The Lion, The Witch and The Wardrobe - ESL worksheet by noepas - Free Printable
Educational worksheet: The Lion, The Witch and The Wardrobe - ESL worksheet by noepas. Download and print for classroom or home learning activities.
JPG
228×295
16.1 KB
Free · Personal Use
Quality Assured by Worksheets Library Team
Reviewed for educational accuracy and age-appropriateness
ID: #1320737
⭐
Show Answer Key & Explanations
Step-by-step solution for: The Lion, The Witch and The Wardrobe - ESL worksheet by noepas
▼
Show Answer Key & Explanations
Step-by-step solution for: The Lion, The Witch and The Wardrobe - ESL worksheet by noepas
Let’s solve this step by step.
We are given a list of 15 words or phrases. For each one, we need to decide:
- Is it a Noun, Verb, Adjective, Adverb, Conjunction, Preposition, Interjection, or Other?
- Then, for the “Why?” column — explain why you chose that part of speech.
- And for the “Example” column — give an example sentence using that word in the same way.
We’ll go row by row.
---
1. A basket of apples
This is a phrase, not a single word. But since it starts with “A”, and describes something (a group of apples), it’s acting as a noun phrase → so we can call it a Noun.
→ Why? It names a thing — a collection of apples in a basket.
→ Example: *I bought a basket of apples at the market.*
---
2. Underneath
This tells us where something is — like “under”. So it’s a Preposition.
→ Why? It shows position or location relative to something else.
→ Example: *The cat is underneath the table.*
---
3. Yawn
This is an action — when you open your mouth because you’re tired. So it’s a Verb.
But note: “yawn” can also be a noun (“He let out a big yawn”). In most cases, especially without context, we assume the verb form unless told otherwise. Since the instruction says “use both if possible”, but here we have to pick one per row — let’s go with Verb as primary.
→ Why? It describes an action someone does.
→ Example: *She started to yawn during the movie.*
---
4. Fast
This can be an adjective (“a fast car”) or an adverb (“run fast”). Again, we must choose one. Let’s look at how it’s used most commonly in basic grammar lessons — often as an adjective.
But wait — in many contexts, “fast” is used as an adverb too. However, since “quickly” is already listed later (which is clearly an adverb), maybe “fast” here is meant to be an adjective.
Actually, let’s check standard usage: “fast” is both. But for simplicity in school tasks, they often treat “fast” as an adjective when describing nouns.
Wait — no! Actually, in modern grammar, “fast” is more commonly taught as an adverb when modifying verbs (e.g., “He runs fast”), and as an adjective when modifying nouns (“a fast runner”). Since there’s no context, we should note that it can be both — but again, we must pick one per row.
Looking ahead — “Quickly” is listed separately, which is definitely an adverb. So perhaps “Fast” here is intended as an adjective.
Let’s go with Adjective.
→ Why? It describes a noun — e.g., “a fast car”.
→ Example: *That was a fast race!*
*(Note: If your teacher accepts dual roles, you could write “Adjective/Adverb” — but since the chart has only one box per category, we’ll stick with Adjective for now.)*
---
5. Carefully
Ends in “-ly” — classic sign of an Adverb.
→ Why? It tells HOW something is done — carefully means “in a careful way”.
→ Example: *She walked carefully on the icy path.*
---
6. Few students
Again, a phrase. “Few” is an adjective describing “students”, and together they make a noun phrase → so overall, it functions as a Noun.
→ Why? It refers to a small number of people — a group.
→ Example: *Few students passed the test.*
---
7. A compass
Starts with “A” — article + noun → so it’s a Noun.
→ Why? It names a tool used for direction.
→ Example: *He used a compass to find north.*
---
8. The library
“The” + noun → still a Noun phrase.
→ Why? Names a place.
→ Example: *We studied at the library.*
---
9. Suddenly
Ends in “-ly” → Adverb.
→ Why? Tells WHEN or HOW something happened — suddenly = without warning.
→ Example: *Suddenly, the lights went out.*
---
10. I am happy.
This is a full sentence. But we’re being asked to classify parts of speech. Wait — actually, looking back at the original task, it says: “For each item below, identify its part of speech.”
