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72 ComplementsChapter 4

CHAPTERCHAPTER

Identifying Complements

Identify the complement or complements in each of the follow-ing sentences. Then, label each complement as a direct object, anindirect object, a predicate nominative, or a predicate adjective.

EXAMPLE 1. I gave Marcy a tangerine.

1. Marcy—indirect object; tangerine—direct object

1. Our cat avoids skunks and raccoons.2. Jim Thorpe was an American Indian athlete.3. The teacher showed us a film about the Revolutionary War.4. The television commercials for that new product sound silly.5. Who put the tangerines in that basket?6. I sent my grandparents a gift for their anniversary.7. During her interview on television, the actress appeared

relaxed and confident.8. At first the colt seemed frightened.9. Mrs. Constantine offered us olives and grapes.

10. The DJ played songs by some of my favorite singers.11. The newspaper story prompted an investigation by the

mayor’s office.12. My sister has become a computer-repair technician.13. Write your name and address on the envelope.

ComplementsDirect and Indirect Objects,Subject Complements

1. d.o./d.o. [4a, b]

2. p.n. [4a, e]

3. i.o./d.o. [4a, c, b]

4. p.a. [4a, f]

5. d.o. [4a, b]

6. i.o./d.o. [4a, c, b]

7. p.a./p.a. [4a, f]

8. p.a. [4a, f]

9. i.o./d.o./d.o. [4a, c, b]

10. d.o. [4a, b]

11. d.o. [4a, b]

12. p.n. [4a, e]

13. d.o./d.o. [4a, b]

Diagnostic Preview

Numerals in bracketsrefer to the rulestested by the itemsin the DiagnosticPreview.

�

INTRODUCINGTHE CHAPTER

■ This chapter explains how com-plements can be added to thesubject and verb of a sentencebase to complete the meaningof a sentence. The first part ofthis chapter focuses on identify-ing direct and indirect objects insentences. The second part ofthe chapter addresses predicatenominatives and predicateadjectives.

■ The chapter closes with aChapter Review including aWriting Application featurethat asks students to write tworiddles, using two subject com-plements in each.

■ For help in integrating thischapter with writing assign-ments, use the Teaching Strandschart on pp. T24–T25.

72

CHAPTERCHAPTER

Internet

■ Web resources: go.hrw.com

Practice & Review

■ Language & Sentence Skills Practice,pp. 69–78; 79–81

■ Language & Sentence Skills Practice AnswerKey, pp. 31–36

Application & Enrichment

■ Language & Sentence Skills Practice,pp. 68, 82–83, 84

■ Language & Sentence Skills Practice AnswerKey, pp. 31, 36–37

C H A P T E R R E S O U R C E SC H A P T E R R E S O U R C E S

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Differentiating Instruction

■ Developmental Language & Sentence SkillsGuided Practice, pp. 29–36

■ Developmental Language & Sentence SkillsGuided Practice Teacher’s Notes and AnswerKey, pp. 8–9

Assessment

■ Holt Handbook Chapter Tests with AnswerKey, pp. 7–8, 46

4a

Entry-Level Assessment

Diagnostic Preview. Use this infor-mal Diagnostic Preview to determinestudents’ knowledge of comple-ments. After students have finishedthe preview, you may want to deter-mine how much time to spend onthis chapter by having students iden-tify their own use of complementsat the revision stage of a writingassignment.

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Recognizing Complements 73

ASSESSINGASSESSING


A complement is never in a prepositional phrase.

PREPOSITIONAL Erin is painting in the garage. [The prepositional PHRASE phrase in the garage is an adverb phrase telling

where Erin is painting.]

COMPLEMENT Erin is painting her room. [The noun roomcompletes the verb by telling what she is painting.]

Direct Objects4b. A direct object is a noun, pronoun, or word group thattells who or what receives the action of the verb.

A direct object answers the question Whom? or What? after a transitive verb.

EXAMPLES I met Dr. Mason. [I met whom? I met Dr. Mason.Dr. Mason receives the action of the verb met.]

Did Bill hit a home run? [Bill did hit what? Bill did hit ahome run. Home run receives the action of the verb hit.]

Please buy fruit, bread, and milk. [Please buy what?Please buy fruit, bread, and milk. Fruit, bread, and milkreceive the action of the verb buy.]

My uncle repairs engines and sells them. [My unclerepairs what? My uncle repairs engines. Enginesreceives the action of the verb repairs. My uncle sellswhat? He sells them. Them receives the action of the verb sells.]

Because a linking verb does not express action, it cannot havea direct object.

LINKING VERB Augusta Savage was a sculptor during the HarlemRenaissance. [The verb was does not express action;therefore, it has no direct object.]

A direct object is never in a prepositional phrase.

PREPOSITIONAL She worked with clay. [Clay is not the direct PHRASE object of the verb worked; it is the object of

the preposition with.]

DIRECT OBJECT She worked the clay with her hands. [She workedwhat? She worked the clay. Clay receives the actionof the verb worked.]


