Grade

Grammar 7
Table of Contents
UNIT 1 ANCIENT Lesson 15 Editing Your Work . . . . . . . . . 32
CIVILIZATIONS OF ASIA Lesson 16 Take a Test Drive . . . . . . . . . . 34
Lesson 1 Grammar and Usage: Reviewing
Nouns and Pronouns . . . . . . . . 4
UNIT 3 YOUR LAND, MY LAND
Lesson 2 Grammar and Usage:
Lesson 17 Grammar and Usage: Types
Reviewing Verbs . . . . . . . . . . . . 6
of Sentences . . . . . . . . . . . . . . 36
Lesson 3 Writing Good Sentences:
Lesson 18 Grammar and Usage: Using the
Using Negatives . . . . . . . . . . . . 8
Perfect Tenses . . . . . . . . . . . . . 38
Lesson 4 Capitalization and Punctuation:
Lesson 19 Writing Good Sentences: Using
Commas and Semicolons. . . . 10
Subordinate Clauses
Lesson 5 Spelling: Adjectives and Adverbs as Adjectives . . . . . . . . . . . . . . 40
with Inflected Endings . . . . . . 12
Lesson 20 Capitalization and Punctuation:
Lesson 6 Rewriting Paragraphs: Using Colons. . . . . . . . . . . . . . 42
Improving Word Choice . . . . 14
Lesson 21 Spelling: Prefixes . . . . . . . . . . 44
Lesson 7 Editing Your Work . . . . . . . . . 16
Lesson 22 Structuring Paragraphs:
Lesson 8 Take a Test Drive . . . . . . . . . . 18 Supporting Details . . . . . . . . . 46
Lesson 23 Editing Your Work . . . . . . . . . 48
UNIT 2 BEYOND THE EARTH Lesson 24 Take a Test Drive . . . . . . . . . . 50
Lesson 9 Grammar and Usage: Reviewing
Adverbs and Adjectives . . . . . 20
UNIT 4 THE INCREDIBLE
Lesson 10 Grammar and Usage: HUMAN BODY
Reviewing Prepositions and
Conjunctions . . . . . . . . . . . . . 22 Lesson 25 Grammar and Usage:
Infinitives. . . . . . . . . . . . . . . . . 52
Lesson 11 Writing Good Sentences:
Placing Modifiers Correctly . . 24 Lesson 26 Grammar and Usage:
Participles . . . . . . . . . . . . . . . . 54
Lesson 12 Capitalization and Punctuation:
Parentheses and Brackets . . . 26 Lesson 27 Writing Good Sentences:
Using the Active and
Lesson 13 Spelling: Verbs with the Passive Voices . . . . . . . . . 56
Inflected Endings . . . . . . . . . . 28
Lesson 28 Capitalization and Punctuation:
Lesson 14 Rewriting Paragraphs: Using Hyphens and Dashes . . 58
Varying Sentence Structure . . 30
Lesson 29 Spelling: Suffixes . . . . . . . . . . 60
 Table of Contents

Lesson 30 Structuring Paragraphs: UNIT 6 JUST FOR FUN

Transitional Words Lesson 41 Grammar and Usage: Verb
and Phrases. . . . . . . . . . . . . . . 62 Agreement with Compound
Lesson 31 Editing Your Work . . . . . . . . . 64 Subjects . . . . . . . . . . . . . . . . . . 84
Lesson 32 Take a Test Drive . . . . . . . . . . 66 Lesson 42 Grammar and Usage:
Subject and Verb
Agreement . . . . . . . . . . . . . . . 86
UNIT 5 LITERATURE
Lesson 43 Writing Good Sentences:
Lesson 33 Grammar and Usage: Fragments and Run-on
Gerunds. . . . . . . . . . . . . . . . . . 68 Sentences . . . . . . . . . . . . . . . . 88
Lesson 34 Grammar and Usage: Pronouns Lesson 44 Capitalization and Punctuation:
and Antecedents. . . . . . . . . . . 70 Capitalizing Proper Nouns and
Lesson 35 Sentence Structure: Using Adjectives . . . . . . . . . . . . . . . . 90
Subordinate Clauses Lesson 45 Spelling: Frequently Misspelled
as Adverbs . . . . . . . . . . . . . . . 72 Words (M–Z) . . . . . . . . . . . . . 92
Lesson 36 Capitalization and Punctuation: Lesson 46 Rewriting Paragraphs for
Using Quotation Marks . . . . . 74 Correctness and
Lesson 37 Spelling: Frequently Misspelled Effectiveness . . . . . . . . . . . . . . 94
Words (A–L) . . . . . . . . . . . . . . 76 Lesson 47 Editing Your Work . . . . . . . . . 96
Lesson 38 Rewriting Paragraphs: Lesson 48 Take a Test Drive . . . . . . . . . . 98
Parallel Form. . . . . . . . . . . . . . 78
Practice Test . . . . . . . . . . . . . . . . . . . . . . . 100
Lesson 39 Editing Your Work . . . . . . . . . 80
Lesson 40 Take a Test Drive . . . . . . . . . . 82 Answer Key . . . . . . . . . . . . . . . . . . . . . . . 103