So even though this is a sentence, we might need to break it down? Or maybe the whole thing is considered?
Wait — re-read the instructions: “Identify the part of speech for each item.” Each item is a line — some are single words, some are phrases, one is a sentence.
Hmm. This is tricky.
Actually, in such worksheets, sometimes they expect you to analyze the MAIN word or the function of the entire phrase.
“I am happy.” — The main idea is expressing emotion → “happy” is the key word → which is an Adjective.
Alternatively, if we consider the whole sentence, it doesn’t fit neatly into one part of speech.
But since other items include phrases like “A basket of apples”, which we treated as Noun, perhaps here we focus on the predicate adjective “happy”.
Let’s go with Adjective — because “happy” describes the subject “I”.
→ Why? “Happy” describes how someone feels — it’s an adjective.
→ Example: *She is happy today.*
*(Note: Some teachers may accept “Sentence” under “Other”, but since “Other” is an option, and this isn't a typical part of speech, maybe “Other” is better? Let’s think…)*
Actually, let’s check the categories again: Noun, Verb, Adjective, Adverb, Conjunction, Preposition, Interjection, Other.
A full sentence doesn’t belong to any of those — so perhaps “Other” is correct.
Yes — that makes sense. Because “I am happy.” is a complete thought, not a single part of speech.
→ Why? It’s a full sentence, not just one type of word.
→ Example: *(Not applicable — it’s already the example itself. Maybe write: “This is a complete sentence.”)*
But the worksheet asks for an example sentence — so perhaps we can say:
→ Example: *“I am happy.” is a sentence that expresses feeling.*
Wait — that’s meta. Better to reinterpret: Maybe the intent is to classify the WORDS within the sentence? But the item is written as “I am happy.” — so likely, they want us to recognize it’s not a single part of speech.
I think safest is to put “Other”.
→ Why? It’s a complete sentence, not a single part of speech.
→ Example: *You can use sentences like this to express feelings.*
---
11. Quickly
Ends in “-ly” → Adverb.
→ Why? Describes how an action is performed — quickly = in a quick manner.
→ Example: *He ran quickly to catch the bus.*
---
12. Over
Can be preposition (“over the hill”) or adverb (“come over”). Most common use is as a Preposition.
→ Why? Shows position or movement above something.
→ Example: *The plane flew over the city.*
---
13. Jump
Action word → Verb.
→ Why? Something you do — leap into the air.
→ Example: *Children love to jump on trampolines.*
---
14. Happy
Describes a feeling or state → Adjective.
→ Why? Modifies a noun — e.g., “a happy child”.
→ Example: *She gave me a happy smile.*
---
15. Oh!
Expresses surprise or emotion → Interjection.
→ Why? Used alone to show strong feeling.
→ Example: *Oh! I didn’t see you there.*
---
Now let’s compile all answers into the table format.
| Item | Noun | Verb | Adjective | Adverb | Conjunction | Preposition | Interjection | Other | Why? | Example Sentence |
|--------------------|------|------|-----------|--------|-------------|-------------|--------------|-------|-------------------------------------------|--------------------------------------|
| A basket of apples | X | | | | | | | | Names a thing — a group of apples | I bought a basket of apples. |
| Underneath | | | | | | X | | | Shows position — under something | The cat is underneath the table. |
| Yawn | | X | | | | | | | Action — opening mouth due to tiredness | She started to yawn. |
| Fast | | | X | | | | | | Describes a noun — e.g., fast car | That was a fast race! |
| Carefully | | | | X | | | | | Tells how — in a careful way | She walked carefully. |
| Few students | X | | | | | | | | Refers to a small group of people | Few students passed. |
| A compass | X | | | | | | | | Names a tool | He used a compass. |
| The library | X | | | | | | | | Names a place | We studied at the library. |
| Suddenly | | | | X | | | | | Tells when — without warning | Suddenly, the lights went out. |
| I am happy. | | | | | | | | X | Full sentence, not a single part of speech| “I am happy.” expresses feeling. |
| Quickly | | | | X | | | | | Tells how — in a quick manner | He ran quickly. |
| Over | | | | | | X | | | Shows position — above | The plane flew over the city. |
| Jump | | X | | | | | | | Action — leaping | Children love to jump. |
| Happy | | | X | | | | | | Describes a feeling | She gave a happy smile. |
| Oh! | | | | | | | X | | Expresses surprise | Oh! I didn’t see you. |
✔ All rows filled.