Reference Note

For information onprepositional phrases,see page 59.

Reference Note

For information ontransitive verbs, seepage 52.

Reference Note

For information onlinking verbs, see page 46.

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Lesson StarterMotivating. At the beginning ofclass, as students file in, casually paycompliments such as I like your shirt;Your shoes look comfortable; Youroutfit is so colorful; Your paragraphwas exceptional. (Make sure thateach compliment contains an object,predicate nominative, or predicateadjective.)

Ask these individuals to write thecompliments on the chalkboard.Then, write on the chalkboard thefollowing words:

complimentcomplement = completer

Explain to students that all of yourcompliments used complements—words that complete the meaning of the verb. In the compliments that students wrote on the chalk-board, underline the complementsyou used.

Direct ObjectsPractice� Language & Sentence Skills Practice, p. 70

� Developmental Language & Sentence Skills, pp. 31–32

R E S O U R C E SR E S O U R C E S

PRETEACHINGPRETEACHING

Direct ObjectsRule 4b (pp. 74–76)

O B J E C T I V E

� To identify direct objects insentences

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Grammar Continued on p. 76

A direct object may be a compound of two or more objects.

EXAMPLE We bought ribbon, wrapping paper, and tape. [Thecompound direct object ribbon, wrapping paper, andtape receives the action of the verb bought.]

Identifying Direct Objects

Say each of the following sentences aloud. Then, identify thedirect object.

EXAMPLE 1. Many sports test an athlete’s speed and agility.

1. speed, agility

1. Long-distance, or marathon, swimming requires strengthand endurance.

2. A swimmer in training may swim five or six miles every day.3. Marathon swimmers smear grease on their legs and arms for

protection against the cold water.4. During a marathon, some swimmers may lose several pounds.5. Fatigue, pain, and huge waves challenge marathon swimmers.6. As they swim, they endure extreme isolation.7. Toward the end of the marathon, swimmers hear the loud

applause and shouts of encouragement from their fans.8. Spectators generally watch only the finish of a marathon.9. Nevertheless, they know the long distance traveled by the

accomplished athletes.10. Emerging from the cold water, the exhausted swimmers have

successfully completed another marathon.

Oral Practice

Direct Objects 75

4b

H E L P

Remember,direct objects may becompound. G

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Direct Objects 75

Modeling andDemonstrationIdentifying Direct Objects. Modelhow to identify direct objects byusing the example Many sports testan athlete’s speed and agility. First,ask which words are the subject andverb. [sports—subject; test—verb]Next, ask if the subject and verbexpress a complete thought by them-selves. [no] Then, ask what sportstest. [speed, agility] Explain thatspeed and agility are the directobjects of the sentence. Now, have avolunteer use another example fromthis chapter to demonstrate how toidentify direct objects.

English-Language LearnersGeneral Strategies. You may wantto give students extra practice usingpronouns as direct objects. In somelanguages, a pronoun complementgenerally comes before the verb. Forexample, “Carlos told me” translatesin Spanish as Carlos me dijo. To rein-force standard English syntax, askstudents to read the following sen-tences aloud, stressing pronounsused as direct objects.

1. My friend likes me.

2. We know them.

3. I found it.

4. Manuel called her.

5. Lisa married him.

Advanced LearnersSome students may find sentencediagramming useful for understand-ing complements. As you address thedifferent types of complements—direct objects, indirect objects, predi-cate nominatives, and predicateadjectives—refer students to Chapter19: Sentence Diagramming.

Transitive or Intransitive? To help stu-dents understand the difference betweentransitive and intransitive verbs, write thefollowing sentences on the chalkboard:

1. Eric plays the saxophone very well.

2. He practices for hours.

Explain to students that both sentencescontain action verbs. In sentence 1, the verbis transitive; the action “goes over” fromthe doer (subject) to the receiver (directobject). In sentence 2, the verb is intransi-tive because it expresses action withoutpassing the action to a receiver.

DIFFERENTIATINGINSTRUCTION


DIRECT TEACHINGDIRECT TEACHING


Grammar Continued from p. 75

Identifying Direct Objects

Identify each direct object in the following sentences. If a sen-tence does not contain a direct object, write no direct object.

EXAMPLES 1. Have you ever flown a hang glider?1. hang glider

2. Hang gliding has become a popular sport.2. no direct object

1. Many adventurous people enjoy the thrill ofgliding through the air.

2. As you can see, a hang glider can carry a full-grown person in its harness.

3. The hang glider has a lightweight sail with atriangular control bar underneath.

4. At takeoff, the pilot lifts the glider shoulder- high and runs hard down a slope into the wind.

5. The wind lifts the hang glider and the pilot offthe ground.

6. Because of wind currents, takeoffs from a hilltopor a cliff are the easiest.

7. Once airborne, the glider pilot directs the path offlight.

8. He or she also controls the glider’s speed byeither pushing or pulling on the control bar.

9. For example, a gentle pull increases speed.10. To land, the pilot stalls the glider near the

ground and drops lightly to his or her feet.