CREDITS
Concept Development: Kent Publishing Services, Inc.
Written by: Martha Morss
Editor: Thomas Hatch
Design/Production: Signature Design Group, Inc.
Art Director: Tom Cochrane
Project Director: Carolea Williams

© 2005 Creative Teaching Press, Inc., Huntington Beach, CA 92649

Reproduction of activities in any manner for use in the classroom and not for commercial sale is permissible.
Reproduction of these materials for an entire school or for a school system is strictly prohibited.
 Introduction

The Advantage Grammar series for grades 3–8 offers instruction and practice
in key writing skills, including
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• spelling
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Name ______________________________________________________________________________

L E S S O N Reviewing Nouns and Pronouns

1 Nouns and pronouns have the same function: they name things.
A noun is a word that names a person, place, thing, or idea. A common
ANCIENT
CIVILIZATIONS noun is not specific and is lowercased. A proper noun is specific and is
OF ASIA
uppercased.
Person: emperor, Genghis Khan Thing: palace, Taj Mahal
Place: continent, Asia Idea: religion, Buddhism

A pronoun is a word that is used in place of a noun.

The girl gave Genghis Khan the message and then stared at him.
(Him is used in place of Genghis Khan.)

In sentences, nouns and pronouns are used as subjects and objects.

The girl (subject) gave Genghis Khan (indirect object)
the message (direct object).

She (subject) handed it (direct object) to the emperor (object of

preposition).

A Underline the nouns in each sentence. Circle any pronouns you find.

1. Genghis Khan was a ruler of the Mongols in the early 1200s.

2. The Mongols lived in central Asia on treeless plains called steppes.

3. They lived in clans related by kinship.

4. Several clans made up a tribe.

5. The chief of a tribe was elected based on courage, military ability, and leadership.

6. If a chief was greatly admired, men from other tribes would swear loyalty to him.

7. The Mongols developed amazing skill on horseback.

8. Because they could hold on to a horse with just their feet, they could shoot their
weapons while they were riding.

9. Riding skill gave the soldiers a strong advantage in battle.

10. The great Khan and his warriors conquered a huge amount of land between
Beijing and the Caspian Sea.

4 Advantage Grammar Grade 7 © 2005 Creative Teaching Press

Name ______________________________________________________________________________

B Next to each noun, write person, place, thing, or idea to show what it refers to.
If it is a proper noun, write the word proper.

1. warrior 6. feet

2. land 7. loyalty

3. courage 8. Khan

4. Asia 9. Beijing

5. advantage 10. Mongols

C Complete the chart by filling in an appropriate noun, proper noun, or pronoun.

Common Noun Proper Noun Pronoun

1. president
2. San Francisco
3. her
4. India
5. Mongols
6. singer
7. it
8. they

D Write a sentence using each noun. Include a pronoun in at least one of your
sentences. Label each noun and pronoun as a subject or object.

