavez along with its attendant vocabulary-building and comprehension worksheet. The reading comes from one of the Intellectual Devotional books; there is another reading and comprehension worksheet from one of those volumes. Entries on him appeared in two of them–Biographies and American History–and both are now available on this blog.

In fact, to use the boilerplate for this circumstance on Mark’s Text Terminal, these documents join a growing body of material on Mr. Chavez, one of the heroes of my youth.

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.

The Weekly Text, 8 October 2021, Hispanic Heritage Month 2021 Week IV: A Reading and Comprehension Worksheet on Los Angeles

Here on the fourth Friday of Hispanic Heritage Month 2021, is a reading on Los Angeles along with its accompanying vocabulary-building and comprehension worksheet.

This second-largest city in the United States, known in the vernacular by its initialism, L.A., was founded as a city in 1781, but claimed as Spanish territory by Juan Rodriguez Cabrillo in 1542. The city became Mexican territory in 1821 after the Mexican War of Independence. Then, in 1848 (a momentous year in world history, to say the least), after the Mexican-American War, following the Treaty of Guadalupe Hidalgo, the United States purchased the territory that became the state of California two years later, in 1850.

The city is a rich producer and repository of Chicano culture. This is the municipality, after all, that played a role in giving the world the nonpareil Los Lobos.

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.

The Weekly Text, 1 October 2021, Hispanic Heritage Month 2021 Week III: A Reading and Comprehension Worksheet on Don Quixote

For the third Friday of Hispanic Heritage Month 2021, here is a reading on Don Quixote with its accompanying vocabulary-building and comprehension worksheet. I don’t know if you’ve read Miguel de Cervantes’ magisterial novel–I finally read it during the pandemic, and now want to read it again–but I must extol the virtues and richness of this landmark of world literature.

Otherwise, I have nothing to say, and I certainly wouldn’t presume to editorialize upon or criticize this novel. If that’s what you seek, I recommend Harold Bloom or someone of his ilk. It goes without saying, I assume, that a lot of ink has been spilled in seeking a deeper understanding of Don Quixote.

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.

The Weekly Text, 24 September 2021, Hispanic Heritage Month 2021 Week II: A Reading and Comprehension Worksheet on Pablo Picasso

On the second Friday of Hispanic History Month 2021, here is a reading on Pablo Picasso with its attendant vocabulary-building and comprehension worksheet. These materials join a growing accumulation of documents on the artist on this blog.

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.

The Weekly Text, 17 September 2021, Hispanic Heritage Month 2021 Week IV: A Reading and Comprehension Worksheet on the Gadsden Purchase

For the first Friday of Hispanic Heritage Month 2021, this week’s Text is a reading on the Gadsden Purchase with its accompanying vocabulary-building and comprehension worksheet. The Gadsden Purchase brought territory in the far southern reaches of the present-day Arizona and New Mexico into the United States, and was concluded in 1854, six years after the Mexican-American War, which was arguably an imperialist move by the United States to seize territory that rightfully belonged to Mexico.

To clear up any confusion (mostly my own, I guess), the Gadsden Purchase was concluded by Ambassador James Gadsden. He is not the namesake of the Gadsden Flag, which has become a symbol of far-right political movements in the United States, including the perpetrators of the January 6, 2021 attack on the United States Capital. Rather, the Gadsden Flag is named for its designer, Christopher Gadsden, who was, among other things, a delegate to the Continental Congress in colonial North America. Unsurprisingly, though, James Gadsden was the grandson of Christopher Gadsden.

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.