Indirect Objects4c. An indirect object is a noun, pronoun, or word groupthat sometimes appears in sentences containing direct objects.

Indirect objects tell to whom or to what, or for whom or for what,the action of the verb is done. If a sentence has an indirect object,it always has a direct object also.

EXAMPLES The waiter gave her the bill. [The pronoun her is the indirect object of the verb gave. It answers thequestion “To whom did the waiter give the bill?”]

Exercise 1


6. no d.o.

H E L P

Remember, objects follow action verbsonly. Also, direct objects in Exercise 1 may becompound.

H E L P

Indirect objects almost always come between a verb andits direct object.

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Complements76

Indirect ObjectsRule 4c (pp. 76–78)

O B J E C T I V E

� To identify direct objects and indirect objects in sentences

Modeling andDemonstrationIdentifying Indirect Objects.Model how to identify indirectobjects by using the example Thewaiter gave her the bill. First, askwhich words are the subject andverb. [waiter—subject; gave—verb]Next, ask if the subject and verbexpress a complete thought by them-selves. [no] Then, ask to whom orwhat the bill is being given. [her]Explain that her is the indirect objectof the sentence. Now, have a volun-teer use another example from thischapter to demonstrate how to iden-tify direct objects.

For extra practice, write the followingsentences on the chalkboard. Ask volun-teers to locate each verb and draw anarrow from the subject to the direct objectwhen the verb is transitive.

1. Swim team practice starts next week.

2. I bought new goggles.



Pam left the waiter a tip. [The noun waiter is the indirect object of the verb left. It answers the question “For whom did she leave a tip?”]

Did she tip him five dollars? [The pronoun him is the indirect object of the verb Did tip. It answers the question “For whom did she tip five dollars?”]

If the word to or for is used, the noun or pronoun followingit is part of a prepositional phrase and cannot be an indirectobject.

OBJECTS OF The ship’s captain gave orders to the crew.PREPOSITIONS

Vinnie made some lasagna for us.

INDIRECT The ship’s captain gave the crew orders.OBJECTS

Vinnie made us some lasagna.

Like a direct object, an indirect object can be a compound of two or more objects.

EXAMPLE Felicia threw David, Jane, and Paula slow curveballs.[The compound indirect object David, Jane, and Paulatells to whom Felicia threw curveballs.]

Identifying Direct Objects andIndirect Objects

Identify and label the direct objects and the indirect objects inthe following sentences. Make sure that you include all parts ofcompound objects.

EXAMPLE 1. Did you buy Mom a calculator for her birthday?1. Mom—indirect object; calculator—direct object

1. The usher found us seats near the stage.2. I’ll gladly lend you my new CD.

Exercise 2

Indirect Objects 77

4c

Reference Note

For information onprepositional phrasesand objects of preposi-tions, see page 59.

MOTHER GOOSE & GRIMM © Tribune Media Services, Inc. All rights reserved. Reprinted with permission.

H E L P

In Exercise 2, you may find it easier toidentify the direct objectfirst and then to look forthe indirect object.

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Indirect Objects 77

Critical ThinkingMetacognition. Ask students tothink about the processes they use toidentify indirect objects in sentences.Do they first look for the verb or dothey eliminate prepositional phrases?Do they always remind themselvesthat in order to have an indirectobject, a sentence must have a directobject? What further steps do theyfollow? Suggest that students use asequence chain like the one below to chart their steps.

SAMPLE

Encourage students to evaluate theeffectiveness of their personal strat-egies and to consider more effectivealternatives as needed.

➝ ➝directobject

prep.phrase

verb

Correcting MisconceptionsIndirect Objects and Objects ofPrepositions. Students may be con-fused by the difference betweenindirect objects and objects of prepo-sitions. Write these two sentences ona chalkboard or transparency.

He gave her the letter.He gave the letter to her.

Inform students that in the first sen-tence, her is an indirect object of theverb gave. Tell them that in the sec-ond sentence, her is part of the pre-positional phrase to her. Remindstudents that if a noun or a pronounis part of a prepositional phrase, thatnoun or pronoun cannot be an indi-rect object.

Indirect ObjectsPractice� Language & Sentence Skills Practice, pp. 71–73



EXTENSIONEXTENSION



3. The Nobel Foundation awarded Octavio Paz the Nobel Prizein literature.

4. Please show me your beaded moccasins.5. They owe you and me an apology.6. Our teacher taught us some English words of American

Indian origin.7. After the ride to Laramie, I fed the horse and the mule some

hay and oats.8. My secret pal sent me a birthday card.9. Mai told the children stories about her family’s escape from

Vietnam.10. Will you please save Ricardo a seat?

Identifying Objects of Verbs

Identify and label the direct objects and the indirect objects inthe following sentences. Make sure that you include all parts ofcompound objects.