1. chief

2. Asia

3. weapons

4. leadership

Advantage Grammar Grade 7 © 2005 Creative Teaching Press 5

Name ______________________________________________________________________________

L E S S O N Reviewing Verbs

2 Verbs are words that express action or a state of being. An action verb can
express a physical or mental action. A state-of-being verb shows that
ANCIENT
CIVILIZATIONS something exists; it is always a form of the verb to be.
OF ASIA

Action verbs: swim, soar, creep, say, have, think, know, wonder, seem
State-of-being verbs: am, is, are, was, were, has been, had been,
will be, shall be, would be

Note: To be verbs often combine with, or “help,” action verbs, as in the verb
phrases will be swimming, is going, and had been thinking.

An action verb can be either transitive or intransitive based on how it is used

in the sentence. A transitive verb has a direct object, which receives the action
of the verb. If the verb does not need an object to complete its meaning, it is
intransitive. To know if the verb is transitive, ask What? or Whom? after the verb.

Transitive verbs: Darcy sang a song. (Sang what? Sang the song.)
The eagle saw me. (Saw whom? Saw me.)
Intransitive verbs: Darcy sang loudly.
The eagle flew over the trees. (The words after
the intransitive verbs tell how or where.)

A Circle the verb or verbs in each sentence.

1. When I study ancient history, I feel like a time traveler.

2. Prehistory refers to the time before people began to write.

3. Archaeology is the scientific study of things that remain from human activity
in the past.

4. These remains include things such as the ruins of buildings, stone tools, and
even human bones.

5. Around 3000 B.C., writing developed in the Middle Eastern land of

Mesopotamia.

6. Many written materials exist for archaeologists to study.

7. Scrolls, stone tablets, and wall inscriptions are three kinds of ancient writing.

8. In many later cultures, people produced maps, letters, documents, and books.

6 Advantage Grammar Grade 7 © 2005 Creative Teaching Press

Name ______________________________________________________________________________

B Read each pair of sentences. One has a transitive verb; the other has an
intransitive verb. Place a checkmark (3) next to the sentence with a
transitive verb.

1. a. Martina read aloud to her father.

b. Martina read the chapter on ancient Japan.
2. a. Samurai warriors carried long swords.
b. They carried on bravely from battle to battle.
3. a. Some samurai served faithfully as officials in the provinces.
b. The servants served tea to the respected officials.
4. a. The warriors lived away from the court at Kyoto.
b. They lived lives marked by discipline and courage.
5. a. The exhibit of samurai armor held our attention.
b. The speaker held on tight to the heavy sword.
6. a. The Mongols threatened Japan in the late 1200s.
b. They threatened by attacking from Korea across the Sea of Japan.
7. a. After much fighting, a great storm rolled across the sea.
b. The wind and rains rolled the Mongol ships on their sides.
8. a. The storm stopped the Mongol invasion of Japan.
b. We stopped briefly to look at a painting of the battle.

C Answer each question in a complete sentence. Underline all the action verbs or
state-of-being verbs in your sentence.

1. How did you get to school this morning?

2. What is the most interesting thing you have learned today?

3. What have you been thinking about in the past hour?

4. Will you be at school tomorrow?

Advantage Grammar Grade 7 © 2005 Creative Teaching Press 7

Name ______________________________________________________________________________

L E S S O N Using Negatives

3 Negative words, such as not and never, change the meaning of a verb.
The verb tells what the action is; adding a negative word changes the
ANCIENT
CIVILIZATIONS meaning to the opposite.
OF ASIA

I like computer games. I do not like computer games.

Here are some common negative words:

not, nobody, none, nothing, hardly, can’t, doesn’t, won’t, isn’t, aren’t

To be clear and correct, use only one negative word in a sentence.

Double negative (incorrect)
He hardly never eats lunch out.
It doesn’t make no difference.
Can’t nobody hear me?
There is not nothing to do.
We won’t never get there.
To correct a double negative, replace one of the negative words with a
positive word, or take away a negative word.
Corrected
He hardly ever eats lunch out.
It doesn’t make any difference.
Can’t anybody hear me?
Can nobody hear me?
There is nothing to do.
There isn’t anything to do.
We won’t ever get there.
We will never get there.

A Circle the word that correctly completes each sentence.

1. In the distance you (can, can’t) barely see a tiny tower on top of the mountain.

2. Won’t (anybody, nobody) come with me to see the movie Shogun?

3. There was barely (nobody, anybody) in the theater when we arrived.
4. The Mongols never used (no, a) written language.
5. Wasn’t there (nothing, anything) the Chinese could do to stop the Mongol
invaders?