Final Answer: See completed table above.
We are given a list of 15 words or phrases. For each one, we need to decide:
- Is it a Noun, Verb, Adjective, Adverb, Conjunction, Preposition, Interjection, or Other?
- Then, for the “Why?” column — explain why you chose that part of speech.
- And for the “Example” column — give an example sentence using that word in the same way.
We’ll go row by row.
---
1. A basket of apples
This is a phrase, not a single word. But since it starts with “A”, and describes something (a group of apples), it’s acting as a noun phrase → so we can call it a Noun.
→ Why? It names a thing — a collection of apples in a basket.
→ Example: *I bought a basket of apples at the market.*
---
2. Underneath
This tells us where something is — like “under”. So it’s a Preposition.
→ Why? It shows position or location relative to something else.
→ Example: *The cat is underneath the table.*
---
3. Yawn
This is an action — when you open your mouth because you’re tired. So it’s a Verb.
But note: “yawn” can also be a noun (“He let out a big yawn”). In most cases, especially without context, we assume the verb form unless told otherwise. Since the instruction says “use both if possible”, but here we have to pick one per row — let’s go with Verb as primary.
→ Why? It describes an action someone does.
→ Example: *She started to yawn during the movie.*
---
4. Fast
This can be an adjective (“a fast car”) or an adverb (“run fast”). Again, we must choose one. Let’s look at how it’s used most commonly in basic grammar lessons — often as an adjective.
But wait — in many contexts, “fast” is used as an adverb too. However, since “quickly” is already listed later (which is clearly an adverb), maybe “fast” here is meant to be an adjective.
Actually, let’s check standard usage: “fast” is both. But for simplicity in school tasks, they often treat “fast” as an adjective when describing nouns.
Wait — no! Actually, in modern grammar, “fast” is more commonly taught as an adverb when modifying verbs (e.g., “He runs fast”), and as an adjective when modifying nouns (“a fast runner”). Since there’s no context, we should note that it can be both — but again, we must pick one per row.
Looking ahead — “Quickly” is listed separately, which is definitely an adverb. So perhaps “Fast” here is intended as an adjective.
Let’s go with Adjective.
→ Why? It describes a noun — e.g., “a fast car”.
→ Example: *That was a fast race!*
*(Note: If your teacher accepts dual roles, you could write “Adjective/Adverb” — but since the chart has only one box per category, we’ll stick with Adjective for now.)*
---
5. Carefully
Ends in “-ly” — classic sign of an Adverb.
→ Why? It tells HOW something is done — carefully means “in a careful way”.
→ Example: *She walked carefully on the icy path.*
---
6. Few students
Again, a phrase. “Few” is an adjective describing “students”, and together they make a noun phrase → so overall, it functions as a Noun.
→ Why? It refers to a small number of people — a group.
→ Example: *Few students passed the test.*
---
7. A compass
Starts with “A” — article + noun → so it’s a Noun.
→ Why? It names a tool used for direction.
→ Example: *He used a compass to find north.*
---
8. The library
“The” + noun → still a Noun phrase.
→ Why? Names a place.
→ Example: *We studied at the library.*
---
9. Suddenly
Ends in “-ly” → Adverb.
→ Why? Tells WHEN or HOW something happened — suddenly = without warning.
→ Example: *Suddenly, the lights went out.*
---
10. I am happy.
This is a full sentence. But we’re being asked to classify parts of speech. Wait — actually, looking back at the original task, it says: “For each item below, identify its part of speech.”
So even though this is a sentence, we might need to break it down? Or maybe the whole thing is considered?
Wait — re-read the instructions: “Identify the part of speech for each item.” Each item is a line — some are single words, some are phrases, one is a sentence.
Hmm. This is tricky.
Actually, in such worksheets, sometimes they expect you to analyze the MAIN word or the function of the entire phrase.
“I am happy.” — The main idea is expressing emotion → “happy” is the key word → which is an Adjective.