EXAMPLES 1. Did you bring the map?1. map—direct object

2. My parents gave me a choice of places to go on our camping vacation.

2. me—indirect object; choice—direct object

1. I told them my answer quickly.2. I had recently read a magazine article about the Flathead

Reservation in Montana.3. A Salishan people known as the Flatheads governs the huge

reservation.4. We spent five days of our vacation there.5. We liked the friendly people and the rugged land.6. I especially liked the beautiful mountains and twenty-eight-

mile-long Flathead Lake.7. My sister and I made camp beside the lake.8. Someone gave my father a map and some directions to the

National Bison Range, and we went there one day.9. We also attended the Standing Arrow Pow Wow, which was

the highlight of our stay.10. The performers showed visitors traditional Flathead dances

and games.

Review A


H E L P

Some sentences in Review A do not containan indirect object.

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English-Language LearnersGeneral Strategies. Because a pronoun used as a direct or indirectobject comes before the verb in somelanguages, students might have diffi-culty positioning direct and indirectobject pronouns within the sentence.For example, Lalo gave me it is trans-lated in Spanish as Lalo me lo dio(Lalo me it gave). A small groupactivity can reinforce the sentenceorder used in English. Ask students tosit in a circle; next, hand a book toone student. Then, ask another “DidI give Delia the book?” The studentshould respond, “Yes, you gave herthe book.” Finally, hand the book tothe student who just spoke and askhim or her “Did I give you thebook?” He or she should respond“Yes, you gave me the book.”Continue with other variations asneeded.

Learners Having DifficultyIt might be easier for some studentsto hear direct and indirect objectsthan to recognize them visually. Havegroups of students take turns read-ing aloud the example sentences andthe sentences in the exercises, stress-ing the direct and indirect objects.

Math. In mathematics, a complement is thenumber of degrees that must be added to anangle to make it equal 90 degrees. Ask stu-dents how this complement is similar to a

grammatical complement. [A mathematicalcomplement completes a right angle, anda grammatical complement completes apredicate.]

CONTENT-AREA CONNECTIONSCONTENT-AREA CONNECTIONS



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Subject Complements4d. A subject complement is a word or word group inthe predicate that identifies or describes the subject.

EXAMPLES Julio has been president of his class since October.[President identifies the subject Julio.]

Was the masked stranger you? [You identifies the subjectstranger.]

The racetrack looks slippery. [Slippery describes the subject racetrack.]

A subject complement is connected to the subject by alinking verb.

There are two kinds of subject complements—predicatenominatives and predicate adjectives.

Predicate Nominatives4e. A predicate nominative is a word or word group thatis in the predicate and that identifies the subject.

A predicate nominative may be a noun, a pronoun, or a wordgroup that functions as a noun. A predicate nominative isconnected to its subject by a linking verb.

EXAMPLES A dictionary is a valuable tool. [Tool is a predicate nominative that identifies the subject dictionary.]

This piece of flint could be an old arrowhead.[Arrowhead is a predicate nominative that identifies the subject piece.]

The winner of the race was she. [She is a predicate nominative that identifies the subject winner.]

Is that what you ordered? [What you ordered is a predicate nominative that identifies the subject that.]

Subject Complements 79

4d, e

Reference Note

For more about linkingverbs, see page 46.

S T Y L E T I P

Expressions such as It is Iand That was he maysound awkward eventhough they are correct. Inconversation, many peoplesay It’s me and That washim. Such expressions mayone day become acceptablein formal writing andspeaking as well as in infor-mal situations. For now,however, it is best to followthe rules of standard, for-mal English, especially inyour writing.

T I P S & T R I C K S

To find a subject comple-ment in a question,rearrange the sentence to make a statement.

EXAMPLEIs Reagan the drummer inthe band?

Reagan is the drummerin the band.

Common Linking Verbs

appear become grow remain smell stay

be feel look seem sound taste

4d–f

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SubjectComplementsRules 4d–f (pp. 79–84)

O B J E C T I V E S

� To identify linking verbs andpredicate nominatives in sentences

� To identify linking verbs andpredicate adjectives in sentences

Modeling andDemonstrationIdentifying Subject Complements.Model how to identify a subject com-plement by using the example Theracetrack looks slippery. First, ask whichword is the subject. [racetrack] Next,ask which words are the predicate.[looks slippery] Then, ask if there is aword that identifies or describes race-track in the predicate. [slippery]Explain that slippery is the subjectcomplement. Now, have a volunteeruse another example from this chap-ter to demonstrate how to identifysubject complements.

Subject ComplementsPractice� Language & Sentence Skills Practice, pp. 74–78





Grammar

Like other sentence complements, a predicate nominativemay be compound.

EXAMPLES The discoverers of radium were Pierre Curie and MarieSklodowska Curie.

The yearbook editors will be Maggie, Imelda, and Clay.

Be careful not to confuse a predicate nominative with a directobject. A predicate nominative always completes a linking verb. Adirect object always completes an action verb.