6. None of us (ever, never) guessed that riding horses well was so important
in battle.

8 Advantage Grammar Grade 7 © 2005 Creative Teaching Press

Name ______________________________________________________________________________

B Read each sentence. If the sentence is correct, write Correct on the line. If it is
incorrect, rewrite the sentence so that it uses negative words correctly.
1. This book doesn’t contain any information on ancient Japan.

2. Sam hardly has no energy to attend his kung fu class.

3. Isn’t nobody going to give a report on the samurai?

4. It won’t make no difference if they are five minutes late.

5. We won’t have no time to visit the Zen garden at the museum.

6. I’ve never seen no Japanese tea ceremony before.

7. No one in the class had never heard of Kublai Khan before.

8. We will never finish this time line of the Mongol Empire if we don’t start soon.

C Select four of the phrases from the box. For each one, write a sentence about
personal experiences, current events, or interesting things you have
learned in social studies.
isn’t anything nobody was
any difference hardly ever
none of us will never

Advantage Grammar Grade 7 © 2005 Creative Teaching Press 9

Name ______________________________________________________________________________

L E S S O N Commas and Semicolons

4 Both commas and semicolons can be used in compound sentences to join

two independent clauses. Use a comma when the clauses are joined by a
ANCIENT
CIVILIZATIONS conjunction such as and, but, or, nor, yet, so, or for. The comma falls before
OF ASIA
the conjunction.
Mountains and hills cover most of Japan, and it is surrounded by the sea.

Use a semicolon to join two closely related independent clauses when they
are not joined by a coordinating conjunction.
Mountains and hills cover most of Japan; less than 20 percent of the
land can be used for farming.

A semicolon is also used when a conjunction such as therefore, however, thus,

or then joins the two clauses.
Hokkaido is the northernmost island; then, moving south, comes
Honshu, Shikoku, and Kyushu.

A Add a semicolon in the correct place in each sentence.

1. As an island, Japan was isolated from the world thus, it developed with little
influence from other countries except China.

2. Japan is located on a very unstable part of the earth’s crust therefore

earthquakes are common there.

3. Typhoons are also frequent in Japan these are coastal storms with tree-bending
winds and heavy rains.

4. For thousands of years, the sea has been Japan’s greatest resource it has
provided food and helped to shield the island from invasion.

5. A Japanese myth describes how the world began two sky gods decided to
create the islands of Japan by dipping a jeweled spear into the ocean.

6. Some of the earliest inhabitants of Japan were the Jomon they probably came
from Korea.

7. Early peoples believed in the power of spirits these spirits were called kami.
8. The Sun Goddess was the most powerful of the kami Japan’s first emperor
claimed to be descended from the Sun Goddess.

10 Advantage Grammar Grade 7 © 2005 Creative Teaching Press

Name ______________________________________________________________________________

B Decide whether each sentence requires a comma or a semicolon. Add the

appropriate punctuation mark to each sentence.

1. Hunter-gatherers lived in Japan in prehistoric times and the Ainu people of

northern Japan may be related to them.

2. The Jomon developed a complex culture they used irrigation to create wet
fields where they cultivated rice.

3. The next civilization, the Yayoi, was called the “tomb culture” for the Yayoi
built huge graves.

4. The graves contained small clay figures of soldiers and horses these objects
suggest that the Yayoi took part in wars and respected warriors.

5. Japan is an island but one of its main religions, Buddhism, comes from China.
6. Japan’s ruler in the 600s, Prince Shotoku, welcomed Buddhist priests they
helped introduce the Chinese language and arts in Japan.

7. After Shotoku’s death, government leaders introduced Chinese-style reforms all

land was made the property of the emperor.

8. These reforms reduced the power of the clan leaders however, the lives of
everyday peasants did not change much.

C Write a paragraph about the early history of Japan. Include at least two
compound sentences in which you join the main clauses with a comma or
semicolon. Remember that clauses joined by a semicolon should be closely
related in content.

Advantage Grammar Grade 7 © 2005 Creative Teaching Press 11