9781471849220 eng rev guide ch1 - galorepark.co.uk
TRANSCRIPT
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Name: _________________________________________________
3AN HACHETTE UK COMPANY
Victoria Burrill
Erika Cross
Jenny Olney
RevisionGuide
English
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Contents and progress recordUse this page to plot your revision. Colour in the boxes when you feel confi dent with the skill and note your score and time for each test in the boxes.
l How to use this book ...................................... 7
l Introduction .................................................... 12
l Prefi xes .............................................................. 14
l Suffi xes ............................................................. 16
l Compound words, plurals and
silent letters .................................................... 20
l Homophones, homonyms and other
commonly confused words ........................ 22
l Basic punctuation .......................................... 24
l Commas and apostrophes .......................... 26
l Punctuating speech ....................................... 28
l Parentheses ..................................................... 30
l Colons, semicolons and ellipses ................ 31
l Types of sentence and clauses .................. 33
l Parts of speech ............................................... 35
l Test 1: Spelling, punctuation and
grammar ........................................................... 37
l Introduction .................................................... 41
l Identifying text types ................................... 43
l Strategies for tackling comprehension
questions .......................................................... 55
l Understanding the purpose, audience
and structure of texts ................................... 57
l Summarising key ideas ................................ 59
l Using clues to fi nd defi nitions ................... 61
1 Spelling, punctuation and grammar
2 Reading
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l Retrieving specifi c information in
fi ction and non-fi ction texts ...................... 63
l Inference and deduction .............................. 65
l Making predictions about characters
and events ........................................................ 67
l Separating fact and opinion in
non-fi ction texts ............................................ 69
l Analysing language ....................................... 71
l Test 2: Fiction comprehension ................... 75
l Test 3: Non-fi ction comprehension ......... 77
l Test 4: Poetry comprehension ................... 79
l Introduction .................................................... 81
l Choosing a task .............................................. 83
l Planning ............................................................ 85
l Narrative writing from a title .................... 88
l Responding to textual prompts ................. 89
l Responding to pictures ................................ 91
l Continuation ................................................... 93
l Book review ..................................................... 95
l Personal response .......................................... 97
l Discursive and persuasive writing ............ 99
l Improving your writing: story starters
and endings ...................................................101
l Improving your writing: adverbials.........103
l Improving your writing: fl ashbacks ........104
l Improving your writing: imagery and
descriptive techniques ...............................105
l Improving your writing: mimicking style .....107
l Improving your writing: sentence
structure .........................................................109
l Improving your writing: verbs for effect .... 111
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3 Composition
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Answers 1
Success grids xx
l Improving your writing: choosing
a point of view ..............................................112
l Improving your writing: linking devices ... 113
l Test 5: Composition ................................... 115
l Test 6: Composition ....................................116
l Glossary of useful words and phrases ...117
l Spelling list ....................................................119
l Model writing samples ...............................121
l Spelling, punctuation and grammar ......124
l Comprehension 1 .........................................128
l Comprehension 2 .........................................132
l Composition 1 ..............................................135
l Composition 2 ..............................................136
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4 Useful information
11+ Sample tests
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Prefixes Skill definition: Adding prefixes to words and understanding how they change the spelling and
meaning of root words.
Prefixes are a very important element of spelling. They are strings of letters added at the beginning of a word which alter the meaning of the word. The word to which the prefix is added is called the root word.
A prefix is added to the beginning of a word to change its meaning in some way. It does not usually change the spelling of the root word, it is simply added at the beginning, for example un + helpful = unhelpful. The same rule also applies when two of the same letters end next to one another, for example mis + spell = misspell.
Common prefixes include:
un- dis- in- mis- non-
All of these mean ‘not’ or ‘the opposite of’, as in:
unpopular disagree indirect misfortune nonsense
Other prefixes include:
ab- (away, from)
ante- (before)
anti- (against, opposing)
co- (together)
contra- (against, opposite)
ex- (out, away, former)
inter- (between, among)
post- (after)
re- (again)
sub- (under, below)
trans- (across)
ExceptionsThe prefix in- changes depending on the spelling of the word you add it to.