PREDICATE We are the delegates from our school.NOMINATIVE

DIRECT OBJECT We elected the delegates from our school.

A predicate nominative is never part of a prepositionalphrase.

PREPOSITIONAL Bill Russell became famous as a basketball player.PHRASE

PREDICATE Bill Russell became a famous basketball player.NOMINATIVE

Identifying Predicate Nominatives

Identify the linking verb and the predicate nominative in each of the following sentences.

EXAMPLE 1. Are whales mammals?1. Are—mammals

1. Kilimanjaro is the tallest mountain in Africa.2. The kingdom of Siam became modern-day Thailand.3. Dandelions can be a problem for gardeners.4. Sue Mishima should be a lawyer or a stockbroker when she

grows up.5. When will a woman be president of the United States?6. Reuben has become a fine pianist.7. The team captains are Daniel, Mark, and Hannah.8. At the moment, she remains our choice as candidate for

mayor.9. Is Alaska the largest state in the United States?

10. According to my teacher, philately is another name for stampcollecting.

Exercise 3


Reference Note

For more informationabout prepositionalphrases, see page 59.

H E L P

Sentences in Exercise 3 may contain acompound predicate nominative.

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Learners Having DifficultyStudents might need to review link-ing verbs before studying subjectcomplements. Assign articles fromprovided newspapers, asking stu-dents to underline linking verbs.Have students write the sentenceswith linking verbs on the chalkboard.Using these examples, explain thatany noun, pronoun, or adjective thatfollows a linking verb and identifiesor describes the subject is a subjectcomplement. Have volunteers circlethe subject complements.

English-Language LearnersVietnamese. Vietnamese rarelyuses the equivalent of the Englishverb be. Vietnamese speakers ofEnglish sometimes drop forms of bein sentences having subject comple-ments: I very tired.

Because the verb be is often con-tracted in conversation, it is espe-cially difficult to hear. Model correctforms, and allow students time forquick drill and repetition.

Teacher: I’m hungry. Are you?Student: Yes, I’m hungry, too.Teacher: Is Emily hungry?Student: Yes, she is.

Nominative Case Pronouns. To explainsentences such as It is I and That was he—which are standard English but probablynot part of students’ everyday speech—tellstudents that pronouns used as subjects or

predicate nominatives should be in thenominative case. Use the following sen-tences to illustrate the rules:

1. He is the winner. (subject)




Predicate Adjectives4f. A predicate adjective is an adjective that is in thepredicate and that describes the subject.

A predicate adjective is connected to the subject by a linkingverb.

EXAMPLES Cold milk tastes good on a hot day. [Good is a predicateadjective that describes the subject milk.]

The pita bread was light and delicious. [Light and delicious form a compound predicate adjective thatdescribes the subject bread.]

How kind you are! [Kind is a predicate adjective thatdescribes the subject you.]

Identifying Predicate Adjectives

Identify the linking verbs and the predicate adjectives in thefollowing sentences.

EXAMPLES 1. The crowd became restless.1. became—restless

2. Do the waves seem high and rough today?2. Do seem—high, rough

1. Everyone felt good about the decision.2. The milk in this container smells sour.3. From my seat in the stadium, I thought the big bass drums

sounded too loud.4. The situation appears dangerous and complicated.5. Everyone remained calm during the emergency.6. Why does the water in that pond look green?7. During Annie Dillard’s speech, the audience grew thoughtful

and then enthusiastic.8. Jan stays cheerful most of the time.9. She must be happy with her excellent results on the science

midterm.10. Don’t the black beans mixed with rice and onions taste

delicious?

Exercise 4


4f

H E L P

Sentences in Exercise 4 may contain acompound predicateadjective.

MEETING THECHALLENGE

As you review yourwriting, you may get thefeeling that nothing ishappening, that nobody isdoing anything. That feel-ing is one sign that yourwriting may contain toomany be verbs. In the fol-lowing sentences, replaceeach dull be verb with averb that expresses action.

1. Behind the door was ahideous monster.

2. What is under the bed?

POSSIBLE ANWERS

1. Behind the door lurkeda hideous monster.

2. What hides under thebed?

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Relating to WritingPoint out to students that overusingvague predicate adjectives such asnice, pretty, and neat can deadentheir writing. Give students the fol-lowing sentence, and ask them toreplace the vague adjective good withalternatives that are more precise.

The apples look good. [delicious, ripe, refreshing]

Then, write the following sentenceson the chalkboard. Have studentswork in pairs to think of vivid, pre-cise adjectives to replace the under-lined vague ones. Tell students to listas many vivid adjectives as they canfor each sentence. Have them sharetheir answers.

1. These drawings are neat. [eye-catching, colorful, marketable]

2. Your dress is pretty. [fashionable, elegant, chic]

3. The concert was bad. [boring, substandard, amateurish]

To extend the activity, suggest thatstudents check a piece of their ownwriting for overuse of vague predi-cate adjectives.