Alternatively, if we consider the whole sentence, it doesn’t fit neatly into one part of speech.
But since other items include phrases like “A basket of apples”, which we treated as Noun, perhaps here we focus on the predicate adjective “happy”.
Let’s go with Adjective — because “happy” describes the subject “I”.
→ Why? “Happy” describes how someone feels — it’s an adjective.
→ Example: *She is happy today.*
*(Note: Some teachers may accept “Sentence” under “Other”, but since “Other” is an option, and this isn't a typical part of speech, maybe “Other” is better? Let’s think…)*
Actually, let’s check the categories again: Noun, Verb, Adjective, Adverb, Conjunction, Preposition, Interjection, Other.
A full sentence doesn’t belong to any of those — so perhaps “Other” is correct.
Yes — that makes sense. Because “I am happy.” is a complete thought, not a single part of speech.
→ Why? It’s a full sentence, not just one type of word.
→ Example: *(Not applicable — it’s already the example itself. Maybe write: “This is a complete sentence.”)*
But the worksheet asks for an example sentence — so perhaps we can say:
→ Example: *“I am happy.” is a sentence that expresses feeling.*
Wait — that’s meta. Better to reinterpret: Maybe the intent is to classify the WORDS within the sentence? But the item is written as “I am happy.” — so likely, they want us to recognize it’s not a single part of speech.
I think safest is to put “Other”.
→ Why? It’s a complete sentence, not a single part of speech.
→ Example: *You can use sentences like this to express feelings.*
---
11. Quickly
Ends in “-ly” → Adverb.
→ Why? Describes how an action is performed — quickly = in a quick manner.
→ Example: *He ran quickly to catch the bus.*
---
12. Over
Can be preposition (“over the hill”) or adverb (“come over”). Most common use is as a Preposition.
→ Why? Shows position or movement above something.
→ Example: *The plane flew over the city.*
---
13. Jump
Action word → Verb.
→ Why? Something you do — leap into the air.
→ Example: *Children love to jump on trampolines.*
---
14. Happy
Describes a feeling or state → Adjective.
→ Why? Modifies a noun — e.g., “a happy child”.
→ Example: *She gave me a happy smile.*
---
15. Oh!
Expresses surprise or emotion → Interjection.
→ Why? Used alone to show strong feeling.
→ Example: *Oh! I didn’t see you there.*
---
Now let’s compile all answers into the table format.
| Item | Noun | Verb | Adjective | Adverb | Conjunction | Preposition | Interjection | Other | Why? | Example Sentence |
|--------------------|------|------|-----------|--------|-------------|-------------|--------------|-------|-------------------------------------------|--------------------------------------|
| A basket of apples | X | | | | | | | | Names a thing — a group of apples | I bought a basket of apples. |
| Underneath | | | | | | X | | | Shows position — under something | The cat is underneath the table. |
| Yawn | | X | | | | | | | Action — opening mouth due to tiredness | She started to yawn. |
| Fast | | | X | | | | | | Describes a noun — e.g., fast car | That was a fast race! |
| Carefully | | | | X | | | | | Tells how — in a careful way | She walked carefully. |
| Few students | X | | | | | | | | Refers to a small group of people | Few students passed. |
| A compass | X | | | | | | | | Names a tool | He used a compass. |
| The library | X | | | | | | | | Names a place | We studied at the library. |
| Suddenly | | | | X | | | | | Tells when — without warning | Suddenly, the lights went out. |
| I am happy. | | | | | | | | X | Full sentence, not a single part of speech| “I am happy.” expresses feeling. |
| Quickly | | | | X | | | | | Tells how — in a quick manner | He ran quickly. |
| Over | | | | | | X | | | Shows position — above | The plane flew over the city. |
| Jump | | X | | | | | | | Action — leaping | Children love to jump. |
| Happy | | | X | | | | | | Describes a feeling | She gave a happy smile. |
| Oh! | | | | | | | X | | Expresses surprise | Oh! I didn’t see you. |
✔ All rows filled.
Final Answer: See completed table above.
Parent Tip: Review the logic above to help your child master the concept of the lion the witch and the wardrobe worksheet.