Before a root word starting with l, in- becomes il-:
illegal illegible
Before a root word starting with m or p, in- becomes im-:
immature immortal impossible impatient imperfect
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Prefixes
Before a root word starting with r, in- becomes ir-:
irregular irrelevant irresponsible
Prefi xes with hyphensSometimes a hyphen is used to add a prefi x to a word. This often happens when the prefi x ends with the same vowel as the root word. It also helps avoid confusion, for example the meaning of ‘repress’ (to not allow something to be expressed) is different from the meaning of ‘re-press’ (to press again).
co-ordinate co-operate re-examine re-enter
Train
1 Make word webs for the following prefi xes, fi nding as many words as you can that have each prefi x.
(a) sub- (b) pre- (c) re- (d) anti- (e) in- (including ir-/im-/il-)
2 Find out what these prefi xes mean and, for each prefi x, fi nd at least three words that use it.
(a) ad- (b) extra- (c) over- (d) semi- (e) under-
3 Add prefi xes to the bold words so that the sentence still makes sense. Write down the words you have created.
(a) I won the race because I ran the other competitors.
(b) Stealing is completely acceptable.
(c) I failed the test because I understood the instructions.
(d) Albert Einstein was an ordinary man.
(e) If you try hard enough, nothing is possible.
(f) The trains normally arrive every hour but today they are regular.
Test
4 Find the mistakes in this passage. Rewrite the passage with the mistakes corrected.
I tried to open the door but it was inpossible. Th e handle was broken and unmobile. I wanted to try and break it down but that would be unlegal. What could I do to pregress on my journey? I was feeling unpatient so I picked up a brick to smash the window but something made me dethink it. I was subprepared for this problem. I detraced my steps to the front of the house and noticed something superordinary. An open window. I had fi nally decovered a way in. (10)
Find the mistakes in this passage. Rewrite the passage with the mistakes corrected.
Target time: 10 minutes
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Suffixes Skill definition: Adding suffixes to words and understanding how they change the spelling and
meaning of root words.
Suffixes are another very important element of spelling. They are strings of letters added at the end of a word which alter the meaning of a word. The word to which the suffix is added is called the root word.
Suffixes can be added to different types of words. Some examples are shown below:
Verbs-ing (happening now – sing/singing)
-ed (in the past – walk/walked)
-ment (changes a verb into an abstract noun – agree/agreement)
-able (changes a verb into an adjective meaning ‘able to be’ – bear/bearable)
-ible (changes a verb into an adjective meaning ‘able to be’ – convert/convertible)
-ion (changes a verb into a noun – invent/invention)
-ation (changes a verb into a noun – sense/sensation)
Nouns-less (changes a noun into an adjective meaning ‘none or without’ – hope/hopeless)
-ful (changes a noun into an adjective meaning ‘with’– doubt/doubtful)
-ous (changes a noun into an adjective – poison/poisonous)
Adjectives-ness (changes an adjective into a noun – happy/happiness)
-ly (changes an adjective to an adverb – quick/quickly)
-er (changes an adjective into a comparative – slow/slower)
-est (changes an adjective into a superlative – smart/smartest)
-en (changes an adjective into a verb – flat/flatten)
One suffix that is commonly misspelled is -ful. The only time you write ‘full’ (with double ‘ll’) is when the word is used on its own, as in ‘The bag is full to the brim.’ Otherwise, there is just one ‘l’, as in useful, beautiful, handful, spoonful, etc.
There are many rules for adding suffixes. Here are some general rules.
l If the last (or only) syllable of a word is emphasised and ends with one consonant which has just one vowel before it, the final consonant is doubled before any ending beginning with a vowel is added.
forget – forgetting/forgettable clap – clapping/clapped
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Suffixes
l If the last syllable is not emphasised, do not double the consonant.
garden – gardening limit – limiting/limited
Train
1 Following the rule on the previous page, add -ed and -ing to the root words below. Write down the words you have created.