2. The winner is he. (predicate nominative)

To extend the lesson, ask students tolocate a piece of their own writing and tocheck for the correct use of pronouns as

subjects and predicate nominatives. Foradditional instruction, refer students top. 79.

EXTENSIONEXTENSION


Identifying Predicate Nominativesand Predicate Adjectives

Identify each subject complement in the following sentences.Then, label each complement as a predicate nominative or a predicate adjective.

EXAMPLE 1. Are these your shoes, Janelle?1. shoes—predicate nominative

1. This tasty eggplant dish is a favorite in Greece.2. The twins are tired after the long flight.3. How beautiful that kimono is, Keiko!4. This perfume smells sweet and almost lemony.5. When will the piñata be ready?6. The winners of the race are Don, Shelby, and she.7. Vijay Singh is a professional golfer.8. What good dogs they are!9. Why is your little brother acting so shy?

10. Loyal and true are the royal bodyguards.

Writing Predicate Nominatives and Predicate Adjectives

Choose an appropriate predicate nominative or predicateadjective for each blank in the following sentences. Then, labeleach answer as a predicate adjective or predicate nominative.

EXAMPLES 1. The currents looked than they were.1. slower—predicate adjective

2. Should I become a ?2. veterinarian—predicate nominative

1. He remained a in the army for more than twenty years.2. My sister became a after many years of study.3. In the night air, the jasmine smelled .4. The Navajo way of life was sometimes .5. Peggy seemed with her new kitten.6. For many travelers, a popular vacation spot is .7. My favorite season has been ever since I was five.8. Don’t these Japanese plums taste , Alex?9. How Grandpa will be to see us!

10. One of the most dangerous animals in the ocean is the .

Review C

Review B


COM P UTE R T I P

The overuse of be verbs is aproblem that a computercan help you solve. Use thecomputer’s search functionto highlight each occur-rence of am, are, is, was,were, be, been, and being.For each case, decidewhether the be verb can bereplaced with an actionverb for greater variety.

1. p.n.2. p.a.

3. p.a.4. p.a./p.a.

5. p.a.6. p.n./

p.n./p.n.7. p.n.8. p.n.

9. p.a.10. p.a./p.a.

Answers will vary.Possible answersare given.

1. sergeant—p.n.2. doctor—p.n.3. sweet—p.a.4. difficult—p.a.5. happy—p.a.6. Mexico—p.n.7. spring—p.n.8. delicious—p.a.9. surprised—p.a.

10. shark—p.n.

H E L P

Complements in Review B may becompound.

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Complements82

Learners Having DifficultyTo help students visualize the rela-tionship of a predicate nominative orpredicate adjective to the subject,write the following sentences on thechalkboard:

1. The two families were proud oftheir heritage.

2. The long road was hazardous.

3. She might be the winner.

Have students draw an arrow fromeach subject complement to the subject.

1. The two families were proud oftheir heritage.

2. The long road was hazardous.

3. She might be the winner.

Introductions. Most students have had or will have opportunities to introduce people to each other. In doing so, studentswill use complements. Provide the followingexamples:

1. Hi! I’m Ms. King. I teach language arts atCarson Middle School.

2. Maria, this is Tom Jones. Tom is new toour school. Tom, this is Maria Gomez.Maria is my best friend.

FAMILY/COMMUNITY ACTIVITYFAMILY/COMMUNITY ACTIVITY






EXAMPLES 1. Our teacher read us stories from The Leather-StockingTales.

1. us—indirect object; stories—direct object

2. James Fenimore Cooper is the author of these tales.2. author—predicate nominative

1. Leather-Stocking is a fictional scout in Cooper’s popularnovels.

2. He is also a woodsman and a trapper.3. He cannot read, but he understands the

lore of the woods.4. To generations of readers, this character

has been a hero.5. He can face any emergency.6. He always remains faithful and fearless.7. Leather-Stocking loves the forest and

the open country.8. In later years he grows miserable.9. The destruction of the wilderness by

settlers and others greatly disturbs him.10. He tells no one his views and retreats from civilization.



EXAMPLES 1. Sean, my brother, won three medals at the SpecialOlympics.

1. medals—direct object

2. Are the Special Olympics an annual event?2. event—predicate nominative

1. Sean was one of more than one hundred special-educationstudents who competed in the regional Special Olympics.

Review E

Review D


1. p.n.

1. p.n.

3. d.o.

4. p.n. 5. d.o.6. p.a./p.a.

7. d.o./d.o.8. p.a.

9. d.o. 10. i.o./d.o.

2. p.n./p.n.

H E L P

Complements in Review E may becompound.

H E L P

Complements in Review D may becompound.

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In formal situations, students should firstintroduce the person who has achievedhigher status or who is older. When the peo-ple being introduced are of similar status orage, students should start the introductionsby naming the more familiar person first.

Have students work in groups of three tomake introductions. Suggest that studentsassume other identities to practice the sta-tus and age rules. Remind students to beaware of the complements they use.

Guided and Independent

You may want to use the first ten items in Review E asguided practice. Then, have studentscomplete the review as independentpractice.

Sentence PatternsHere is another way to practice thevarious sentence patterns presentedin this chapter. Pair students and askthem to write two sentences illustrat-ing each of the following fivesentence patterns: S-V; S-AV-DO; S-AV-IO-DO; S-LV-PN; S-LV-PA.Encourage students to add modifiersand prepositional phrases to theirsentences.

After students have completed thesentences, combine student pairsinto groups of four. Have one pairpresent each of its sentences to theother pair, who must discuss andidentify the pattern that each sen-tence illustrates. Ask pairs to reverseroles. Be prepared to help studentswho have difficulty.

HOMEWORKHOMEWORK

Review E

PRACTICEPRACTICE

RETEACHINGRETEACHING


2. The games brought students from many schools to our city.3. The highlights of the games included track events such as

sprints and relay races.4. These were the closest contests.5. Sean’s excellent performance in the relays gave him

confidence.6. The softball throw and high jump were especially challenging

events.7. Sean looked relaxed but determined as he prepared for the

broad jump.8. He certainly felt great after his winning jump, shown in the

top photograph.9. Mrs. Duffy, one of the coaches, told us the history of the

Special Olympics.10. Eunice Kennedy Shriver founded the program in 1968.11. To begin with, the program was a five-week camp.12. Several years later, the camp became an international sports

event with contestants from twenty-six states and Canada.13. Today, the organizers of the Special Olympics sponsor

regional and international games.14. The Special Olympics are exciting and inspiring.15. Many of the contestants have physical impairments; some

cannot walk or see.16. Teachers and volunteers train contestants in the different

events.17. However, the young athletes themselves are the force behind

the program.18. The pictures on the left give you a glimpse of the excitement

at the Special Olympics.19. In the middle photograph, a volunteer guides a runner.20. In the photo on the left, this determined boy prepares

himself for the wheelchair race.


2. d.o.

3. d.o.4. p.n.

5. i.o./d.o.

6. p.n.

7. p.a./p.a.

8. p.a.

9. i.o./d.o. 10. d.o.

11. p.n.

12. p.n.13. d.o.

14. p.a./p.a.

15. d.o.

16. d.o.

17. p.n.

18. i.o./d.o. 19. d.o.

20. d.o.

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Complements84


A. Classifying Complements

Classify each underlined complement in the following sentencesas a direct object, an indirect object, a predicate adjective, or apredicate nominative.

1. Pamela was the star of the play.

2. The guidebook gave the lost tourists the wrong directions.

3. Monet is famous for the way his paintings captured light.

4. Manuel offered Anita some good advice.

5. Ms. Benton is our next-door neighbor.

6. Bring me the cutting board, please.

7. The box was big and awkward to handle.

8. The library receives many new books each week.

9. Mexico celebrates its independence on September 16.

10. The new president of the bank will be Ms. Morales.

11. Angel became a professional jai alai player.

12. Amelia Earhart flew her plane across the Atlantic in 1932.

13. The glow from the diamond is dazzling!

14. Thomas Edison provided people with electric light bulbs.

15. New York City was briefly the capital of the United States.

16. The Simpsons showed him slides of China.

17. My chair was hard and uncomfortable.

18. The machine can produce two crates a day.

19. Have you seen Akiho’s yellow sweater?

20. The house appeared empty.

B. Identifying Complements

Write the complement or complements in each sentence. Then,identify each complement as a direct object, an indirect object, apredicate adjective, or a predicate nominative. Write none if thesentence does not contain a complement.

21. American Indian peoples taught the English colonists manyuseful skills for survival.

C H A P T E RC H A P T E R

Chapter Review

Chapter Review 85

21. i.o./d.o. [4a, c, b]

Numerals in bracketsrefer to the rulestested by the items inthe Chapter Review.

1. p.n. [4e]

2. i.o. [4c]

3. p.a. [4f]

4. i.o. [4c]

5. p.n. [4e]

6. i.o. [4c]

7. p.a. [4f]

8. d.o. [4b]

9. d.o. [4b]

10. p.n. [4e]

11. p.n. [4e]

12. d.o. [4b]

13. p.a. [4f]

14. d.o. [4b]

15. p.n. [4e]

16. i.o. [4c]

17. p.a. [4f]

18. d.o. [4b]

19. d.o. [4b]

20. p.a. [4f]

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Chapter Review 85

Monitoring Progress

Chapter Review. The Chapter

Review requires students to identifydirect objects, indirect objects, predi-cate nominatives, and predicateadjectives in sentences. The results ofthis review can be compared to thoseof the Diagnostic Preview (p. 72) toassess student progress.