(a) slip (b) trip (c) tap (d) regret (e) clip
l When adding a suffi x to a word ending in y with a consonant before it, change the y to an i before adding the suffi x.
fury – furious happy – happiness funny – funniest
l If there is a vowel before the y then do not change the y to an i.
play – playing/played grey – greying/greyest
l Exception: adding -ing to verbs.
trying frying crying
Train
2 Following the rules above, fi nd the incorrectly spelled words in the list below.
frayed betraied smellyest displayed bulkier curlyest
gloomily muddyest repling juicyness cheeriness
l The e at the end of the root word is dropped before -ing, -ed, -er, -est, -y or any other suffi x beginning with a vowel.
hike – hiking/hiked shine – shining/shiny defi ne – defi ning/defi ned/defi nable
l There is an exception: being.
Train
3 Add the appropriate suffi xes, -ing and -ed, or -er and -est, to the following root words. Write down the words you have created.
(a) accelerate (b) assume (c) exclude (d) fi ne
(e) strange (f) gentle (g) simple
l When adding -ing, -ed, -er, -est and -y to words of one syllable ending in a single consonant with a single vowel before the consonant, the last consonant must be doubled if the vowel sound is to be kept ‘short’.
pat – patting/patted fl at – fl atter/fl atten/fl attest
l There is an exception: the letter x is never doubled.
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Train
4 Find the mistakes in this passage. Write out the passage with the mistakes corrected.
It was the hotest day on record and Jane had stoped skiping in the park because she was sweatty and thirsty. She fl oped onto the grass and siped on her water. She felt sleeppy so closed her droopy eyelids and dozzed off . When she awoke, her eyes gradually fi xxed on the fi gure standing before her.
l If a suffi x starts with a consonant, the root word does not change unless the word ends in a y.
fulfi l – fulfi lment great – greatness hope – hopeful
l There is an exception: argument
Train
5 Add -ment or -ness onto these words. Write down the words you have created.
(a) happy (b) govern (c) ill (d) amuse (e) improve
(f) fi t (g) foolish (h) heavy (i) sad ( j) lonely
Some suffi xes have their own rules, which have to be learned.
The -ous suffi xl Sometimes the root word is obvious and the usual rules apply for adding suffi xes beginning with
vowels.
danger – dangerous fame – famous
l Sometimes there is no obvious root word.
tremendous jealous enormous
l -our is changed to -or before -ous is added.
glamour – glamorous
l A fi nal e of the root word must be kept if the -dg sound of g is to be kept.
courage – courageous
l If there is short i sound before the -ous ending, it is usually spelled as i.
curious obvious
l A few words are spelled with an e not an i.
hideous spontaneous
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Suffixes
Train
6 Follow the rules above to correct these mistakes. Write down the corrected sentences.
(a) Varyous people have climbed the mountaineous regions of Nepal.
(b) The comedian was very humourous.
(c) The cost of the holiday was utrageous.
The -ly suffi xl The suffi x -ly changes an adjective to an adverb. The rules on the previous page still apply. The
suffi x -ly starts with a consonant, so it is added straight on to most root words.
large – largely wide – widely
l If the root word ends in y and has more than one syllable, change the y to an i.
angry – angrily grumpy – grumpily
l If the root word ends with -le, the -le changes to -ly.
gently simply
l If the root word ends with -ic, add -ally instead of -ly,
basically frantically dramatically
l There are exceptions: publicly, truly, duly, wholly.
Train
7 Add an -ly word to these sentences. Write out the completed sentences.
(a) The pianist played .
(b) Every evening I complete my homework.
(c) This year my exam results were better than last year.
(d) it is nearly time to go to school.
Test
8 Find the mistakes in this passage. Write out the corrected passage.
Suddenly, the ship swaied from side to side, battleing the enormous waves. Th e couragous captain controled the sails and the crew rallyed together to bail out the water. Th e choppyness of the water worsened and the boat tiped over dangerusly. Th ere was no merryment aboard that day. Everyone franticaly worked to survive. (10)
Find the mistakes in this passage. Write out the corrected passage.
Target time: 10 minutes
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