Learners Having Difficulty

You may want to provide studentswith an organizational strategy forthe Chapter Review. List the follow-ing steps on the chalkboard, andsuggest that students follow thissequence to analyze each sentencein the exercise:

1. Bracket the prepositional phrases(as a reminder that essential partsof sentences cannot be within thebrackets).

2. Find the verb.

3. Find the subject.

4. Find any complements that receivethe action or identify or describethe subject.

Complements

Review

■ Language & Sentence Skills Practice, pp. 79–81

Assessment

■ Holt Handbook Chapter Tests with Answer Key, pp. 7–8, 46


ASSESSINGASSESSING

DIFFERENTIATING

INSTRUCTION

DIFFERENTIATING

INSTRUCTION



22. Steven Spielberg is a famous director and producer ofmotion pictures.

23. A hurricane of immense power lashed the Florida coast afew years ago.

24. The fans became very anxious during the final minutes ofthe game.

25. This winter was colder and drier than most.

26. Nora sent postcards from Argentina to her friends.

27. The new homeowners found some rare photographs in theback of the attic.

28. Although many eggshells are white, others are brown, andstill others are light green.

29. Lita and Trenell studied until seven o’clock.

30. During this month, Mars is too close to the sun to be seeneasily from Earth.

31. Both the House and the Senate gave the President theirsupport on the bill.

32. The movers carried the sofa and dining room table up thefront stairs.

33. Armand worked all day with his grandfather.

34. That gigantic reflector may be the world’s most powerfultelescope.

35. Our dog Spike is both a good watchdog and an affectionatefamily pet.

36. A Raisin in the Sun was certainly Lorraine Hansberry’s mostsuccessful play.

37. Why do some animals seem nervous during a storm?

38. The theater manager will pay each usher an extra five dollarsthis week.

39. Luis Alvarez won a Nobel Prize for his important research innuclear power.

40. Our neighbor has offered my mother and father a good pricefor their car.

22. p.n./p.n. [4a, e]23. d.o. [4a, b]24. p.a. [4a, f]25. p.a./p.a. [4a, f]26. d.o. [4a, b]27. d.o. [4a, b]28. p.a./p.a./p.a. [4a, f]29. none [4a]30. p.a. [4a, f]31. i.o./d.o. [4a, c, b]32. d.o./d.o. [4a, b]33. none [4a]34. p.n. [4a, e]35. p.n./p.n. [4a, e]36. p.n. [4a, e]37. p.a. [4a, f]38. i.o./d.o. [4a, c, b]39. d.o. [4a, b]40. i.o./i.o./d.o. [4a, c, b]

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Complements86


Writing ApplicationUsing Subject Complements to Write Riddles

Predicate Nominatives and Predicate AdjectivesA magazine for young people is sponsoring a riddle-writing con-test. Whoever writes the best riddle will win the most advancedcomputer game on the market. You are determined to write thebest riddle and win. Write two riddles to enter in the contest. Ineach one, use at least two subject complements.

Prewriting The best way to make up a riddle is to beginwith the answer. List some animals, places, and things that sug-gest funny or hidden meanings. For each animal, place, or thing,jot down a description based on the funny or hidden meaning.Then, choose the two topics that you think will make the bestriddles.

Writing Use your prewriting notes as you write your firstdraft. In each riddle, make sure that your clues will help youraudience guess the answer. Be sure that you use a subject com-plement (a predicate nominative or a predicate adjective) in theriddle.

Revising Ask a friend to read your riddles. If the riddles aretoo difficult or too simple, revise them. You may want to adddetails that appeal to the senses. Linking verbs such as appear,feel, smell, sound, and taste can help you add such details.

Publishing Read through your riddles again to check forerrors in spelling, punctuation, and capitalization. Pay specialattention to the capitalization of proper nouns. You and yourclassmates may want to publish a book of riddles. Collect yourriddles, and draw or cut out pictures as illustrations. Makephotocopies for all the members of the class.

87Chapter Review

Reference Note

For a longer list oflinking verbs, see page 79.

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Chapter Review 87

Writing ApplicationPrewriting Tip. You may want tostress the importance of brainstorm-ing for riddle ideas before studentsbegin jotting down descriptions.Explain to students that brainstorm-ing is a necessary part of prewritingbecause it allows them to think ofmany ideas and to choose the bestones for their riddles.

Writing Tip. Students will be apply-ing critical-thinking skills to createriddles. They must decide what char-acteristics of the persons, places, orthings described by the riddles canbe used cleverly to keep the audi-ence guessing. You may want to dis-cuss with students how riddles oftenrely on wordplay to divert the listen-ers. Encourage students to use playson words to describe their subjectsaccurately but in such a way thatthe audience will have to think ofall possible word meanings to solvethe riddles.

Scoring Rubric. While you willwant to pay particular attention tostudents’ use of subject comple-ments, you will also want to evaluatethe students’ overall writing per-formance. You may want to give asplit score to indicate developmentand clarity of the composition as wellas grammar skills.

APPLICATIONAPPLICATION


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